Analysis of questionnaire results indicates that the majority of Kansas educators are unaware of and in disagreement with P.L. 94-142, that their concerns are at the low end of the concerns hierarchy, and that training needs to address awareness, personal impact, the reallocation of resources, and consequences for students. (Author/IRT)

Responses of 44 states to a survey on definitions of the preschool handicapped population are provided. Findings indicated that only seven states had a definition for preschool handicapped, 43 percent had no current guidelines or intent to comply with requirements of Public Law 94-142 (the Education for All Handicapped Children Act), and 32…

Presented is a manual designed to help state and local education agencies develop monitoring systems for special education services. A brief introductory section reviews the concept of monitoring compliance as set forth in P.L. 94-142, the Education for All Handicapped Children Act. Described are seven steps involved in developing such a system:…

Section 504 is a civil rights statute mandating that persons with disabilities have equal access to all programs receiving federal financial assistance. Many initially interpreted Section 504 as a prohibition against employment discrimination in the schools because the overall act was concerned primarily with discrimination in employment settings.…

The paper discusses a study of the current criteria for identifying and defining specific learning disabilities (SLD) across the States, in light of Public Law 94-142's requirement that local education agencies implement federal SLD criteria in order to receive federal funds for SLD students. Aspects of the states identification procedures…

To determine the relationship of organizational characteristics to the effective implementation of mainstreaming as mandated in P.L. 94-142, the Education for All Handicapped Children Act, the responses of 99 Oregon schools to a questionnaire were analyzed. Multiple regression and correlational techniques were used. The regression equation formed…

The document, over half of which consists of appendixes, reports on a study of the state of the art in the development of individualized education programs (IEPs) in Connecticut. Specific areas examined included the existence of a diagnostic/instructional link, assessment procedures across handicapping conditions, the development of objectives…

Responses of state education agencies (SEAs) are reported to questions on the effect of implementing P.L. 94-142, the Education for All Handicapped Children Act. The following topics are briefly addressed (sample subtopics in parentheses): overview of the use of P.L. 94-142 funds (use of flow through funds); incidence and trends in due process…

The General Concerns Inventory: Least Restrictive Environment was administered to superintendents, special education coordinators, and principals from 60 Alabama school districts. Of 4 factors (social/personal concerns, staff and curriculum concerns, fiscal concerns, and legal concerns), only social/personal concerns discriminated among the 3…

The report summarizes the findings of a study of the processes, strategies, and experiences of 61 individuals involved with or affected by implementation of Public Law 94-142 (the Education for All Handicapped Children Act) in Oregon. The focus of the survey is on school districts' initial attempts to determine requirements of the law and develop…

Responses were obtained from all 50 states and three additional service units on a survey of programs for adolescents with behavioral disorders. (CL)

This report describes the personnel development requirements of Public Law 94-142 (the Education for All Handicapped Children Act), Delaware's Comprehensive System of Personnel Development (CSPD), and Delaware's proposed action plan. The scope of the CSPD system is covered, including descriptions of inservice and preservice training for general…

A sample of 212 Mississippi special education teachers responded to a questionnaire concerning their education, adequacy of their coursework, and their training needs in relation to PL 94-142. Identified inservice needs focused on individual education plans (IEPs), working with the emotionally disturbed, and cooperating with parents. (SJL)

Based on a survey of state officials and interviews with representatives of professional organizations, the paper analyzes policy problems and alternatives regarding certification and licensure requirements for related services personnel working with handicapped students. Chapter I reviews policy aspects in federal statute, regulation, and…