The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws,…

The history of school social work in the United States is nearly as old as the history of public education. Despite the presence of social workers in schools throughout this time, the profession has generally been established within schools through confluence of interests with broader social and educational movements or policy windows. These…

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive…

This article explores trends in research since the 1975 passage of the Education for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act), notes gaps in the literature, and offers suggestions for future directions music education researchers could take in exploring the needs and experiences of music teachers…

During the 1970s, an estimated 3 million children with disabilities received inappropriate or inadequate educational services, and an additional almost 1 million children were excluded from the educational system (U. S. Department of Education as cited by Smith, Polloway, Patton, & Dowdy, 2004). Most of the programs that existed were limited…

This article is an auto-ethnography detailing the lived experience of the mainstreaming, Regular Education Initiative, and inclusion movements from the teacher and administrator perspectives. The article illustrates the challenges of integrating students with disabilities in general education and the sociopolitical contexts within which this…

The author suggests that P.L. 94-142, the Education for All Handicapped Children Act, is likely to result in suppression rather than expansion of services to mildly disturbed students because of problems in the definition of emotional disturbance and the requirement of service for all children identified. (Author/CL)

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…

The paper discusses the professional training implications due, in most part, to the impact of the Education for All Handicapped Children Act (P.L. 94-142). It describes funding patterns and efforts to meet the need for more trained professionals. Issues related to these trends are probed and recommendations for an interrelated approach to the…

The outgoing president of the National Association of State Directors of Special Education, (NASDSE), voices his concerns over trends in special education. He notes the lack of attention devoted to speech education in the most recent reports on the status of education, suggests the existence of a subtle attitude of complacency regarding…

Excerpts from a speech by Jean Tufts, Assistant Secretary, Special Education and Rehabilitative Services, address trends in the administration's approach to special education, including the formation of the Foundation for Educational Assistance, and changes in regulations and funding for P.L. 94-142, the Education for All Handicapped Children Act.…

The role of the school principal appears to have changed as the result of Public Law 94-142 (Education for All Handicapped Children Act) and now includes increased community involvement, paperwork, time related to non-instructional tasks for children, and greater involvement of teachers in the organization and structure of the school. In response…

Among recommendations as a result of a survey of 1,777 public school teachers on the topic of education of handicapped students were that teachers should have training in teaching handicapped students, that paperwork should be minimized, and that classes including handicapped students should be of reduced size. (PHR)

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)

An interview with special educators F. Connor, S. Kirk, and B. Blatt covers such topics as the potential for backlash against P.L. 94-142 (The Education for All Handicapped Children Act), problems of teacher training, and community involvement in special education. (For related information, see EC 101 133.) (CL)