The position paper (1981) of the National Joint Committee on Learning Disabilities presents a revised definition of learning disabilities and identifies issues and concerns (such as the limitation to children and the exclusion clause) associated with the definition included in P.L. 94-142, the Education for All Handicapped Children Act. (DB)

Although Public Law 94-142 (Education for All Handicapped Children Act) raised public awareness of the civil rights of the handicapped, the policy problems that it was intended to solve included more than civil rights issues. In particular, the law did not provide for modifications of its policies in improving public education opportunities for…

Introduced by an editoral comment (by F. Weintraub), the article reviews the history, background, and implementation of the Education for All Handicapped Children Act of 1975 (Public Law 94-142). (IM)

Discusses areas of conflict resulting from the implementation of the "Education for All Handicapped Children Act." The impact of the act on class size, teacher preparation time, special assignments, and training and licensing is considered. A strategy for increasing teacher union influence on future federal policy development is…

The authors review the literature in special education which reveals the extent to which research has influenced the formation and implementation of social policy related to the education of the handicapped. (SB)

Policy issues related to the concept of least restrictive environment (LRE) as required in P.L. 94-142, the Education for All Handicapped Children Act are reviewed and alternatives considered. Relevant legislation and litigation are reviewed in Chapter I, while the evolution of educational practice is illuminated in Chapter II in such special…

Current legislation that improves services to target populations includes elements of mandated reform of certain professional practices. Such a mandate puts into practice changes that many have said were needed, but it also makes implementation of these policies more difficult. (Author/BJV)

Survey of state directors of special education in 50 states and District of Columbia gathered data on provision of extended school year (ESY) services to students with handicaps within legal framework of Public Law 94-142 and Section 504 of Rehabilitation Act of 1973. Recommendations are presented for development of ESY policy reflecting current…

A social anthropologist suggests that other decision making models besides the consensual one (which assumes that the public behaves in accordance with values and attitudes) should be adopted by education as a result of shrinking resources, and discusses approaches to making decisions resulting from P.L. 94-142, the Education for All Handicapped…

The article reviews the development of public policy for exceptional children, identifies emerging policy issues, and describes activities of a research project investigating policy options for implementing P.L. 94-142, the Education for All Handicapped Children Act. (CL)

The Judicial Evaluation Method (JEM) is useful for aiding decision-making bodies to formulate policies. Broad public participation in complex issues is provided by JEM. (The conceptualization, policy formulation stages, and participant roles are identified; and the model is applied in two case studies). (MH)

This paper examines policy options in implementing least restrictive environment (LRE) requirements of federal legislation (Public Laws 99-457 and 94-142), and offers recommendations regarding the array of placement options that should be available in relation to preschool children with handicaps. First, the legal interpretation of LRE is analyzed…

Intended to aid the implementation of The Education for All Handicapped Children Act (PL 94-142), three papers on critical issues are presented. The need for a comprehensive program of identification of handicapped children is addressed in such terms as definitions of handicapped, responsibilities for identifying the children, agreement on type of…

Various state and federal laws related to education of the handicapped are outlined to aid state educators in identifying needs and formulating public school policy. Constitutional and statutory law concerning the educational rights of the handicapped are listed, including the Constitution, state constitutions, Public Law 94-142, and Section 504…

Officers of school administrative associations (who were themselves principals) wanted principals to have more responsibility for planning, coordinating, and evaluating special education programs. The study was based on responses to a matrix defining 27 operational and decision-making responsibilities in special education, as real or ideal. (GDC)