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…

Mainstreaming handicapped students without providing adequately for their special needs is malpractice and may lead to litigation. (Author)

Contends that if school systems and their professionals carry out their legal and professional responsibilities to their handicapped students the likelihood of judicial intervention is minimized. (Author/MLF)

Discusses the multidisciplinary team--comprised of individuals who represent various disciplines that contribute to the assessment process--and its relation to the implementation of the "least restrictive environment" for special-needs children required by Public Law 94-142. Describes the University of Florida Multidisciplinary…

This document presents an overview of legislation and actions resulting in the passing of Public Law 94-142, the Education for All Handicapped Children Act, and presents information of use to school personnel in mainstreaming. The document's first section traces the history of the treatment of handicapped individuals by society since the…

This module (part of a series of 24 modules) is on understanding the process of communication in the classroom, the teacher's role in the process, and implications for instruction. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of…

This module (part of a series of 24 modules) is on management of the mainstreamed classroom. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the proposed core of…

Argues that the gifted student is usually excluded, by definition in federal law, from classification as emotionally disturbed. Outlines areas of conflict that may lead to emotional disturbance in rural gifted students. Suggests positive teacher interventions to create a supportive learning environment and lower student stress. 40 references. (SV)

Focusing on the culture of students with disabilities allows teachers to add another real-world dimension to the multi-cultural atmosphere of their classrooms. While Public Law 94-142 (the Education for All Handicapped Children Act) legislates what opportunities must exist for the differently able, volunteer program such as "Kids on the…

One of a series of practitioner-oriented newsletters, the document provides elementary school principals with information about school discipline and Public Law 94-142 (The Education for All Handicapped Children Act and Section 504 of the Rehabilitation Act of 1973). Focusing on the impact of this law on general education classroom teachers and…

The fourth in a five module series provides teacher educators and preservice teachers with information to facilitate successful social, emotional, and academic functioning of handicapped minority students in the regular classroom environment. An initial section contains guidelines for a presession and describes the organizational structure of the…

This study investigated the differences in academic achievement of regular education students in noninclusion classrooms and of same-grade students in special education inclusion programs, to assess the impact on regular education achievement of inclusion programs in a particular elementary school. All subjects were second, third, or fourth grade…