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 The changes that have come about as a result of PL 94-142 will not easily disappear even if the bill were to be repealed.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.

Whose money matters in public education: A “public” good that parents purchase

2021 ◽  
pp. 147821032110343
Author(s):  
Eunju Kang
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Local Governments ◽  
Positive Impact ◽  
New York State ◽  
Federal State ◽  
Education Funding ◽  
Funding Policy ◽  
State And Local

Instead of asking whether money matters, this paper questions whose money matters in public education. Previous literature on education funding uses an aggregate expenditure per pupil to measure the relationship between education funding and academic performance. Federalism creates mainly three levels of funding sources: federal, state, and local governments. Examining New York State school districts, most equitably funded across school districts among the 50 states, this paper shows that neither federal nor state funds are positively correlated with graduation rates. Only local revenues for school districts indicate a strong positive impact. Parents’ money matters. This finding contributes to a contentious discourse on education funding policy in the governments, courts, and academia with respect to education funding and inequality in American public schools.

ARNOVA's Symposium on Public Policy for Nonprofits

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Thomas Jeavons
Keyword(s):  
Public Policy ◽  
Nonprofit Organizations ◽  
Nonprofit Sector ◽  
Federal State ◽  
Voluntary Organizations ◽  
Public Charities ◽  
State And Local ◽  
The Impact ◽  
Local Levels

There are serious gaps in our knowledge and understanding of how public policy at the federal, state, and local levels affects the work of a wide array of nonprofit organizations. On October 4th and 5th, 2010, the Association for Research on Nonprofit Organizations and Voluntary Organizations (ARNOVA), with the support and encouragement of the Bill and Melinda Gates, Kresge and C.S. Mott foundations, convened a group of thirty nonprofit scholars and leaders to explore what we know about the impact of public policy on the nonprofit sector. The conference focused on how public policy helps or harms the ability of nonprofit organizations, particularly but not exclusively public charities, to fulfill their missions.

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

An Emergency Preparedness Response to Opioid-Prescribing Enforcement Actions in Maryland, 2018-2019

2021 ◽  
Vol 136 (1_suppl) ◽  
pp. 9S-17S
Author(s):  
Jessica C. Acharya ◽  
B. Casey Lyons ◽  
Vijay Murthy ◽  
Jennifer Stanley ◽  
Carly Babcock ◽  
...  
Keyword(s):  
Emergency Preparedness ◽  
Data Access ◽  
Opioid Use Disorder ◽  
Lessons Learned ◽  
Mitigation Strategies ◽  
Federal State ◽  
Opioid Use ◽  
Time Data ◽  
Enforcement Action ◽  
State And Local

Federal and state enforcement authorities have increasingly intervened on the criminal overprescribing of opioids. However, little is known about the health effects these enforcement actions have on patients experiencing disrupted access to prescription opioids or medication-assisted treatment/medication for opioid use disorder. Simultaneously, opioid death rates have increased. In response, the Maryland Department of Health (MDH) has worked to coordinate mitigation strategies with enforcement partners (defined as any federal, state, or local enforcement authority or other governmental investigative authority). One strategy is a standardized protocol to implement emergency response functions, including rapidly identifying health hazards with real-time data access, deploying resources locally, and providing credible messages to partners and the public. From January 2018 through October 2019, MDH used the protocol in response to 12 enforcement actions targeting 34 medical professionals. A total of 9624 patients received Schedule II-V controlled substance prescriptions from affected prescribers under investigation in the 6 months before the respective enforcement action; 9270 (96%) patients were residents of Maryland. Preliminary data indicate fatal overdose events and potential loss of follow-up care among the patient population experiencing disrupted health care as a result of an enforcement action. The success of the strategy hinged on endorsement by leadership; the establishment of federal, state, and local roles and responsibilities; and data sharing. MDH’s approach, data sources, and lessons learned may support health departments across the country that are interested in conducting similar activities on the front lines of the opioid crisis.

Alive and Well into the Fourth Decade of Their Bundestag Presence: A Tally of the Greens' Impact on the Federal Republic of Germany's Political Life and Public Culture

2015 ◽  
Vol 33 (4) ◽  
pp. 112-140 ◽  
Author(s):  
Andrei S. Markovits ◽  
Joseph Klaver
Keyword(s):  
Public Life ◽  
Political Life ◽  
Federal State ◽  
Grass Roots ◽  
German Politics ◽  
The Past ◽  
Electoral Support ◽  
Fourth Decade ◽  
State And Local ◽  
Local Levels

The Greens' impact on German politics and public life has been enormous and massively disproportional to the size of their electoral support and political presence in the country's legislative and executive bodies on the federal, state, and local levels. After substantiating the Greens' proliferating presence on all levels of German politics with numbers; the article focuses on demonstrating how the Greens' key values of ecology, peace and pacifism, feminism and women's rights, and grass roots democracy—the signifiers of their very identity—have come to shape the existence of all other German parties bar none. If imitation is one of the most defining characteristics of success, the Greens can be immensely proud of their tally over the past thirty plus years.

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.

Experiences of HIV/STD Providers in New York State During Hurricane Sandy: Strengths, Challenges, and Recommendations

2020 ◽  
pp. 1-6
Author(s):  
Kristen Vacca ◽  
Asante Shipp-Hilts ◽  
Stephanie Mack ◽  
Yunshu Li ◽  
Millicent Eidson ◽  
...  
Keyword(s):  
New York ◽  
Key Words ◽  
Natural Disaster ◽  
Emergency Preparedness ◽  
New York State ◽  
Hurricane Sandy ◽  
Lessons Learned ◽  
Federal State ◽  
York State ◽  
State And Local

ABSTRACT Objectives: The aim of this study was to assess strengths and challenges experienced by HIV/STD providers in providing care during the response to Hurricane Sandy (Sandy) in New York State, and their recommendations for future preparedness. Methods: A mixed methods approach, including a focus group (n = 3), interviews (n = 3), and survey (n = 31) of HIV/STD providers, was used. Key words identified by means of open coding methodology from collected data were organized into strengths, challenges, and recommendations and then grouped into federal and study-associated preparedness capabilities. Results: Key words were organized into 81 strengths (38.8%), 73 challenges (34.9%), and 55 recommendations (26.3%). Services most interrupted during Sandy were related to HIV/STD outreach and education. While providers reported challenges with external agency communication, the ability to still connect clients to needed resources was reported as a strength. Strengthening partnerships with federal, state, and local agencies was among the major recommendations made by these providers. Conclusions: This study presents unique information about challenges experienced by HIV/STD providers in providing services during a natural disaster and the use of national public health emergency preparedness capabilities to address and overcome those challenges. Lessons learned and recommendations regarding inter-agency communications emerged as an important priority during a natural disaster to minimize or reduce service interruption.

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.

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