The article focuses on Public Law 94-142 (Education for All Handicapped Children Act) its historical antecedents, governmental inter-office cooperation in the law's implementation, and implications and problems for pediatricians. Available from American Medical Association, 535 N. Dearborn Street, Chicago, Illinois 60610. (PHR)

In view of the past failures of programs for the mildly (EMR) and moderately (TMR) retarded in the public schools, the authors advocate a new concept in delivery systems and teacher training that more appropriately reflects the needs of the severely and profoundly retarded. (Author)

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…

The report examines the problems and promises of the new federal education laws for the handicapped (Section 504 of the Rehabilitation Act of 1973 and P.L. 94-142, the Education for All Handicapped Children Act) as implemented in New York state. An introductory section explains the tenets of the laws, including requirements for program…

The author describes four exemplary inservice programs dealing with career education for the handicapped, and reviews current issues in the field. Among programs cited are Project T.H.O.R. (Training Habilitators of the Retarded), a statewide inservice program for teachers and administrators working with the trainable mentally retarded; and the…

The booklet on mainstreaming looks at the merging of special and regular education as a process rather than as an end. Chapters address the following topics (sample subtopics in parentheses): what is mainstreaming; pros and cons of mainstreaming; forces influencing change in special education (educators, parents and advocacy groups, the courts,…

New strategies to allow students to understand and cope with mainstreaming, special educational and multicultural education approaches must begin at an earlier point in the teacher training process. Practicum must include the new federal requirements in order to better equip beginning teachers for their responsibilities. (Author)

Regular class placement, or mainstreaming, of handicapped children is examined from three aspects, and a number of implications are noted for the clinical portion of preservice teacher preparation programs, with the observation that such programs are lagging behind educational practice in meeting the needs of handicapped children. Examined as…

The article reviews the state of the art focusing on identification, evaluation, intervention, and resource allocation - and discusses several issues bearing on unserved and underserved exceptional children. (DLS)

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

The paper compares evaluation requirements established under P.L. 94-103 (Developmental Disabilities Assistance and Bill of Rights Act) and P.L. 94-142 (Education for All Handicapped Children Act). The correspondence of the requirements to traditional evaluation models is noted, and obstacles to implementation of the evaluation procedures are…

The potential of microcomputer technology in meeting requirements of P.L. 94-142 (the Education for All Handicapped Children Act) regarding individualized education programs and in-service training is discussed. (CL)

Despite limited references to guidance and counseling in federal legislation on the handicapped, school counselors are deeply involved in the delivery of appropriate services. An individualized education program (IEP) can include counseling services for both special and regular education placements and provide intervention, as well as support.…

The article discusses the provision of educational services to multiply handicapped deaf children, as mandated by the Education for All Handicapped Children Act (P.L. 94-142). Some problems of definition and of identification are reviewed, along with considerations in the identification and placement of such children. (DLS)

The booklet includes eight presentations from workshops organized by the Council of the Great City Schools on issues in implementing P.L. 94-142, the Education for All Handicapped Children Act. The first section, by J. Harvey, presents an overview of federal laws and regulations concerning the individualized education program and comprehensive…