The describes the nation's progress in (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are…

This is the 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate…

This is the "43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021." Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free…

The writer, a former federal official, reviews national policy developments regarding the effectiveness of P.L. 94-142, the Education for All Handicapped Children Act. He cites findings from a survey of five school districts which found difficulties with implementation of the least restrictive environment principle and the broadened definition of…

Four papers (by A. Turnbull, J. Leonard, and R. Turnbull; A. Abeson; L. Burrello; and J. Fisher) respond to D. Sabatino's concerns over implementation of P.L. 94-142, the Education for All Handicapped Children Act. For related information, see EC 132 360. (CL)

A review of the literature on Individualized Education Programs (IEPs) from 1975 to 1989 identifies three phases (a normative phase, an analytic phase, and a technology reaction phase), and reveals a history of IEPs' inadequacies and passive compliance, in contrast to the original intent of Public Law 94-142. (Author/JDD)