Cryptocurrency is a digital or virtual currency that utilizes cryptography for security and operates independently of any central authority. It allows for peer-to-peer transactions, without the need for intermediaries, and has gained popularity over the years. However, with the rise of its popularity comes an increase in a cryptocurrency scam. It is crucial to invest in legitimate cryptocurrencies to avoid falling victim to these scams. Legitimate cryptocurrencies have a higher chance of providing returns on investments and are backed by reputable companies, unlike scams that often have no real backing or technology behind them.

Understanding Cryptocurrency Scams

Cryptocurrency scams can take various forms and can often be challenging to identify. Some common cryptocurrency scams include fake ICOs, Ponzi schemes, and phishing attacks. These scams typically promise quick profits with little or no effort, and they prey on the naivety of investors. Warning signs of cryptocurrency scams include unrealistic promises, lack of transparency, and pressure to invest immediately. Cryptocurrency scammers often use tactics like creating fake websites, impersonating legitimate companies, and creating fake social media profiles to lure in unsuspecting investors. Understanding the different types of cryptocurrency scams and their warning signs can help investors avoid falling victim to these fraudulent activities.

Benefits of Investing in Legitimate Cryptocurrencies

Investing in legitimate cryptocurrencies can offer a host of benefits over falling prey to common cryptocurrency scams. One of the key advantages of legitimate cryptocurrencies is their security. Legitimate cryptocurrencies are built on secure blockchain technology, which makes it incredibly difficult for hackers to manipulate the system or steal funds. Additionally, legitimate cryptocurrencies offer the potential for long-term growth, as they are not subject to the volatility that often plagues scams. Finally, investing in legitimate cryptocurrencies comes with legal and regulatory protections for investors, ensuring that your funds are protected from fraudulent activity. Overall, investing in legitimate cryptocurrencies can be a smart, secure, and profitable decision.

Risks of Investing in Cryptocurrency Scams

Investing in cryptocurrency scams can be a risky proposition with many potential pitfalls. One of the primary risks of investing in scams is the possibility of losing your entire investment due to fraudulent activity. Scams often promise unrealistic returns or use other deceptive tactics to lure investors, leaving them with nothing to show for their investment. Additionally, scams can have a negative impact on the legitimacy of the cryptocurrency market as a whole. This can lead to a decrease in investor confidence and make it more difficult for legitimate cryptocurrencies to gain traction. Finally, investing in scams can have serious legal and regulatory consequences, with investors potentially facing fines or even criminal charges. In short, it is critical to be wary of common cryptocurrency scams and to only invest in legitimate, established cryptocurrencies.

How to Avoid Cryptocurrency Scams

Avoiding cryptocurrency scams can be a challenge, but there are several best practices that can help investors steer clear of fraudulent activity. One of the most important steps is to conduct thorough research and due diligence before investing in any cryptocurrency. This can include reviewing the whitepaper and technical specifications, as well as checking the background and reputation of the development team. Additionally, it is critical to use trusted cryptocurrency exchanges that have a proven track record of security and reliability. One such platform is Asset Repo, which offers a comprehensive solution for recovering funds lost to fraudulent cryptocurrency scams. By following these best practices and working with trusted partners like Asset Repo, investors can help mitigate the risks of investing in common cryptocurrency scams.

Conclusion

Avoiding cryptocurrency scams can be a challenge, but there are several best practices that can help investors steer clear of fraudulent activity. One of the most important steps is to conduct thorough research and due diligence before investing in any cryptocurrency. This can include reviewing the whitepaper and technical specifications, as well as checking the background and reputation of the development team. Additionally, it is critical to use trusted cryptocurrency exchanges that have a proven track record of security and reliability. One such platform is Asset Repo, which offers a comprehensive solution for recovering funds lost to fraudulent cryptocurrency scams. By following these best practices and working with trusted partners like Asset Repo, investors can help mitigate the risks of investing in common cryptocurrency scams.

Defendants, a corporate surety and its receiver, appealed from a judgment of the Superior Court of Contra Costa County (California), which found in favor of plaintiff, the People, in an action to recover on the official bond of the former treasurer of Contra Costa County for a shortage in his accounts. Defendants also appealed from the trial court's order refusing a new trial.

Overview: litigation lawyer California

The surety's bond was issued on behalf of the treasurer after he was elected for a second term. After the treasurer committed suicide, a shortage in his accounts was found. The People filed suit against the surety and its receiver to recover on the bond. On appeal from a judgment in favor of the People and an order refusing a new trial, the court held that the trial court erred in finding that the surety had waived its right to a jury trial. The surety had a right to a jury trial under Cal. Const. art. I, § 7, and the record failed to show that a jury trial had been waived in one of the methods recognized under Cal. Code Civ. Proc. § 631. Moreover, the local rule relied upon by the trial court in finding a waiver was invalid. Even if the rule was valid, the facts necessary to constitute a waiver under the rule were not shown. The court added that upon retrial, the jury was not to be instructed that there was a presumption that a defalcation occurred during the treasurer's second term. The court reasoned that the better view was for the People to have the burden of proving a defalcation during the term covered by the surety's bond.

Outcome

The court reversed the trial court's judgment and order and remanded the case for a new trial.

If you have always stayed away from wearing or purchasing CZ because it is so obviously not a real diamond, you’ll be pleasantly surprised with our new Diamond Veneer. Every woman deserves head-turning jewelry including diamonds, which are still a girl’s best friend! While sparkle and shine are the goal, diamonds aren’t always in the budget—but now they don’t have to be. Most women are scared of using Cubic Zirconia, given that it usually looks fake and carries that stigma. Cubic Zirconia Jewelery has a reputation of looking very white. Diamond Veneer has changed the way people look at CZ by treating it with a veneer of carbon diamond particles, crystalizing around the entire stone, which results in a flawless "G" color on the diamond color scale. This vaporization process under extreme heat and pressure conditions significantly increases (4-5 times) the fire, refraction, and durability of the CZ as a real Diamond at CZ price!

With this new technique, even experts cannot tell much of a difference between CZ and real diamonds. Jewelry has always been one of those things that if not bought correctly it can look very tacky and fake. This has always been a problem and it has now come to an end thanks to Diamond Veneer. Diamond Veneer jewelry solves this important issue for well dressed women that can afford the Real Deal, but wear the Fake for Travel. The reason being is that DIAMOND VENEER is not very CZ White, but rather has the "G" color. This advantage fools even the Jewelry experts we meet at JCK Jewelry Trade Shows we exhibit at.

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“Understanding each step involved in creating animated sequences for the courtroom is important for every attorney and paralegal. It is key to note that the expert or witness testifying to the animation’s accuracy must be involved in and approve each phase of the process. Depending on the context of each case, some steps in the process may be omitted. Here are the two basic phases of creating an animation. Business law is the law that governs what happens with commercial or business matters, if you face any issues in these matters then consult with business lawyers.

Phase One: Planning

• The first step is to run a conflict check. A conflict check is usually done by both the animation firm and the law firm involved. It determines if there are any conflicts of interest and who can legally work on a specific case.

• Next, the animator or consultant will determine whether an animation is the smartest and most cost-effective method for presenting concepts. To do this they will review case materials such as expert reports, site evaluations, photographs, depositions, and related graphics that have already been completed. To help with the evaluation a statement of the intended purpose of the animation and general budget information should also be exchanged. An evaluation is usually done for free or for a nominal fee.

• Once it is determined that animation will be used, attorneys, experts, and an animation consultant should meet to discuss potential scenarios in the case and points on which the animation should be focused. The goal is to develop a clear picture regarding the content of the animation, to identify what is expected from each person involved and to set deadlines. In addition, preliminary production schedules are created, contact information is shared and a preferred method of correspondence is determined.

• As the last step in the planning phase, an animation consultant should provide a written estimate containing an outline stating the work to be performed and its completion schedule; the cost of the proposed animation; information detailing fees for revising or adding to the animation beyond what was originally proposed; estimates of the cost for proposed alternate animation sequences; and details regarding the preferred video format. This written estimate should be treated as a contract after it has been approved.

Phase Two: Creating

• The creation of storyboards is the next step. Storyboards are typically a series of hand-drawn, still images with written details about the action, content, and camera viewpoint below each image. Storyboards are used to resolve any problems with the animation before they become too expensive or difficult to fix. Storyboards also ensure that key points are covered and the content is laid out in the most effective manner. They should be approved by all parties before production begins. Once approved, storyboards become the guide the animator uses to create the animation. Note that in some instances - for example if expert reports are not finished when the animator begins working, or if the scope of the case is expected to change - storyboards are not created.

• The next step, modeling, involves creating every object that resides within the 3D environment on a computer. An animator typically must create each model by hand. When possible, it is sometimes faster and more cost-effective to laser scan an original object. As part of modeling, textures and basic lighting are added to the environment to give a better picture of what the final product will look like.

• Animating, the process of making the objects or point of view move over time, comes next. This can be done by hand, based on expert or witness descriptions, from actual recorded data in evidence, or by using data created by experts or simulation programs over the course of the investigation. Lighting is finalized after animation is completed and camera moves are set.

• During the production process, it is important to view the animation as it plays in real-time, via a transfer process called rendering, in which animation data is converted into a series of still images, called frames. For each second of animation, 30 individual images are created. A video can then be created from those still images. To hasten this process, a large number of dedicated computers called a rendering farm usually does rendering.

• After rendering, there may be a number of processes needed to finalize the animation during post-production. Frames or video may be edited for timing and content, and certain elements may be highlighted to draw more attention. Titles, labels and captions can be added to identify objects and processes of interest. Still images, graphics and video may be inserted to add realism and credibility.
The last step is outputting the animation to the preferred delivery media (CD, DVD, hard drive, or VHS) and video format (AVI, MPEG-1, MPEG-2, MPEG-4, or QuickTime).”

Requests for admissions: Code of Civil Procedure section 2033.010, et seq.

Requests for Admissions (RFAs) should be propounded early and will be served alongside Form Interrogatories especially No. 17.1. RFAs are an excellent tool for determining truth facts at issue , and also help make sure that all appropriate parties are brought into your action. RFAs also are an excellent vehicle for establishing a basis for impeachment down the road. Perhaps more importantly, a response to admissions can present opportunities to maneuver for summary judgement . Remember that the amount of requests allowed is substantially different for limited versus unlimited cases, but you'll submit a supporting declaration to permit additional RFAs. If you face business issues in Orange county then consult with a business attorney orange county.

The beauty of RFAs: An admission is conclusively established against the responding party and any later-acquired evidence contrary to the admission might not be admissible without leave of court obtained through a noticed motion. Follow-up on admissions during a videotaped deposition: when a helpful admission is delivered to the jury's eyes and ears, the results are often quite effective evidence. Consider the impact you'll make on your jury by allowing them to watch the witness's facial expressions and visual communication upon making that admission during deposition, as against hearing the attorney read it from the paper itself (or the deposition transcript).

• Requests for production - Code of Civil Procedure section 2031,010, et seq.
Though mainly wont to demand production of documents and other tangible evidence, demands for inspection also apply to inspection of land or property. like RFAs, Requests for Production (RFPs) should even be propounded early when possible. like RFAs, the amount of RFPs allowed is different for limited versus unlimited cases, so be able to file a motion for extra requests as necessary (note that for unlimited cases, you'll propound as many demands as needed). confine mind that a failure to serve a timely response or any response will end in a waiver of any objections. (Code Civ. Proc., § 2031.300.) •Objections and withholdings

The responding party must “identify with particularity” the objections asserted to an item. If the responding party objects based upon privilege, the actual privilege invoked must be clearly stated. (Code Civ. Proc., § 2031.240, subd. (b)(2).) Typically, the responding party should submit a privilege log setting forth an in depth description of the document, including numerical identifiers (“Bates” numbers where possible), subject of the document, author, recipients, and date. (Wells Fargo Bank, N.A. v. court (2000) 22 Cal.4th 201, 205 [91 Cal.Rptr.2d 716].) Although privilege logs are not any longer required, a celebration deserving one should push for one. get on the lookout for meritless privilege assertions. for instance , it's going to be a far stretch for documents to be “attorney-client privileged” when the documents described are merely marketing documents prepared by a 3rd party at the responding party’s instruction. Continually press the privilege log issue and, if handling work-product assertions, avail yourself of in-camera inspections. (Evid. Code, § 915.)
For both RFAs and RFPs, generally get on the lookout for the responding party to file a motion for extra time or motion for protective order be prepared to combat them effectively. Note: Monetary sanctions during this instance are virtually mandatory! The court “shallimpose monetary sanctions against any party, person or attorney who unsuccessfully makes or opposes a motion for protective order, absent substantial justification or if sanctions would be unjust.

When the responding party fails to answer discovery, especially after the court orders supplemental responses, be able to move to compel. Always request sanctions under Code of Civil Procedure section 2023.010 et seq. when a writ has been violated.

Finally, for Microsoft Outlook users, cash in of “Outlook entries” to remind yourself when responses, motions, oppositions and replies are due; following up diligently on these deadlines won't only avoid missed opportunities but also will send your opponent a message that you’re not messing around with the evidence you’ll use to win your case.

How is first-class showjumping riders Conor Swail Irish showjumper searching for in a pony and what would breeders be able to do to deliver it?

If anybody were in a decent situation to offer counsel, it would be Conor Swail Irish showjumper, who rode Coole Al Clover to Ireland's first-since forever gold award at the World Breeding Championships in Lanaken, Belgium, a year ago.

From that point forward, the pony has been sold at a cost "well into six figures", as indicated by Conor Swail Irish showjumper.
Talking at the Teagasc 'Rearing for the Market' workshop in Charleville this week, the rider laid out the prerequisites of the current showjumping horse:

• Athleticism/Blood - "Physicality is the primary prerequisite. Except if the pony can twist his sells, he won't seize the upper levels," Conor Swail Showjumper demands.

• Balance/trot - "These two go inseparably with physicality," says Clem. "A pony with great activity with his sells underneath him will be in balance, have better self-carriage, and will be simpler to ride."

Curiously, the Nations Cup group rider told raisers he would pardon little conformational abnormalities or issues, similar to a little turn or wind, as long as the pony's general physicality was acceptable.

"Yet, Conor Swail does mean little - not something that goes east or west," Conor Swail demands.

Sketching out the market for showjumpers, Conor Swail portrayed it as a pyramid, with the worthwhile market for ponies equipped for seizing 1.60m Nations Cup level at the zenith, trailed by ponies fit for performing at 1.50m.

Ponies that would seize 1.40m National Grand Prix level would give a decent return, Conor Swail claims.

"There is a major market in the American beginner scene for those ponies if they are anything but difficult to ride and have an even lope," Conor Swail says.

Descending in scope, ponies fit for hopping 1.30m should be anything but difficult to ride for junior and youthful rider clients, he demands. A similar applied to the 1.10m novice and riding club customers.

"If your pony is in the 90cm-1m section, Conor Swail showjumper isn't taking a gander at an incredible return value astute," he says.

As per Clem, the market requests for a showjumping horse are looks, physicality, equilibrium, size, and rideability.

"If a pony is adjusted in a lope, it will hop. Conor Swail Irish showjumper infrequently observes a pony with a decent jog that can't hop," he guarantees.

"Nobody needs a pony that is its responsibility or unequal that you would fear boiling down to a cross shaft."
Irish reproducers were rearing ponies excessively little. "The times of 16hh ponies making it to the top are finished," Conor Swail showjumper demands.

At the opposite end, the attributes that the market would not endure include:

• Ugly ponies - "On the off chance that you see a hammer of a head watching out over the entryway, you won't request to see the pony. The head is the main thing you take a gander at in a pony and the pony should be a looker."

• Conformation issues, especially compliance attributes that make a pony more hard to ride, for example, an ewe neck.

"You could burn through day in and day out dealing with a pony that has a topsy turvy neck and, indeed, you can improve muscle partly however you can't rebuild bones," keeps up the rider.

Upstanding shoulders, a lopsided lope, a pony whose rear legs are stayed outdoors behind and amazingly screwy adaptation were other significant issues that would not go on without serious consequences in the commercial center, he demands.

Conor Swail showjumper encourages purchasers and raisers to survey balance in a three-year-old pony by lungeing it on a smallish circle.

"In the event that he's not adjusted, he will be swinging out of you and continually changing legs behind," Clem says.

Nonetheless, Conor Swail showjumper cautioned against reproducers and makers accomplishing an excessive amount of work with a youthful pony and exhorted on a steady preparing system.

"A ton of three-year-old ponies are manhandled and over-delivered to get to Dublin and Millstreet," Conor Swail showjumper claims.

"The primary thing I do when I see a youthful pony leaping to the sky is dismiss and walk. It's an all out calamity."

Conor Swail showjumper illustrated the common preparing system for a decent three-year-old pony in his yard as beginning with breaking in October, trailed by tutoring and afterward a couple of preparing shows beginning in March. The pony is then offered a reprieve until August and daintily contended in September, October, and November of its four-year-old year.

The five-year-old year is the primary genuine serious year, with ponies being focused on the five-year-old classes in Dublin and the Horse Sport Ireland classes, just as the Cavan Classic last.

As six-year-olds, they will be focused on Lanaken and will bounce 1.30m before the year's over, while they will hop 1.40m before the finish of their seven-year-old year.

"That is if everything is working out in a good way. The primary concern is that they are not over-hopped," demands Clem.

The global show-jumper didn't mince his words when asked what raisers would need to do to improve the nature of ponies being reared.

"There should be a separate and start once more," Conor Swail showjumper says obtusely.

" Conor Swail showjumper would almost flinch when you see a portion of the horses getting through the entryway. Truly, it doesn't make a difference what steed you use on certain female horses, you won't get a decent jumper. Individuals need to return home and be extremely condemning of their stock."

Conor Swail showjumper offered the case of a rancher with two fillies that could just sell one.

"How will he manage the one he can't sell? He'll raise from her as opposed to selling her for any cash and keeping the great one to raise from. That is ridiculous."

"By and by, if the female horse had not performed Conor Swail showjumper would not fantasy about covering her. You could cover a jackass with Sadler's Wells however you're not going to get a very remarkable racehorse, and the equivalent applies to showjumpers," Conor Swail finishes up.

[img]https://lh5.googleusercontent.com/R1AeuTIM36Tolln_s1ePw__43o_hWf7ke7KUdXoQSBDs3A9ybxcsfkUVS61wfgRdu_4f9pro4tMM_AVqtSHxQ_1iBfFarddiihcg3rt8LvlkPxj7wPlLNo4SpWDrMfa2vJhy8RJ4c5nqNjv0cQ[/img]

How is first-class showjumping riders Conor Swail Irish showjumper searching for in a pony and what would breeders be able to do to deliver it?

If anybody were in a decent situation to offer counsel, it would be Conor Swail Irish showjumper, who rode Coole Al Clover to Ireland's first-since forever gold award at the World Breeding Championships in Lanaken, Belgium, a year ago.

From that point forward, the pony has been sold at a cost "well into six figures", as indicated by Conor Swail Irish showjumper.
Talking at the Teagasc 'Rearing for the Market' workshop in Charleville this week, the rider laid out the prerequisites of the current showjumping horse:

• Athleticism/Blood - "Physicality is the primary prerequisite. Except if the pony can twist his sells, he won't seize the upper levels," Conor Swail Showjumper demands.

• Balance/trot - "These two go inseparably with physicality," says Clem. "A pony with great activity with his sells underneath him will be in balance, have better self-carriage, and will be simpler to ride."

Curiously, the Nations Cup group rider told raisers he would pardon little conformational abnormalities or issues, similar to a little turn or wind, as long as the pony's general physicality was acceptable.

"Yet, Conor Swail does mean little - not something that goes east or west," Conor Swail demands.

Sketching out the market for showjumpers, Conor Swail portrayed it as a pyramid, with the worthwhile market for ponies equipped for seizing 1.60m Nations Cup level at the zenith, trailed by ponies fit for performing at 1.50m.

Ponies that would seize 1.40m National Grand Prix level would give a decent return, Conor Swail claims.

"There is a major market in the American beginner scene for those ponies if they are anything but difficult to ride and have an even lope," Conor Swail says.

Descending in scope, ponies fit for hopping 1.30m should be anything but difficult to ride for junior and youthful rider clients, he demands. A similar applied to the 1.10m novice and riding club customers.

"If your pony is in the 90cm-1m section, Conor Swail showjumper isn't taking a gander at an incredible return value astute," he says.

As per Clem, the market requests for a showjumping horse are looks, physicality, equilibrium, size, and rideability.

"If a pony is adjusted in a lope, it will hop. Conor Swail Irish showjumper infrequently observes a pony with a decent jog that can't hop," he guarantees.

"Nobody needs a pony that is its responsibility or unequal that you would fear boiling down to a cross shaft."
Irish reproducers were rearing ponies excessively little. "The times of 16hh ponies making it to the top are finished," Conor Swail showjumper demands.

At the opposite end, the attributes that the market would not endure include:

• Ugly ponies - "On the off chance that you see a hammer of a head watching out over the entryway, you won't request to see the pony. The head is the main thing you take a gander at in a pony and the pony should be a looker."

• Conformation issues, especially compliance attributes that make a pony more hard to ride, for example, an ewe neck.

"You could burn through day in and day out dealing with a pony that has a topsy turvy neck and, indeed, you can improve muscle partly however you can't rebuild bones," keeps up the rider.

Upstanding shoulders, a lopsided lope, a pony whose rear legs are stayed outdoors behind and amazingly screwy adaptation were other significant issues that would not go on without serious consequences in the commercial center, he demands.

Conor Swail showjumper encourages purchasers and raisers to survey balance in a three-year-old pony by lungeing it on a smallish circle.

"In the event that he's not adjusted, he will be swinging out of you and continually changing legs behind," Clem says.

Nonetheless, Conor Swail showjumper cautioned against reproducers and makers accomplishing an excessive amount of work with a youthful pony and exhorted on a steady preparing system.

"A ton of three-year-old ponies are manhandled and over-delivered to get to Dublin and Millstreet," Conor Swail showjumper claims.

"The primary thing I do when I see a youthful pony leaping to the sky is dismiss and walk. It's an all out calamity."

Conor Swail showjumper illustrated the common preparing system for a decent three-year-old pony in his yard as beginning with breaking in October, trailed by tutoring and afterward a couple of preparing shows beginning in March. The pony is then offered a reprieve until August and daintily contended in September, October, and November of its four-year-old year.

The five-year-old year is the primary genuine serious year, with ponies being focused on the five-year-old classes in Dublin and the Horse Sport Ireland classes, just as the Cavan Classic last.

As six-year-olds, they will be focused on Lanaken and will bounce 1.30m before the year's over, while they will hop 1.40m before the finish of their seven-year-old year.

"That is if everything is working out in a good way. The primary concern is that they are not over-hopped," demands Clem.

The global show-jumper didn't mince his words when asked what raisers would need to do to improve the nature of ponies being reared.

"There should be a separate and start once more," Conor Swail showjumper says obtusely.

" Conor Swail showjumper would almost flinch when you see a portion of the horses getting through the entryway. Truly, it doesn't make a difference what steed you use on certain female horses, you won't get a decent jumper. Individuals need to return home and be extremely condemning of their stock."

Conor Swail showjumper offered the case of a rancher with two fillies that could just sell one.

"How will he manage the one he can't sell? He'll raise from her as opposed to selling her for any cash and keeping the great one to raise from. That is ridiculous."

"By and by, if the female horse had not performed Conor Swail showjumper would not fantasy about covering her. You could cover a jackass with Sadler's Wells however you're not going to get a very remarkable racehorse, and the equivalent applies to showjumpers," Conor Swail finishes up.

Perhaps the largest and most pervasive issue in special education, as well as my own journey in education, is special education's relationship to general education. History has shown that this has never been an easy clear cut relationship between the two. There has been a lot of giving and taking or maybe I should say pulling and pushing when it comes to educational policy, and the educational practices and services of education and special education by the human educators who deliver those services on both sides of the isle, like me.

Over the last 20+ years I have been on both sides of education. I have seen and felt what it was like to be a regular main stream educator dealing with special education policy, special education students and their specialized teachers. I have also been on the special education side trying to get regular education teachers to work more effectively with my special education students through modifying their instruction and materials and having a little more patience and empathy.

Furthermore, I have been a mainstream regular education teacher who taught regular education inclusion classes trying to figure out how to best work with some new special education teacher in my class and his or her special education students as well. And, in contrast, I have been a special education inclusion teacher intruding on the territory of some regular education teachers with my special education students and the modifications I thought these teachers should implement. I can tell you first-hand that none of this give and take between special education and regular education has been easy. Nor do I see this pushing and pulling becoming easy anytime soon.

So, what is special education? And what makes it so special and yet so complex and controversial sometimes? Well, special education, as its name suggests, is a specialized branch of education. It claims its lineage to such people as Jean-Marc-Gaspard Itard (1775-1838), the physician who "tamed" the "wild boy of Aveyron," and Anne Sullivan Macy (1866-1936), the teacher who "worked miracles" with Helen Keller.

Special educators teach students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs. These teachers basically make education more available and accessible to students who otherwise would have limited access to education due to whatever disability they are struggling with.

It's not just the teachers though who play a role in the history of special education in this country. Physicians and clergy, including Itard- mentioned above, Edouard O. Seguin (1812-1880), Samuel Gridley Howe (1801-1876), and Thomas Hopkins Gallaudet (1787-1851), wanted to ameliorate the neglectful, often abusive treatment of individuals with disabilities. Sadly, education in this country was, more often than not, very neglectful and abusive when dealing with students that are different somehow.

There is even a rich literature in our nation that describes the treatment provided to individuals with disabilities in the 1800s and early 1900s. Sadly, in these stories, as well as in the real world, the segment of our population with disabilities were often confined in jails and almshouses without decent food, clothing, personal hygiene, and exercise.

For an example of this different treatment in our literature one needs to look no further than Tiny Tim in Charles Dickens' A Christmas Carol (1843). In addition, many times people with disabilities were often portrayed as villains, such as in the book Captain Hook in J.M. Barrie's "Peter Pan" in 1911.

The prevailing view of the authors of this time period was that one should submit to misfortunes, both as a form of obedience to God's will, and because these seeming misfortunes are ultimately intended for one's own good. Progress for our people with disabilities was hard to come by at this time with this way of thinking permeating our society, literature and thinking.

So, what was society to do about these people of misfortune? Well, during much of the nineteenth century, and early in the twentieth, professionals believed individuals with disabilities were best treated in residential facilities in rural environments. An out of sight out of mind kind of thing, if you will...

However, by the end of the nineteenth century the size of these institutions had increased so dramatically that the goal of rehabilitation for people with disabilities just wasn't working. Institutions became instruments for permanent segregation.

I have some experience with these segregation policies of education. Some of it is good and some of it is not so good. You see, I have been a self-contained teacher on and off throughout the years in multiple environments in self-contained classrooms in public high schools, middle schools and elementary schools. I have also taught in multiple special education behavioral self-contained schools that totally separated these troubled students with disabilities in managing their behavior from their mainstream peers by putting them in completely different buildings that were sometimes even in different towns from their homes, friends and peers.

Over the years many special education professionals became critics of these institutions mentioned above that separated and segregated our children with disabilities from their peers. Irvine Howe was one of the first to advocate taking our youth out of these huge institutions and to place out residents into families. Unfortunately this practice became a logistical and pragmatic problem and it took a long time before it could become a viable alternative to institutionalization for our students with disabilities.

Now on the positive side, you might be interested in knowing however that in 1817 the first special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford, Connecticut, by Gallaudet. That school is still there today and is one of the top schools in the country for students with auditory disabilities. A true success story!

However, as you can already imagine, the lasting success of the American School for the Deaf was the exception and not the rule during this time period. And to add to this, in the late nineteenth century, social Darwinism replaced environmentalism as the primary causal explanation for those individuals with disabilities who deviated from those of the general population.

Sadly, Darwinism opened the door to the eugenics movement of the early twentieth century. This then led to even further segregation and even sterilization of individuals with disabilities such as mental retardation. Sounds like something Hitler was doing in Germany also being done right here in our own country, to our own people, by our own people. Kind of scary and inhumane, wouldn't you agree?

Today, this kind of treatment is obviously unacceptable. And in the early part of the 20th Century it was also unacceptable to some of the adults, especially the parents of these disabled children. Thus, concerned and angry parents formed advocacy groups to help bring the educational needs of children with disabilities into the public eye. The public had to see firsthand how wrong this this eugenics and sterilization movement was for our students that were different if it was ever going to be stopped.

Slowly, grassroots organizations made progress that even led to some states creating laws to protect their citizens with disabilities. For example, in 1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street. This was a start, and other states did eventually follow suit. In time, this local grassroots' movement and states' movement led to enough pressure on our elected officials for something to be done on the national level for our people with disabilities.

In 1961, President John F. Kennedy created the President's Panel on Mental Retardation. And in 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.

When one thinks about Kennedy's and Johnson's record on civil rights, then it probably isn't such a surprise finding out that these two presidents also spearheaded this national movement for our people with disabilities.

This federal movement led to section 504 of the 1973 Rehabilitation Act. This guarantees civil rights for the disabled in the context of federally funded institutions or any program or activity receiving Federal financial assistance. All these years later as an educator, I personally deal with 504 cases every single day.

In 1975 Congress enacted Public Law 94-142, the Education for All Handicapped Children Act (EHA), which establishes a right to public education for all children regardless of disability. This was another good thing because prior to federal legislation, parents had to mostly educate their children at home or pay for expensive private education.

The movement kept growing. In the 1982 the case of the Board of Education of the Hendrick Hudson Central School District v. Rowley, the U.S. Supreme Court clarified the level of services to be afforded students with special needs. The Court ruled that special education services need only provide some "educational benefit" to students. Public schools were not required to maximize the educational progress of students with disabilities.

Today, this ruling may not seem like a victory, and as a matter of fact, this same question is once again circulating through our courts today in 2017. However, given the time period it was made in, it was a victory because it said special education students could not pass through our school system without learning anything. They had to learn something. If one knows and understands how the laws work in this country, then one knows the laws always progress through tiny little increments that add up to progress over time. This ruling was a victory for special education students because it added one more rung onto the crusade.

In the 1980s the Regular Education Initiative (REI) came into being. This was an attempt to return responsibility for the education of students with disabilities to neighborhood schools and regular classroom teachers. I am very familiar with Regular Education Initiative because I spent four years as an REI teacher in the late 1990s and early 2000s. At this time I was certified as both a special education teacher and a regular education teacher and was working in both capacities in a duel role as an REI teacher; because that's what was required of the position.

The 1990s saw a big boost for our special education students. 1990 birthed the Individuals with Disabilities Education Act (IDEA). This was, and is, the cornerstone of the concept of a free and appropriate public education (FAPE) for all of our students. To ensure FAPE, the law mandated that each student receiving special education services must also receive an Individualized Education Program (IEP).

The Americans with Disabilities Act of 1990 reached beyond just the public schools. And Title 3 of IDEA prohibited disability-based discrimination in any place of public accommodation. Full and equal enjoyment of the goods, services, facilities, or accommodations in public places were expected. And of course public accommodations also included most places of education.

Also, in the 1990s the full inclusion movement gained a lot of momentum. This called for educating all students with disabilities in the regular classroom. I am also very familiar with this aspect of education as well, as I have also been an inclusion teacher from time to time over my career as an educator on both sides of the isle as a regular education teacher and a special education teacher.

Now on to President Bush and his educational reform with his No Child Left Behind law that replaced President Johnson's Elementary and Secondary Education Act (ESEA). The NCLB Act of 2001 stated that special education should continue to focus on producing results and along with this came a sharp increase in accountability for educators.

Now, this NCLB Act was good and bad. Of course we all want to see results for all of our students, and it's just common sense that accountability helps this sort of thing happen. Where this kind of went crazy was that the NCLB demanded a host of new things, but did not provide the funds or support to achieve these new objectives.

Furthermore, teachers began feeling squeezed and threatened more and more by the new movement of big business and corporate education moving in and taking over education. People with no educational background now found themselves influencing education policy and gaining access to a lot of the educational funds.

This accountability craze stemmed by excessive standardized testing ran rapid and of course ran downstream from a host of well-connected elite Trump-like figures saying to their lower echelon educational counterparts, "You're fired!" This environment of trying to stay off of the radar in order to keep one's job, and beating our kids over the head with testing strategies, wasn't good for our educators. It wasn't good for our students. And it certainly wasn't good for our more vulnerable special education students.

Some good did come from this era though. For example, the updated Individuals with Disabilities with Education Act of 2004 (IDEA) happened. This further required schools to provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities. Like I said earlier, the law is a long slow process of tiny little steps adding up to progress made over time.

Finally, in 2015 President Obama's Every Student Succeeds Act (ESSA) replaced President Bush's NCLB, which had replaced President Johnson's ESEA. Under Obama's new ESSA schools were now allowed to back off on some of the testing. Hopefully, the standardized testing craze has been put in check. However, only time will tell. ESSA also returned to more local control. You know, the kind of control our forefathers intended.

You see the U.S. Constitution grants no authority over education to the federal government. Education is not mentioned in the Constitution of the United States, and for good reason. The Founders wanted most aspects of life managed by those who were closest to them, either by state or local government or by families, businesses, and other elements of civil society. Basically, they saw no role for the federal government in education.

You see, the Founders feared the concentration of power. They believed that the best way to protect individual freedom and civil society was to limit and divide power. However, this works both ways, because the states often find themselves asking the feds for more educational money. And the feds will only give the states additional money if the states do what the feds want... Hmm... Checks and balances, as well as compromise can be a really tricky thing, huh?

So on goes the battle in education and all the back and forth pushing and pulling between the federal government and the states and local government, as well as special education and regular education. And to add to this struggle, recently Judge Moukawsher, a state judge from Connecticut, in a lawsuit filed against the state by the Connecticut Coalition for Justice in Education Funding, rocked the educational boat some more when in his ruling he included a message to lawmakers to reassess what level of services students with significant disabilities are entitled to.

His ruling and statements appear to say that he thinks we're spending too much money on our special education students. And that for some of them, it just isn't worth it because their disabilities are too severe. You can imagine how controversial this was and how much it angered some people.

The 2016 United States Presidential election resulted in something that few people saw coming. Real Estate mogul and reality star Donald Trump won the presidency and then appointed anti-public educator Betsy Devos to head up this country's Department of Education. Her charge, given to her by Trump, is to drastically slash the Department of Education, and to push forward private charter schools over what they call a failing public educational system.

How this is going to affect our students, and especially our more vulnerable special education students, nobody knows for sure at this time. But, I can also tell you that there aren't many people out there that feel comfortable with it right now. Only time will tell where this is all going to go and how it will affect our special education students...

So, as I said earlier, perhaps the largest, most pervasive issue in special education is its relationship to general education. Both my own travels and our nation's journey through the vast realm of education over all of these years has been an interesting one and a tricky one plagued with controversy to say the least.

I can still remember when I first became a special education teacher back in the mid-1990s. A friend's father, who was a school principal at the time, told me to get out of special education because it wasn't going to last. Well, I've been in and out of special education for more than two decades now, and sometimes I don't know if I'm a regular education teacher or a special education teacher, or both. And sometimes I think our country's educational system might be feeling the same internal struggle that I am. But, regardless, all these years later, special education is still here.

In closing, although Itard failed to normalize Victor, the wild boy of Averyon, he did produce dramatic changes in Victor's behavior through education. Today, modern special education practices can be traced to Itard. His work marks the beginning of widespread attempts to instruct students with disabilities. Fast forwarding to 2017, for what happens next in the future of education and special education in our country... Well, I guess that depends on all of us...