Act of 1975

PEDIATRICS ◽  
1977 ◽  
Vol 60 (4) ◽  
pp. 553-554
Author(s):  
ZAGA BLOCKSTEIN
Keyword(s):  
Health Care ◽  
Least Restrictive Environment ◽  
Education For All ◽  
Right To Education ◽  
Handicapped Children ◽  
Restrictive Environment ◽  
The Right

To the Editor: The Education for All Handicapped Children Act (S6) of 19751 not only provides special appropriations for education of handicapped children, but has the potential to add considerably to the progress and development of better health care for handicapped children. Act S6 stipulates that all handicapped children 3 to 21 years of age may enjoy the right to education in the least restrictive environment, at no cost to parents. Such legislation will reduce

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 210-221
Author(s):  
Eric J. Anderson ◽  
Matthew E. Brock
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Placement Decisions ◽  
Federal Mandate ◽  
Restrictive Environment ◽  
The Right ◽  
General Education Classrooms

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

scholarly journals Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"

2018 ◽  
Vol 26 ◽  
pp. 86
Author(s):  
Shirly Said
Keyword(s):  
High Schools ◽  
Young People ◽  
Latin American ◽  
Popular Education ◽  
Pedagogical Knowledge ◽  
Education For All ◽  
Right To Education ◽  
Significant Expression ◽  
The Right ◽  
Social Sectors

In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.

Alternative Education for Behavior Disordered and Delinquent Adolescent Youth: What Works — Maybe?

1982 ◽  
Vol 7 (2) ◽  
pp. 91-100 ◽  
Author(s):  
John F. Mesinger
Keyword(s):  
Civil Rights ◽  
Alternative Education ◽  
Least Restrictive Environment ◽  
Delinquent Youth ◽  
Delinquent Adolescent ◽  
Recent Developments ◽  
In School Suspension ◽  
Restrictive Environment ◽  
The Right ◽  
Behavior Disordered

Following a review of all publications on alternative education listed in The Education Index from 1974 through July, 1981, a selection of articles for analysis was made. Those articles were selected for their focus on applications to behavior disordered and delinquent youth. After a discussion of the origins of and recent developments in alternative education, the articles were reviewed according to the trend toward definition and assertion of civil rights of these particular children and the trend toward the right to a free and appropriate education of exceptional children in the least restrictive environment. The article also considers the problems likely to attend a clash of these rights when an element of punishment, such as in-school suspension, is involved.

Getting on with the Education of Handicapped Children: A Policy of Partnership

1982 ◽  
Vol 49 (3) ◽  
pp. 208-212 ◽  
Author(s):  
Janet W. Bajan ◽  
Phyllis L. Susser
Keyword(s):  
Public Policy ◽  
Public School ◽  
Private Sector ◽  
Least Restrictive Environment ◽  
Handicapped Children ◽  
Local District ◽  
State Education ◽  
Standards And Regulations ◽  
Adequate Provision ◽  
Restrictive Environment

The state education agency's failure to formulate a clear, consistent public policy regarding use of private schools that serve handicapped children has created problems. Examples of these problems are cited as they affect children—misinterpretation of the term “least restrictive environment,” delays in recommendations for placement, lack of adequate provision of transportation for privately funded children—and as they affect the schools themselves—comparison with public school standards (teacher certification, etc.), local district versus state programmatic and fiscal guidelines, and remedy for public school “misdiagnosis.” A policy which acknowledges the private sector as a level on the educational continuum of services and which produces a uniform set of standards and regulations is suggested.

scholarly journals Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Robin van Kessel ◽  
Andres Roman-Urrestarazu ◽  
Amber Ruigrok ◽  
Rosemary Holt ◽  
Matt Commers ◽  
...  
Keyword(s):  
Special Education ◽  
Human Rights ◽  
The Netherlands ◽  
Special Needs ◽  
Universal Declaration ◽  
Education For All ◽  
Right To Education ◽  
Special Education Needs ◽  
Education Needs ◽  
The Right

Abstract Introduction In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium. Methods A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived. Results and discussion Internationally, the universal right to education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special education needs requires is acknowledged and measures are taken to facilitate access to any education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of education. However, all countries have progressed to a state where the right to education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in education. Recently, an attempt to implement a form of inclusive education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet. Conclusion The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal right to education has been implemented for all children in the countries under study.

The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations

2017 ◽  
Vol 20 (2) ◽  
pp. 79-89
Author(s):  
Sherwin Fraser
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Inclusive Education ◽  
Education For All ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Barriers To Education ◽  
Decision Making Processes ◽  
Teachers And Parents ◽  
The Right

Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.

The Right of Children in Accessing Primary Education: Vientiane Province Case Study

2015 ◽  
Vol 16 (1-2) ◽  
pp. 26-41
Author(s):  
Khonsavanh Vongvannasay ◽  
Khamphang Vongphachanh ◽  
Vilay Langkavong
Keyword(s):  
Education Policy ◽  
Primary Education ◽  
Tertiary Education ◽  
External Factors ◽  
Education For All ◽  
Access To Education ◽  
Right To Education ◽  
Developed Country ◽  
The Right

The right to education is an important fundamental right for all Lao citizens and is regarded as one of the priorities of development in Lao pdr. The Lao pdr realizes the importance of education for all as a significant tool to help the country graduate from the least developed country status in 2020. Primary and tertiary education is therefore one of the Lao pdr Government’s priorities. This research analyses the existing rights of children to access primary education in Vientiane Province, the education system in Lao pdr and its education policy for all children. The researchers conducted an in-depth review on the actual implementation of children’s access to education in Vientiane Province, identifying barriers to the full implementation of education policy in the province as well as other important external factors for education. Recommendations are made for increasing children’s access to education, thereby improving the right to education in the state and building a much stronger foundation for the development of Lao pdr.

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