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…

This article examines findings on student perceptions of individual interventions based on the principles of universal design for learning (UDL). The examination includes a comparison of the reported perceptions of mainstreamed students with high incidence disabilities (i.e., learning disabilities, behavioral disorders, or other health impairments…

Discusses three major pieces of legislation which give impetus to the effort to expand vocational services for the handicapped: The Education for All Handicapped Children Act, the Vocational Education Act Amendment of 1976, and Section 504 of the Rehabilitation Act of 1973. (KC)

Various provisions of new civil rights laws for persons with disabilities are reviewed. Problems in areas such as housing and the media (especially television), which are not covered by the new laws, are pointed out. (GC)

The document identifies the legal issues arising from the Education for All Handicapped Children Act (P.L. 94-142) and Section 504 of the Rehabilitation Act of 1973, and indicates how the courts are handling these issues. Annotations on court cases are arranged in major categories: free appropriate public education, placement in the least…

Major provisions of Public Law 94-142, the Education for All Handicapped Children Act, are cited and discussed in this guide for teacher association leaders and staff. The role of local and state educational agencies in providing a free, appropriate, public education for handicapped students and methods for involving teachers, their associations,…

Accessibility requires consideration of the needs of various building occupants, and necessitates matching places to people, instead of requiring people to overcome barriers. Cost effective approaches to making campus facilities accessible, including mobility needs surveys and the utilization of handicapped consumers, are discussed. (Author/JMD)

Answers to questions about institutional obligations under Sections 503 and 504 of the Rehabilitation Act of 1973 illustrate the legal issues that may confront college administrators as they make efforts to comply. Topics include: institutions that are covered, individuals who are protected, reasonable accommodation, affirmative action, and legal…

This paper takes a brief look at how several courts have interpreted the Education for All Handicapped Children Act, generally known as Public Law 94-142, and the Rehabilitation Act of 1973, generally referred to as Section 504. The questions under consideration include the right of an individual to sue under 94-142 and 504; the definition of the…

Six articles comprise this feature which explores ways in which educators and recreation leaders can respond to the needs of disabled individuals by adopting a flexible teaching style. The emphasis is on creative use of dance, movement, and music with children and adults having various disabilities. (IAH)

Natural environments is a term used in the regulations for Part H of the Individuals with Disabilities Education Act (IDEA). It states that early intervention services must be provided in natural environments, including home and community settings in which children without disabilities participate. Questions addressed in this paper include: (1)…

College faculty can learn to deal with common questions concerning disabled students, such as how much special assistance to offer them, and what special accommodations must be made to their particular limitations. Program requirements should be reviewed in order to distinguish what is essential. (Author/JMD)

Two federal laws have been extremely important in providing rules and regulations to guide the educational placement of students with disabilities. The Individuals With Disabilities Education Act (IDEA) created a detailed set of guidelines to ensure an appropriate education in the least restrictive setting for students who are eligible for special…

The responsibilities of colleges and universities toward handicapped students under Section 504 of the Rehabilitation Act of 1973 are matched by the responsibilities of disabled persons themselves toward their institution. Advanced planning by both colleges and students and an end to arrangements that segregate the handicapped are advocated.…

Federal regulations regarding the handicapped pose problems for recipients of federal aid, but higher education's reactions have been more positive than negative. The principle problems seem to be compliance costs, the need for interpretation of the regulations, and difficulties in the areas of admissions and academic requirements. (Author/JMD)