Creating an inclusive and welcoming environment for all students with disabilities within school-based agricultural education (SBAE) is important to ensure students receive opportunities. This study explored the experiences that SBAE teachers associated with providing special education and related services for students with disabilities in all…

The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special…

Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…

This article explains the impact federal legislation has on educating students with disabilities, the changing roles of physical educators and school counselors relative to educating students with disabilities, and collaborative approaches pertaining to how physical educators and school counselors can collaboratively foster successful inclusion of…

Special educators wear many different hats in our current educational system. Due to recent federal legislation, they may be required to wear a couple of new ones. This article provides a glimpse into past roles and begins to lay some groundwork for the future role of special educators in a Response to Intervention (RTI) context. This article (a)…

Intended for the classroom teacher asked to appear as a witness in a due process hearing under P.L. 94-142 (the Education for All Handicapped Children Act), the article describes due process hearings, notes the teacher's role and responsibilities, reviews the settings and procedures of a hearing, and gives guidelines for preparing testimony. (DB)

The guide is designed to help regular education teachers understand P.L. 94-142, The Education for All Handicapped Children Act. Information is organized around three major topic areas: (1) the background and major provisions of the law and regulations (including least restrictive environment, evaluation/placement, individualized education…

Problems with P.L. 94-142 are discussed, particularly in relation to individualized education program planning, the least restrictive environment requirement, mainstreaming, supportive services, lack of teacher training, and the inadequate federal funding formula. (SBH)

Challenge to teacher education of assessment in special education are noted in terms of P.L. 94-142 (The Education for All Handicapped Children Act) requirements and current practices. Critical issues in teacher education focus on reasons, methods, and content of assessment training. Seventeen recommendations for practice are listed. (CL)

The paper reviews recent major policy and legal changes in the United States concerning programs for handicapped students, with emphasis on the "least restrictive environment" principle. A set of ten "clusters of capability" is proposed to define some of the new or enlarged areas of responsibility of regular teachers. (Author)

The guide is intended to help clarify P.L. 94-142, The Education for All Handicapped Children Act, and its implementing regulations for special educators. Information is organized in three major sections: (1) background and purpose of the law and regulations (including reviews of such major provisions as free appropriate public education, least…

Educators should look beyond quantitative measures of intelligence and consider learning styles and abilities. The attitudes of teachers and the knowledgeability of administrators are both essential elements for the successful integration of handicapped learners into regular classrooms. (Author/GC)

Three hundred thirteen regular education, elementary classroom teachers participated in a study examining the relationship of their perceived role in implementing P.L. 94-142 (the Education for All Handicapped Children Act) and their job satisfaction to their degree of work alienation. Questionnaires addressed four aspects: (1) sample…

Concerns that classroom teachers may have regarding the effect of Public Law 94-142 (Education for All Handicapped Children Act) on their responsibilities and their jobs are addressed. Answers are provided to 12 commonly asked questions about the meaning of various terms used in the law, the definition of handicapped student, aspects of…

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…