Since the enactment of Public Law 94-142, school districts have struggled to hire and retain required special education personnel (i.e., special education teachers, school psychologists, and related service providers). Data show that shortages of these qualified personnel are even more magnified in rural school districts. Distance education can…

The authors suggest that the Rules and Regulations of P.L. 94-142 (the Education for All Handicapped Children Act) for the development and implementation of child identification systems present severe policy problems for state planners. (Author/CL)

The article presents the major elements of the data-based program modification approach designed to comply with the individualized education program mandate of P.L. 94-142 (the Education for All Handicapped Children Act). Procedures for implementing each of the model's components are outlined. (SBH)

The article focuses on the ramifications of mainstreaming handicapped students. After a discussion of the concept of mainstreaming, the author considers aspects of implementing the mandates of Public Law 94-142 (the Education for All Handicapped Children Act). It is concluded that mainstreaming requires a radical redefinition of the educational…

The column presents three brief articles on mainstreaming. W. Tice presents his view that Public Law 94-142 (the Education for All Handicapped Children Act) has been a disaster for American education. J. Halpert discusses problems in the implementation of P.L. 94-142. One high school's response to the mainstreaming mandate is recounted by P.…

The activities of the Council of Administrators of Special Education (CASE) in helping administrators cope with the aftermath of P.L. 94-142, the Education for All Handicapped Children Act, are described. (CL)

The author outlines nine problem areas in implementation of P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

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…

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)

The regulations implementing Public Law 94-142 (Education for All Handicapped Children Act) raise several concerns about their implications for the learning disabled secondary student. (PHR)

Responses of colleges of education to requirements for mainstreaming of P.L. 94-142 (the Education for All Handicapped Children Act) are similar to responses of public school systems. Possible reorganization approaches along functional lines are described for making teacher education as a whole more effective and flexible. (CL)

Outlines procedures for integrating arts education into the individualized education program (IEP) written for each handicapped student under PL 94-142. Describes how art can provide diagnostic information on the child, teach academic and behavioral skills, and add an important aesthetic component to the handicapped child's life. (SJL)

The paper presents the rationale, design and methodology, results, and discussion of a three-part statewide (Indiana) survey of special education teachers, special education directors, and parents of handicapped children on their knowledge of and expectations for P.L. 94-142, the Education for All Handicapped Children. (Author)

Teachers' associations are discovering a grass roots reaction of concern, frustration, and resentment surfacing among regular classroom teachers over the way they say administrators are implementating PL 94-142. However, some help for teachers is on the way, through in-service training and new weighted class size formulas. (Author/SJL)

The authors define the individualized educational program (IEP) provision of PL 94-142 and the roles and responsibilities of the participants in the IEP process. Studies of concerns and potential problems with the IEP are briefly reviewed. (SJL)