The purpose of this historical study was to investigate the inclusion of students with special needs in school-based, agricultural education as reported by The Agricultural Education Magazine and the Journal of Agricultural Education over a time period of six decades. The impact of landmark legislation, such as the Vocational Education Act of…

Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs. Over the years, there have been a number of evolutionary incarnations of the collaborative model, each possessing various ingredients identified as important, if not essential, components of a…

Though there appears to be an onslaught of No Child Left Behind, there is still more emphasis on testing than ever before. With the new implementation of national common-core standards, many school districts have moved towards full inclusive classrooms. However, it is rare that teachers have any input on whether such major decisions are apropos…

This article is an auto-ethnography detailing the lived experience of the mainstreaming, Regular Education Initiative, and inclusion movements from the teacher and administrator perspectives. The article illustrates the challenges of integrating students with disabilities in general education and the sociopolitical contexts within which this…

In this article, the authors explore contexts that have shaped the federal program for personnel preparation in special education. A brief review is provided of the historical, political, and policy considerations that influenced the directions, implementation, and impacts of the federal personnel preparation program funding at particular points…

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…

This paper addresses the national quantity demand, supply, and shortage of special education teachers (SETs) in comparison to general education teachers (GETs). The main data source was the 1999-00 Schools and Staffing Survey. Results indicated that the total demand for SETs increased 38% from 240,000 in 1987-88 to 330,000 in 1999-00, a rate of…

Presented are nine papers on the issues and directions presented at meetings on the implementation of Public Law 94-142 (Education for All Handicapped Children Act) through the preparation of professionals in special education. Entries include the following titles and authors: "Regional Collaboration" by J. Harvey; "The Education…

The authors review the role of special needs teacher education to meet the challenges of providing appropriate public education and vocational training for handicapped and disadvantaged learners under applicable provisions of recent legislation (P.L. 94-142 and P.L. 93-516). Major changes in teacher education required by the legislation are…

The author examines some of the issues and concerns in teacher education related to training personnel to work with culturally diverse exceptional children, considers several forces influencing change in teacher education programs, and discusses conceptualization issues and several alternative implementation strategies for change. (SBH)

The need for personnel preparation planning in special education is emphasized, and guidelines for meeting and going beyond the personnel preparation requirements in P.L. 94-142, the Education for All Handicapped Children Act, are suggested. (CL)

Fifty state departments of education and the District of Columbia were surveyed in an effort to ascertain the impact of Public Law 94-142 on certifying and recertifying regular classroom teachers. Of the 48 states responding, 33 states and the District of Columbia (71 percent) reported that regular classroom teachers are not required to complete…

The 1977 annual report of the National Advisory Committee on the Handicapped focuses on implementation of individualized education programs (IEPs) for handicapped children, as mandated in P.L. 94-142, the Education For All Handicapped Children Act. Five recommendations are made, including the recommendation for increased appropriation for…

This paper summarizes the most apparent implications of the Education for All Handicapped Children Act for the training of teachers and other personnel and contrasts the legislative ideals with educational reality. (MB)

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)