dredf stands for the disability rights education & defense fund. ventually, dredf referred the case out for legal action. the case was resolved outside of court, and while the end result is confidential, donna says durrell is finally getting the help he has always needed. >> most parents that come to me come to me after years and years of begging for help, just like donna campbell. she had been fighting for her son. he was in incredibly hard courses with very, very driven academic achievers. he is one of them. he's very bright. he is incredible. but he couldn't read. generally speaking, how any sort of legal action against a school district can help these students is by gaining services. so there's something called compensatory education to compensate for services that should have been provided that were not provided. >> durrell goes to tutoring classes early in the morning and after school. he also turns in extra work to make up for low test scores. he volunteers at a charity. he's working hard to be a success and a good role model for others like

we was from the disability rights community expressing appreciation that there would be a requirement for states to be very careful when including students from accessing the general education assessment. i guess the value here or the goal is to make sure every student that has the capability has the opportunity to both access the general curriculum and finally to graduate with a diploma. one more question on this. generally, and even if we had specific temples, what has the community been saying to you in this process? sec. king: i think like many other constituency groups, there is a sense of enthusiasm about the new law and the potential for the new flex ability, and a need to beat there good guard rails in place to ensure that resources reach the students most in need, to ensure that students with disabilities have access to the general education or kill him, that students with disabilities have access to the full range of variances that constitute a well-rounded education, that students have access to science and social studies, that students with disabilities have coursework with appropriate accommodations. ensuring ourindful implementation helps states protect the ri

not having the effect of taking students who could succeed in the general education curriculum and denying them those opportunities. much of the feedback we received was from the disability rights community expressing an appreciation that there would be requirement for states to be very careful when excluding students from access to the general education curriculum and assessment. >> we want to -- i guess the goal is to make sure every student that has the capability, has the opportunity to both access the general curriculum and then finally to graduate with a diploma. one more question on this. generally and even if you have specific examples, generally, what's the disability community been saying to you in this process? >> i think -- i think like many other constituency groups, there's a sense of enthusiasm about the new law and the potential for the new flexibility and a concern that there need to be good guardrails in place to ensure resources reach the students who are most in need, to ensure that students with disabilities have access to the general education curriculum, that students with disabilities have access to the full range of experiences that constitute a well ro

not having the effect of taking students who could succeed in the general education curriculum and denying them those opportunities. much of the feedback we received was from the disability rights community expressing an appreciation that there would be requirement for states to be very careful when excluding students from access to the skwen he h general education curriculum and assessment. >> we want to -- i guess the goal is to make sure every student that has the capability, has the opportunity to both access the general curriculum and then fuinally to graduate with a diploma. one more question on this. generally and even if you have specific examples, generally, what's the disability community been saying to you in this process? >> i think -- i think like many other constituency groups, there's a sense of enthusiasm about the new law and the potential for the new flexibility and a concern that there need to be good guardrails in place to ensure resources reach the students who are most in need, to ensure that students with disabilities have access to the general education curriculum, that students with disabilities have access to the full range of experiences that constitu

the right to organize in america. i will work to provide more opportunities, educational, job training, housing opportunities for people with disabilitiesbilities passed by the senate. and i'm going to work with 92% of americans and 85% of american gun owners to have some common sense gun safety measures to protect people. [ cheers and applause ] >> so there is a lot of work to be done, and i think that's the first test. you have to ask yourself about everybody running. can this candidate really produce my life, produce results that will give me better opportunities? the second test, can you keep us safe and keep our leadership strong around the world? when i listen to trump and cruz, it's not just offensive,. . i think they're in over their heads. they don't understand what's going on in the world. they don't understand that i have a plan to defeat isis, and it requires actually working with other nations, including muslim nations. they would have to be part of our co. >> hillary clinton speaking there live in syracuse, new york, one of many campaign events happening. that's going to wrap up cover e coverage. >> tonight it is focused o

rights act of 1964. title 9 of the education act of 1972, the equal education opportunities act of 1974, the individuals with kiss abilities -- disabilities education act rehabilitation act of 1973, and titles 2 and 3 of the americans with disability act of 1990. why in the world -- i appreciate we are not doing anything here that will affect the government in anyway, and undoubtedly this again will be a one house bill and we have yet wasted a week's worth of $24 million it takes to run the house. i urge my colleagues to vote no on this bill. i reserve the balance of my time. the speaker pro tempore: the lady reserves. the lady from south carolina is recognized. ms. foxx: -- north carolina is recognized. ms. foxx: thank you, mr. speaker. the scholarships for opportunity and results re-authorization act is a program that makes students the priority. first authorized in 2004, this program has provided significant life changing benefits to students for over a decade. it is no secret that many students in the district of columbia have not received the education they deserve. with fourth graders in the district scoring below all 50 states in a

right here in civic center neighborhood. we provide legal services for people with psychiatric and/or developmental disabilities. our public awareness and education program which is the alternate arm to what i have provides public awareness, events, including in person and other streaming seminars to help educate the public regarding these situations. this year we mark our 16th anniversary of operations. the primary focus of the advocacy program is to provide legal service to those claiming or keeping benefits. we help with unemployed, education, healthcare and benefits and housing, our attorneys represent clients on a sliding fee scale. we do not turn any client down as long as the case has merit. if the client cannot pay, that is not a problem. as part of our work. to give you a little bit of a background. we did sue the social security administration of the rehabilitation act of 73 on behalf of two san francisco residents who have a combination of developmental disability. they failed to provide these claimants equal access to them and it was settled in favor of our clients. we understand that many attorneys and agencies funded by the city do not accept cases wher

the civil rights act of 1964. from title 9 of the education amendments act of 1974. from the educational pportunities act of 196 -- 1974. the individuals with disabilities act. the rehabilitation act of 1973. and titles 2 and 3 of the americans with disabilities act of 1990. everybody knows that this program is going to be re-authorized as a rider on an appropriations bill. which is how the d.c. vouchers enacted. lways been in 2004 and again in 2011. this is a masquerade here this morning, i'm sorry members had to be held over. this could have been taken care f yesterday. even if the bill is not re-authorized, however, everyone expects that republicans will continue to fund the three sectors as they have always done. i reserve the balance of my time. the speaker pro tempore: the gentlewoman from the district of columbia reserves her time. the gentleman from utah is recognized. mr. chaffetz: it is correct that republicans have continued to fund the three sector approach in washington, d.c. i'm proud of that. what i'd like to do is recognize and yield four minutes to the chairman of the policy committee, the gentleman from indiana, mr. messer. the speaker pro