This book presents an in-depth discussion of how human disability and parental advocacy have been constructed in American society, including recommendations for a more authentically inclusive vision of parental advocacy. The authors provide a cultural-historical view of the conflation of racism, classism, and ableism that has left a deeply…

The Education for All Handicapped Children Act (1975), PL-94142, mandated parent participation as a required component of the provision of special education services to children with disabilities. It is widely recognized that a collaborative teaming approach is the most effective strategy to foster parent participation (Friend & Cook, 2010; A.…

Public Law 99-457 extended the landmark Public Law 94-142 legislation to include early intervention for infants and toddlers with or at-risk for development of developmental disabilities. Currently over 300,000 infants and toddlers and their families in the United States receive services through Part C of the Individuals with Disabilities…

Many books and articles have been written about a Response to Intervention (RtI) model of service delivery for students who are struggling learners. However, little has been written about this model's usefulness as a means of addressing the needs of advanced learners or twice-exceptional learners whose needs may be both remedial and advanced. The…

Parental involvement requirements for Public Law 94-142, the Education for All Handicapped Children Act, are reviewed. (CL)

The document focuses on five similarities that exist between the Vocational Rehabilitation Act of 1973 and the Education for All Handicapped Children Act of 1975. Explored are establishment of the severely handicapped as a priority, individualized written programs, client and/or parental involvement, required annual evaluation, and assessment and…

P.L. 94-142 mandates that parents have the right to be actively involved in their children's individualized education programs. Personnel of the Exemplary Service Project at the Exceptional Child Center, Utah State University, have found that, to make a parent part of his child's planning and implementation team, the school staff must provide…

Parent participation has been one of the key principles of the Individuals with Disabilities Education Improvement Act (IDEIA) since it was first authorized in 1975 as the Education for All Handicapped Children Act (EAHCA) and has continued through the most recent reauthorization in 2004. Parents of children with disabilities have decision making…

In 1997, Congress reauthorized the Individuals with Disabilities Education Act (IDEA), which grew out of the Education for All Handicapped Children Act of 1975. Congress stated that there was a need to "enhance the capability of state and local agencies and service providers to identify, evaluate, and meet the needs of historically…

The authors address the need for involvement of parents of gifted children in their child's education. It is suggested that P.L. 94-142 (the Education for All Handicapped Children Act) provisions be extended to include the gifted. (SW)

Individualized educational plans developed from the passage of Public Law 94-142. Problems have surfaced in the implementation of this program due to the great amounts of time that both teachers and parents are required to spend on each plan. (DF)

The authors focus on testimony by Senator Harrison Williams regarding parental rights under P.L. 94-142, the Education for All Handicapped Children Act. (SW)

The authors criticize the regulations of P.L. 94-142, The Education For All Handicapped Children Act, regarding individualized education programs (IEPs). It is suggested that although the underlying concepts of IEPs are sound philosophically and educationally, the IEP in practice is inefficient in terms of time and actually detrimental to…

Argues that only through comprehensive personnel development can school systems meet the requirements of PL 94-142, the Education for All Handicapped Children Act. Discusses some implications of the act for inservice education. (Author/JG)

The guide, written in a self-instructional format, analyzes the role of parents in developing an individualized education program (IEP) for handicapped children. The following topics are addressed: an overview of P.L. 94-142, the Education for All Handicapped Children Act; civil rights guaranteed by P.L. 94-142; and development, content, legal…