Special education services provided in public schools today are rooted in the Federal Law passed in 1975 known as the Education for all Handicapped Children Act (EAHCA). Since 1975 this law has undergone revisions, now known as the Individuals with Disabilities Education Act (IDEA) but law provided the foundation to guarantee all public-school…

The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special…

This report focused on the problem of many principals not having knowledge and training to supervise English Language Learner (ELL) and Special Education (SPED) programs and be an effective instructional leader for specialized programs in their buildings. Principals are responsible for day to day operations for their building; however, the role of…

This report focused on the problem of many principals not having knowledge and training to supervise English Language Learner (ELL) and Special Education (SPED) programs and be an effective instructional leader for specialized programs in their buildings. Principals are responsible for day to day operations for their building; however, the role of…

The authors review some of the reasons, other than cost and accountability, for the resistance of administrators to special education laws, specifically P.L. 94-142 (the Education for All Handicapped Children Act). (SB)

Surveys were completed by 51 state directors of special education and 45 parent leaders, members of the National Parent Coalition for Handicapped Americans Information Network, regarding the implementation of procedural safeguards for the handicapped. Responses indicate that state directors and parent leaders had similar opinions about the…

Analysis of questionnaire results indicates that the majority of Kansas educators are unaware of and in disagreement with P.L. 94-142, that their concerns are at the low end of the concerns hierarchy, and that training needs to address awareness, personal impact, the reallocation of resources, and consequences for students. (Author/IRT)

Educators should look beyond quantitative measures of intelligence and consider learning styles and abilities. The attitudes of teachers and the knowledgeability of administrators are both essential elements for the successful integration of handicapped learners into regular classrooms. (Author/GC)

The author, Superintendent of Schools in Canton (Massachusetts), provides an administrator's perspective on the Office of Special Education's clarifications for the individualized education plan (IEP) as mandated by P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

To investigate the impact of P.L. 94-142 (The Education for All Handicapped Children Act) on urban and rural local education agencies, surveys were completed by 17 urban and 19 rural administrators in Missouri. The open-ended instrument included five topics: level of P.L. 94-142 impact on the school district; type of impact; problems confronting…

Section 504 is a civil rights statute mandating that persons with disabilities have equal access to all programs receiving federal financial assistance. Many initially interpreted Section 504 as a prohibition against employment discrimination in the schools because the overall act was concerned primarily with discrimination in employment settings.…

The authors report findings of a survey of school administrators' and educators' attitudes toward Massachusetts Chapter 766 and P.L. 94-142 (the Education for All Handicapped Children Act). Advantages and problems of the laws are discussed, and parental involvement in right to education laws is considered. (SBH)

Participants in an inservice workshop (n=121) and a graduate course in teaching the young handicapped (n=271) were surveyed concerning their perceptions of community attitudes toward the handicapped, the support school systems will provide for implementing P.L. 94-142 (the Education for All Handicapped Children Act), and the current level of…

The report cites research on educators' knowledge and understanding of P.L. 94-142 (the Education for All Handicapped Children Act), the ability of a typical school staff to implement P.L. 94-142, and elements restrictive to providing the instructional program. Noted among findings were the following: although a student provided with special…