Using vignettes of individual handicapped children in Ohio schools, the authors discuss the importance of P.L. 94-142 in helping these children to develop productive lives. (SJL)

This module (part of a series of 24 modules) is on human development, student characteristics, and learning styles. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form…

This module (part of a series of 24 modules) is on helping students to understand, deal with, and overcome current normal and developmental problems which interfere with personal growth. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The…

The role of teachers in assisting emotionally and behaviorally disordered students to develop full and happy lives is discussed. Described are factors in successful adaptation, liabilities and assets impacting the teachers' situation in supporting students, Public Law 94-142's influence in ensuring appropriate education, and the challenge of the…

A major goal of the National Rural Project's (NRP) Management Information System (MIS) is to aid the parents and educators of rural handicapped students in delivering quality educational services and fully implementing the Education for All Handicapped Children Act, PL 94-142. MIS tailors reports to the specific needs of three target audiences…

Goals and objectives appear on Individualized Education Plans (IEPs) and Individualized Vocational Education Plans (IVEPs). An IEP, required by the Education of All Handicapped Children Act, is a document that outlines the delivery of educational services, instruction, and responsibilities for each student identified as disabled. An IVEP, required…