For centuries past, children with a hearing loss were educated separately from their hearing peers. With the advent and passing of several legislative and Congressional mandates such as "The Rehabilitation Act," "The Education for all Handicapped Children Act" and "No Child Left Behind," children with a hearing loss…

The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a…

The authors use elements of social capital theory to explore the rapidly changing landscape of deaf education in America. They suggest that the formation of relationships, and networks of relationships, between deaf students and adults has a value that often goes undetected or underappreciated in deaf education. The authors point out that social…

The concept of individualized education is discussed in relation to Public Law 94-142, the Education for All Handicapped Children Act, and the importance of planning communication individualized education programs (CIEP) for all deaf students is emphasized. (Author)

June 22, 2007, was the 25th anniversary of the U.S. Supreme Court's decision in Board of Education of the Hendrick Hudson Central School District v. Rowley (hereafter Rowley; 1982). In Rowley, the Supreme Court interpreted congressional intent in requiring that public schools provide a free appropriate public education (FAPE) to students with…

The author describes her discussion with school personnel, administrators, tutor/interpreters, and deaf students, regarding the effects of mainstreaming and P.L. 94-142. She cites general dissatisfaction with both the social and intellectual progress made after 10 years of the legislation and notes difficulties with the concept of least…

The paper focuses on the planning of an individualized education program as required by the Education for All Handicapped Children Act, with particular emphasis on the education of deaf children. (SBH)

The article reviews provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding parents' rights for independent educational evaluations and describes the program at the Central Institute for the Deaf to provide this service. (Author/CL)

Notes two court cases that could have a significant effect on the cost of providing special education. In one case, a district was forced to provide a sign-language interpreter for a deaf student; in the other, a district was forced to provide year-round instruction for severely impaired students. (IRT)

An attorney cites the needs for legislation to secure the rights of hearing impaired persons in legal issues (to assure confidential communication between attorney and client and to provide interpreter services), in automobile driving and insurance, and in unanswered questions regarding P.L. 94-142, the Education for All Handicapped Children Act.…

From the perspective of the deaf, Public Law 94-142 is highly flawed. It creates practical hardship as the price of theoretical gains when it does not distinguish between handicaps and emphasizes mainstreaming. Available from Law Quarterly, School of Law, Washington University, St. Louis, MO 63130. (Author/IRT)

Admission policies and practices for state-operated residential schools for the deaf were studied following the full implementation of Public Law 94-142. Questionnaires were returned by 56 school administrators representing 93 percent of the total number of residential schools for the deaf in the United States. Results include the following: 1)…

The paper reviews judicial rulings regarding labeling, due process in placement, and right to education for handicapped students with emphasis on the hearing impaired. Statutes and regulations guaranteeing rights to the handicapped are discussed. The issues surrounding the individualized education program and the least restrictive environment…

In June of 1982 a Supreme Court decision held that Public Law 94-142 requires only that handicapped students be provided access to specialized instruction and related services designed to provide educational benefit. (Author/JM)