The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education…

The author discusses what mainstreaming is, reasons for mainstreaming, Public Law 94-142, and preparing personnel for mainstreaming. (MF)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The President of the National Education Association discusses P.L. 94-142 the Education for All Handicapped Children Act, from the perspective of the regular educator. (BD)

Outlined is a nine phase inservice program for school personnel to aid in the implementation of Public Law 94-142, the Education for All Handicapped Children Act. Provided for each phase are a statement of emphasis, objectives, intended participants, and duration and number of meetings. Phases include a 3-hour meeting with Board of Education and…

All the pieces--laws, people, programs--can fit together. (Editor)

The authors, members of the System Wide Itinerant Resource Teacher (SWIRT) team, describe and analyze inservice training for general education teachers in compliance with P.L. 94-142 (the Education for All Handicapped Children Act) under the Tennessee State Plan. The unique qualities of the Memphis City Schools' inservice training program are…

The complex human and legal issues surrounding regular class placement of handicapped students have created some disagreement and confusion among teachers and teacher educators. The confusion is bound up with the issues of teacher biases, stigmatization of the handicapped, and the ability of untrained teachers to work properly with handicapped…

The author considers changes brought about by P.L. 94-142 (the Education for All Handicapped Children Act) in providing educational programs for handicapped children. (SB)

The article examines possible conflicts between specific aspects (particularly the individualized education program and mainstreaming) of P.L. 94-142 (Education for All Handicapped Children Act) and the broad intent, or spirit of the Law. (SBH)

The purpose of this module is to synthesize technical information on federal mandates on education for the handicapped and to present the information in a format that can be adapted for use with teachers, administrators, school board members, or parents. Activities for use in workshop settings are designed to: (1) increase knowledge and…

The report documents the 1978 National Committee, Arts for the Handicapped/Music Educators National Conference Special Project to produce a series of syllabi for training music educators to work with handicapped students. Section I addresses questions asked by project participants regarding two issues: What are the implications of P.L. 94-142, the…

Designed as a 2-day staff development workshop on the individualized education program (IEP), the inservice training package presents an activity-based format on a team approach to the IEP. Facilitator notes, information on materials, sample handouts, transparencies, and evaluation forms are presented for seven units: introduction to the workshop;…

The article outlines an inservice training program for leadership personnel, special services staff, and regular classroom teachers which focuses on a comprehensive approach to successful implementation of P.L. 94-142 (the Education for All Handicapped Children Act), and provides for staff survival. (SBH)

The document provides a guide to implementing a 2 day workshop designed to enhance administrators' and classroom teachers' awareness and understanding of P.L. 94-142 (the Education for All Handicapped Children Act) and the least restrictive environment (LRE) concept and to improve attitudes regarding the education of handicapped students in…

This paper summarizes the most apparent implications of the Education for All Handicapped Children Act for the training of teachers and other personnel and contrasts the legislative ideals with educational reality. (MB)