Among the most-longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show…

Intended for personnel in State Educational Agencies, the document provides guidelines, procedures, and forms for implementation of nondiscriminatory assessment practices with handicapped children and adults. In an introductory section, a model is presented for establishing the relationships between various components of an unbiased assessment…

Practical and theoretical issues regarding assessment and treatment alternatives for Black exceptional children are presented, including: problems in the evaluation of assessment practices; a review of critiques of large and small studies on assessment practices of Black children, with emphasis upon the insights they yield for improved assessment…

The author discusses the difficulties inherent in testing procedures when used for classifying children as handicapped, and procedures which could be used to insure that such tests are applied, evaluated, and interpreted in a nondiscriminatory manner. (MB)

The report contains papers presented at a University of Vermont conference on the implementation of the Education for All Handicapped Children Act (P.L. 94-142), entitled "A Free Appropriate Public Education for All." Titles and authors include "The Legislative Intent" (R. Stafford), "Perspectives From the Bureau of…

The authors suggest that efforts to comply with the protection in evaluation procedures provisions of P.L. 94-142 (the Education for All Handicapped Children Act) have been characterized by attempts to identify a single fair test for use with specific groups of minority children, and that such efforts will not result in improved efforts to…

Proceedings from the September 1985 hearing focus on the implementation of P.L. 94-142, The Education for All Handicapped Children Act, as it relates to learning handicapped delinquents in the District of Columbia (D.C.). Statements are presented from officials of the general accounting office, D.C. public school officials, administrators of D.C.…

The report examines due process protections and requirements in evaluation as mandated by P.O. 94-142 (The Education for All Handicapped Children Act) and Maryland special education Bylaw. A checklist guide for Admission, Review, and Dismissal (ARD) personnel to ensure protection in evaluation is provided. Self check guidelines touch on 16…

The paper examines issues involving the implementation of P.L. 94-142, The Education for All Handicapped Children Act, with minority group students. A critique of studies on minority concerns is presented, and such assessment issues as technical problems and the implications of ability grouping for minorities, are explored. Considerations in…

The monograph examines the provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding nondiscriminatory evaluation of handicapped students. (CL)

The paper discusses the various problems related to the current concerns with nonbiased assessment, with particular emphasis on the placement of minority group students in classes for the mildly retarded. Sections address the following topics: special education litigation; underlying issues in court cases (including the meaning of IQ test results,…

In order to provide special education programs that are responsive to the needs of Navajo students and in order to comply with the Rules and Regulations of Public Law 94-142 (The Education for All Handicapped Children Act) and Public Law 95-561 (Education Amendments of 1978), the information in this handbook provides guidance to teachers and…

Intended for direct service special education personnel, the paper traces the origin of the Education for All Handicapped Children Act (P.L. 94-142); examines the legislation and litigation which preceded its enactment; discusses its funding mechanism; reviews its relationship to Section 504 of the Rehabilitation Act of 1973; and looks at several…

Professional assessment of mental retardation (MR) and learning disabilities (LD) is crucial to the implementation of P.L. 94-142 because it necessarily precedes the employment of trained teachers and because a plan for remediation depends on accurate assessment. Intelligence is a key element in the identification of MR-LD, but competent, fair…

The administration of intelligence tests to various sociocultural groups is defended against charges that intelligence tests are discriminatory (TM 504 174). The author states that research has shown that intelligence tests are nondiscriminatory and comply with federal law, specifically Public Law 94-142. (MH)