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Direct linkSumbera, Meagan J.; Pazey, Barbara L.; Lashley, Carl – Leadership and Policy in Schools, 2014
Confusion among school leaders regarding how to interpret and implement special education legislation, and specific federal and state policies and mandates such as a free and appropriate public education (FAPE), in the least restrictive environment (LRE) at the school-site level has existed since the 1970s and continues to exist. This…
Descriptors: Public Education, Principals, Educational Facilities, School Buildings
Peer reviewedWright, Dan; And Others – Remedial and Special Education (RASE), 1990
The relationship between state definitions of behavior disorders and the number of children being served was examined for one year prior to implementation of Public Law 94-142 and a year following full implementation. Definitional components accounted for less than a third of the variance in prevalence rates. Influences contributing to the…
Descriptors: Behavior Disorders, Definitions, Educational Diagnosis, Educational Legislation
Peer reviewedSesow, Deborah; Adams, Gary L. – Education, 1982
Questionnaires about attitudes toward mainstreaming were completed by 49 elementary education seniors attending University of Nebraska (Lincoln). The survey showed that number of special education classes, handicapped students experienced in student teaching, and handicapped friends and relatives can influence attitudes toward mainstreaming,…
Descriptors: Attitudes, Disabilities, Elementary Education, Exceptional Persons
Peer reviewedGoodman, Joan F.; Bond, Lori – Journal of Special Education, 1993
This article reviews the initial purposes of the Individualized Education Program in its historical context as legislated by Public Law 94-142; traces its unintended molding influence on instruction and individualization; and considers how provisions for individualization, accountability, and parent participation can be achieved while preserving…
Descriptors: Accountability, Compliance (Legal), Disabilities, Educational Change
