The Individuals with Disabilities Education Act is the administrative law that governs special education services and how students with disabilities should be educated. When students are found eligible for special education and related services, the law states that the general education classroom should be the first placement considered where…

Although teacher training institutions have made some adjustments in their programing to include special education courses for the nonspecialist, widespread changes are not in evidence. (LH)

The third of 16 booklets designed for use in an Open University course on special education in the United Kingdom, this guide introduces key issues in the course. The variety of handicapping conditions is examined, and age and sex factors in special education are considered. Effects of the environment and the special educational system are also…

The responsibilities and duties of administrators in special education are examined, particularly with regard to mainstreaming. Knowledge of disabilities, educational trends, and specific agencies and community services is necessary as well as an understanding of the legal requirements of P.L. 94-142 (The Education for All Handicapped Children…

Discussing faculty role in planning and implementing P.L. 94-142, this article presents a model for maximizing faculty leadership by becoming familiar with the law's provisions and school district policies and procedures and by establishing a committee composed of all concerned (principal, parents, teachers, support staff) to plan and evaluate the…

The paper recommends that young children with disabilities be placed in preschool classes with normally developing children whenever possible. Significant benefits are cited in the areas of social, emotional, and communication development when children with handicapping conditions are educated in settings with their nonhandicapped peers. Four…

A project at Fort Lewis College (Durango, Colorado) was designed to reconceptualize elementary and secondary teacher preparation programs by infusing special education content so graduates would be prepared to provide instruction for individual differences mandated by mainstreaming legislation. In Phase I, curriculum was developed based on…

Administrators trying to implement P.L. 94-142 will face problems in six areas: identification of the students, placement, personnel, individualized educational plans, procedural safeguards, and professional rights and responsibilities. (Author/IRT)

Describes a program designed for learning disabled adolescents that offers them instruction in the regular curriculum supplemented with direct and indirect services from trained special education teachers. (FL)

Schools are experiencing difficulty in addressing the needs of the disadvantaged, handicapped, and those with limited English ability. Several preservice and inservice programs and research activities concerning the preparation of vocational and special needs personnel are described. (JD)

Technical assistance given to facilitate implementation of continuous progress programs in a Georgia elementary school system is discussed in terms of long-range goals for staff development and general objectives for a continuous progress model and its mainstreaming program. (DS)

As an echo of the worldwide movement of inclusive education and because of the conviction of inclusive ideas, special education in Taiwan is moving toward a goal of inclusion, though not necessarily full inclusion. While its terminology is as yet undesignated, principles and strategies are significantly reflected in the Special Education Act and…

A school psychologist implemented a practicum intervention designed to increase services to all students eligible for Early Childhood Special Education (ECSE) and Children At Risk Educationally (CARE) programs in 12 elementary school districts in the rural Midwest. Objectives of the intervention were that: (1) superintendents in all school…

This article discusses changes in teacher education, administrative practices, and governmental actions that are needed to make art an integral part of special education. (SJL)