The author discusses the policies of two teacher organizations--the National Education Association (NEA) and the American Federation of Teachers (AFT)--regarding the implementation of P.L. 94-142, the Education for All Handicapped Children Act. Cautious acceptance of mainstreaming is noted and guidelines are seen to reflect both instructional and…

Problems involved in due process procedures center on low morale, high expense, and paperwork. Possible approaches to remedying problems include establishing state impartial procedural safeguard panels, employing trouble shooters for children who need currently unavailable services, and using greater flexibility in monitoring local due process…

The article traces the history of the Allen v McDonough case (a class action lawsuit aimed at enlisting the Massachusetts courts in an attempt to make the Boston Public Schools comply with state special education laws), particularly focusing on the initial year of the court order and on the role that monitoring played. (SBH)

The article examines three problem areas of P.L. 94-142 (Education for All Handicapped Children Act): negative attitudes, fragmented training activities, and the "catch 22s" of the law. Strategies for facilitating educational reform are offered. (SBH)

The article discusses the right of the classroom teacher to be trained under the requirements of P.L. 94-142, the Education for All Handicapped Children Act. The law's mandate for a Comprehensive System of Personnel Development is noted, and the additional demands made upon teachers due to the law are pointed out. (SBH)

The article clarifies what is meant by the "least restrictive environment" as mandated by P.L. 94-142 (the Education for All Handicapped Children Act), particularly as it relates to hearing impaired children. (SBH)

Recent federal developments regarding the education of handicapped students are reviewed. (CL)

Compliance with the spirit of the law mandating individualized educational progams (IEPs) for handicapped students requires systematic implementation through the instructional plan. Four techniques for facilitating IEP development and implementation are reviewed, including using existing skill sequences in curricula and systematically collecting…

The current status of minimal competency tests for special education students is discussed with particular emphasis on the legal implications. (SBH)

The authors provide an overview of the provisions of P.L. 94-142, the Education for All Handicapped Children Act, and discuss the law's effects on federal, state, and local agencies. (CL)

Progress on the implementation of P.L. 94-142 (Education for All Handicapped Children Act) is reported, and objectives of the National Committee, Arts for the Handicapped (NCAH) are outlined. (SBH)

Parallels between accepted educational practices and the provisions of Public Law 94-142 (the Education for All Handicapped Children Act) are presented. Each of the nine provisions of the act are stated and discussed, including areas such as individualized educational programs and mainstreaming. (PHR)

The article focuses on the ramifications of mainstreaming handicapped students. After a discussion of the concept of mainstreaming, the author considers aspects of implementing the mandates of Public Law 94-142 (the Education for All Handicapped Children Act). It is concluded that mainstreaming requires a radical redefinition of the educational…

The column presents three brief articles on mainstreaming. W. Tice presents his view that Public Law 94-142 (the Education for All Handicapped Children Act) has been a disaster for American education. J. Halpert discusses problems in the implementation of P.L. 94-142. One high school's response to the mainstreaming mandate is recounted by P.…

Outcomes of Congressional hearings on P.L. 94-142 (Education for All Handicapped Children Act) are mentioned; and the National School Volunteer Program, in which volunteers assist professional educators with implementation of P.L. 94-142, is described. (SBH)