Is Education Ready for All Handicapped Children?

1978 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Sylvia O. Richardson
Keyword(s):  
Public Law ◽  
Education For All ◽  
Federal Aid ◽  
Expiration Date ◽  
Federal Law ◽  
Handicapped Children ◽  
The Law ◽  
Appropriate Education

On November 29, 1975, President Ford signed into law the Education for All Handicapped Children Act of Public Law 94 - 142. This is the most comprehensive and complex piece of legislation for the handicapped to become federal law. Unlike other federal education laws, it is not permissive. States may or may not qualify for federal aid in carrying out the law, but regardless of the availability of funds, all states are required to provide free appropriate education to all handicapped children between the ages of 3 and 18 by September 1978, and between the ages of 3 and 21 by September 1980. Also, unlike other federal education laws, this law has no expiration date but is regarded as permanent. The law reflects not only interest but a specific commitment to all handicapped children.

Compliance Monitoring: A Dead or Critical Issue

1983 ◽  
Vol 50 (2) ◽  
pp. 119-127 ◽  
Author(s):  
Jonathan Smith ◽  
James W. Tawney
Keyword(s):  
Critical Issue ◽  
Public Law ◽  
Federal Agencies ◽  
Education For All ◽  
Compliance Monitoring ◽  
Handicapped Children ◽  
The Status ◽  
The Face ◽  
Local Agencies ◽  
Appropriate Education

Public Law 94–142 (The 1975 Education for All Handicapped Children Act) contains a compliance monitoring mechanism to assure a free, appropriate education to handicapped children. Federal agencies monitor states, and states are required to monitor local agencies. Parent participation is suggested in the federal regulations but, as shown by analysis of state monitor plans, is little used. The status of such efforts is reported here, and issues are discussed related to compliance monitoring in the face of efforts to repeal or deregulate the law.

Pediatricians and The Education for All Handicapped Children Act of 1975 (public law 94-142)

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 135-137
Author(s):  
Francine H. Jacobs ◽  
Deborah Klein Walker
Keyword(s):  
Educational Opportunity ◽  
Public Law ◽  
Handicapped Child ◽  
Education For All ◽  
Special Education Services ◽  
Handicapped Children ◽  
Free Appropriate Public Education ◽  
Parents And Children ◽  
State And Local ◽  
Procedural Rights

In November 1975, Congress passed The Education for All Handicapped Children Act (public law 94-142) which became effective on October 1, 1977. This law requires that any state receiving funds through PL 94-142 provide a "free appropriate public education" for each resident handicapped child, and protect the procedural rights of parents and children in the receipt of these special education services. State and local educational agencies (school systems) must develop and implement plans to identify, locate, and evaluate these children, and place them into suitable programs, all toward the goal of "full educational opportunity" for each (sections 612 and 613).1

Pediatrician's Role in Development and Implementation of an Individual Education Plan

PEDIATRICS ◽  
1987 ◽  
Vol 80 (5) ◽  
pp. 750-751
Author(s):  
Keyword(s):  
The United States ◽  
Public Law ◽  
Individual Education Plan ◽  
Related Services ◽  
Handicapped Children ◽  
School Year ◽  
The Law ◽  
Age Range ◽  
Individual Education ◽  
Education Plan

According to the US Department of Education, 4.36 million children in the United States (more than 11% of children 3 to 21 years of age) received some special education services during the 1984/1985 school year.1 Therefore, it is likely that a sizeable percentage of children seen in a pediatric practice for initial evaluation and follow-up care will have a developmental disability that requires an individual education plan. Pediatricians must understand the importance of such a plan and be aware of their role in its development, implementation, and interpretation. BACKGROUND Public Law 94-142, the Education for All Handicapped Children Act of 1975, was intended as an educational bill of rights for handicapped children, guaranteeing them a free and appropriate education. The law required identification, diagnosis, education, and related services for children 5 to 18 years of age. In 1977, the age range was extended to include children between 3 and 21 years, with services for children between the ages of 3 and 5 years remaining optional. Not only were these services to be provided, but states were encouraged to seek out handicapped children who had not been previously served. Public Law 99-457, the Education of the Handicapped Act Amendments of 1986, further extends the range of the law by mandating services for children 3 to 5 years of age. This new law also provides funding for states to voluntarily develop programs that serve infants and toddlers (birth to 3 years of age) who are at risk for or are suspected of having handicapping conditions.

Mainstreaming and the Mathematics Classroom

1984 ◽  
Vol 32 (3) ◽  
pp. 22-27
Author(s):  
Francis (Skip) Fennell
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Mathematics Classroom ◽  
Educational Programs ◽  
Public Law ◽  
Education For All ◽  
Exceptional Children ◽  
Free Public Education ◽  
Appropriate Education

Federal legislation known as Public Law 94-142, the Education for All Handicapped Children Act, was passed in November 1975. This legislation determines regulations and requires actions by school districts and teachers relative to exceptional children. Many have interpreted state legislat ion and PL 94-142 as legislative remedies for some of the schools' past failures to provide an appropriate education for handicapped students. The law's programmatic and budgetary requirements became enforceable in October 1977. Public Law 94-142 mandates that free public education for handicapped students between the age of three and twenty-one begin no later than September 1980. Some exceptions to the mandate do occur, but the implication is that public schools may no longer refuse to admit handicapped students into educational programs.

The Pediatrician's Role in Public Law 94-142

1982 ◽  
Vol 4 (6) ◽  
pp. 191-197
Author(s):  
Gregg F. Wright
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Case Law ◽  
Public Law ◽  
Lessons Learned ◽  
Federal State ◽  
Handicapped Children ◽  
The Law ◽  
State And Local ◽  
Local Levels

In the seven years since it was passed, Public Law 94-142, The Education for All Handicapped Act of 1975, has generated new services for handicapped children and in the process has raised many difficult financial, political, educational, medical, and ethical questions. It has changed the scope of public schools and the personnel within them, and it has changed the expectations of parents, physicians, and educators alike. There is currently much talk of the possible repeal of PL 94-142. This review will emphasize the importance of a pediatric voice in this future. The changes that have come about as a result of PL 94-142 will not easily disappear even if the bill were to be repealed. On the other hand, a strong voice of advocacy for handicapped children will be needed to ensure that the positive lessons learned from PL 94-142 will be continued. PL 94-142 itself, as a law, is only one component of a constellation of surrounding issues affecting handicapped children. One must consider separately the actual provisions of the law, the constitutional and case law on which it was based, the federal regulations that have been published and updated to interpret the law, the state plans formulated by each state to comply with the law and regulations, the funding that may or may not be appropriated at federal, state, and local levels to support the programs, and the actual practices within local school districts attempting to comply (or circumvent) these state requirements.

Legislative Intent and Progress

1978 ◽  
Vol 44 (4) ◽  
pp. 234-237 ◽  
Author(s):  
Jasper Harvey
Keyword(s):  
Public Education ◽  
Public Law ◽  
Individualized Education Plan ◽  
Education For All ◽  
Successful Implementation ◽  
Individualized Education ◽  
Handicapped Children ◽  
Free Appropriate Public Education ◽  
Made In ◽  
Education Plan

Central to the provision of a free appropriate public education for all handicapped children in this country is the successful implementation of an individualized education plan for each child. This article addresses some of the concerns and some of the progress being made in implementing the statutory requirements of Public Law 94–142.

Program Evaluation and the Education for All Handicapped Children Act

1979 ◽  
Vol 46 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Carl J. Dunst
Keyword(s):  
Program Evaluation ◽  
Experimental Evaluation ◽  
Public Law ◽  
Experimental Designs ◽  
Education For All ◽  
Handicapped Children ◽  
Evaluation Approach ◽  
Quasi Experimental ◽  
The Impact

Public Law 94-142 states that the impact of programs authorized under the Act be adequately evaluated. This article describes the evaluation requirements as delineated in the Act and specifies the type of evaluation that is necessary to meet the stated requirements. An experimental evaluation approach is recommended for assessing the efficacy of programs and projects operated under the Act. Examples of the use of quasi experimental designs for evaluative purposes are presented.

Guidelines for Inservice Planning

1983 ◽  
Vol 49 (4) ◽  
pp. 300-306 ◽  
Author(s):  
Diane Browder
Keyword(s):  
Teacher Education ◽  
Content Delivery ◽  
Public Law ◽  
Education For All ◽  
Handicapped Children ◽  
Student Progress ◽  
Certification Requirements ◽  
Inservice Program

Although inservice has been a component of teacher education for over a century, certain changes in the last decade, such as the advent of Public Law 94–142 (The Education for All Handicapped Children Act of 1975) and revisions in certification requirements, have increased the need for inservice. An effective inservice program: (a) identifies objectives, (b) selects qualified staff, (c) uses effective content delivery, (d) uses the appropriate level of intensity, and (e) evaluates inservice effectiveness. An example of an intensive inservice program that documented student progress illustrates the benefits of implementing a well-planned inservice program.

Gifted Children with Handicapping Conditions: A New Frontier

1981 ◽  
Vol 48 (2) ◽  
pp. 106-114 ◽  
Author(s):  
Joanne R. Whitmore
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Education For All ◽  
Gifted Children ◽  
Full Potential ◽  
Handicapped Children ◽  
New Frontier ◽  
Exchange Information ◽  
Appropriate Education

Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. Because the focus in educating gifted and talented handicapped children has been on problems rather than abilities and potential, such children have often not had an opportunity to demonstrate their gifts. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94–142), professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information. Accurate means of identifying and developing giftedness must be employed as well as strategies for overcoming handicaps in order to allow gifted/handicapped individuals to realize their full potential.

The Determination of Adequacy — Our Gethsemane? (An Essay Shared with Friends)

AAESPH Review ◽  
1976 ◽  
Vol 1 (8) ◽  
pp. 2-4
Author(s):  
Philip J. Burke
Keyword(s):  
Public Law ◽  
Handicapped Children ◽  
Professional Educators ◽  
Severely Handicapped ◽  
Constitutional Right ◽  
Appropriate Education

The constitutional right of handicapped children to an appropriate education has been established through recent courtroom victories and the passage of Public Law 94-142 in 1975. However, the adequacy of programs for severely handicapped citizens has not been legally defined. That has become the responsibility of professional educators, who must resist the pressures to approve less than adequate programs if the promise of the recent legal victories is to be fulfilled.

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