Despite federal policy and litigation, the continued placement of students with extensive support needs (ESN) in separate classes and schools continues across the United States. Since the enactment of the Education for All Handicapped Children Act (1975), there has been a continuous stream of research regarding the positive effects of including…

Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students…

Today, teachers are responsible not only for meeting the diverse needs of all students but also for ensuring improved educational outcomes. Accordingly, school personnel are seeking proven ways to strengthen traditional classroom practices. Beginning with the plight of two teachers--one general and one special education--the authors offer a…

Creation of biases and stereotypes has led to individual and institutional discrimination of students who are emotionally and behaviorally disturbed (EBD). The lack of supports and under utilized research based techniques by educational staff has major implications on the success of students with EBD in various settings. Providing appropriate…

Traces the history of mainstreaming prior to and after the enactment of the Education for All Handicapped Children Act of 1975. Discusses the particulars of the law focusing on its least restrictive environment clause. Addresses the music educator's role in implementing the act. Includes school districts' responsibilities under the law. (RW)

Stronger preservice programs for both vocational and special education teachers are needed to train them to work with special needs students, as mandated by the Education for All Handicapped Children Act of 1975. Strategies for teacher educators in developing vocational/special needs preservice programs are listed. (MF)

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…

The dissertation describes the development and implementation of an instructional planning system designed to establish accountability in instructional planning and student learning in special education programs. The author explains that identification and articulation of baseline assessment data in areas of instructional needs, with goal areas…

Examines the effects of the Education for All Handicapped Children Act, which mandates the inclusion of children with disaabilities in regular physical education programs to the maximum extent appropriate. Discusses the challenges that physical educators will face and the preparations they can make to proceed smoothly with inclusion. (MDM)

Intended to assist local vocational education administrators in needs assessment and planning procedures for mainstreaming handicapped students, this manual presents a five-step process: (1) needs assessment and barrier identification (includes instruction in the nominal group technique process); (2), goal, objective, and strategy development (a…

This issue of "Peabody Journal of Education" is devoted to a study of one metropolitan school district's attempts to implement Public Law 94-142 beyond satisfying the law's requirements to real changes in services. Chapters cover: (1) background, enactment, and implementation of the law; (2) the school system; (3) elementary schools; (4)…

Reports on a study of instructional strategies and classroom techniques used by art teachers for children with disabilities. Finds that in both segregated and integrated art education settings, a balanced, comprehensive art education program is possible with all students. (CFR)

Information in this pamphlet will enable regular classroom teachers to plan for accepting visually impaired children into their classes. It specifically reviews elements of the planning process, appropriate goals for the child, roles of the regular teacher and resource teacher, and special materials and classroom strategies. Opening chapters…