In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color…

This article provides a systematic and impartial analysis of the law, including hearing and review officer as well as judicial decisions, specific to the intersection of response to intervention (RTI) and school districts' ongoing affirmative obligation of child find. The results reveal that this intersection has not been the subject of…

The United States Department of Education's tenth annual report on the implementation of Public Law 94-142 contains improvements but shows overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and raises questions about the effectiveness of monitoring efforts carried out by the Office of Special…

This analysis of federal laws, state-level policies, and providers' and consumers' viewpoints examines the degree to which family-oriented early intervention policies and practices are family centered. Results indicate a movement toward adoption of family-centered policies and practices, but show discrepancies between state-level policymakers and…

This qualitative policy study of 6 states and 12 school districts identified 6 factors that influenced implementation of least restrictive environment provisions of the Individuals with Disabilities Education Act. Factors included financing, the state-local context, organization, advocacy, implementors, and knowledge and values. The study…

The article summarizes the status of implementation of P.L. 94-142, the Education for All Handicapped Children Act, in terms of numbers served; services (for students five years old and under, secondary and postsecondary aged, and institutionalized and previously institutionalized); personnel; least restrictive environment; procedural safeguards;…

Reviews Congress's annual report on the implementation of P.L. 94-142, The Education for All Handicapped Children Act, and notes questions of local practitioners regarding numbers of students served, personnel, least restrictive environment, procedural safeguards, evaluation, fiscal and technical assistance, and procedural changes. Concludes that…

In this review of the "Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act" (Public Law 94-142), data are cited concerning: current status of services, dropout rates from secondary special education, implementation of preschool special education services, and state variations in the…

The authors focus on the need for administrators to deal with the problem of teacher burnout as it relates to the implementation of Public Law 94-142 (the Education for All Handicapped Children Act). (Author)