The article presents a discussion between a learning disabilities resource teacher and an education program specialist on the individual education plan (IEP) required by P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

The author addresses some of the concerns and some of the progress being made in implementing the statutory requirements of Public Law 94-142 (Education of All Handicapped Children Act), with particular emphasis on provisions for an individualized education program for each child. (SBH)

The author expresses his fear that current practices designed to meet federal regulations regarding education of the handicapped may be merely surface compliance efforts. (CL)

The author comments on the effect of P.L. 94-142, the Education for All Handicapped Children Act, on special education and introduces nine articles (EC 103 480-EC 103 488) dealing with individualized education programs. (CL)

Available from: National Center for Law and the Handicapped, Inc., 1235 North Eddy Street, South Bend, Indiana 46617. An analysis of the individualized education program (IEP) required by Public Law 94-142, the Education for All Handicapped Children Act, is presented. (CL)

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…

The article discusses two provisions--least restrictive environment and the individualized education program--generated by P.L. 94-142, Education for All Handicapped Children Act. Priorities for effective mainstreaming are considered, and opposition to the least restrictive environment concept is examined. It is concluded that the key to P.L.…

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The President of the National Education Association discusses P.L. 94-142 the Education for All Handicapped Children Act, from the perspective of the regular educator. (BD)

A 10-step sequence for meeting teacher-relevant IEP (individualized education program) guidelines, as specified in P.L. 94-142 (Education for All Handicapped Children Act), is suggested. (SBH)

The article presents answers to teachers' commonly asked questions concerning P.L. 94-142, the Education for All Handicapped Children Act. Questions and responses touch on such aspects as mainstreaming, legislative history, resource rooms, individualized education programs, due process, funding, and Section 504 of the Rehabilitation Act of 1973.…

The article reviews the implications for secondary level handicapped students of legislative mandates requiring individualized education programs (IEPs). (CL)

The article discusses the individualized education program (IEP--as mandated by the Education for All Handicapped Children Act, P.L. 94-142) as a process rather than a product, drawing on the results of Project IEP, a survey of special education administrators and practitioners and parents of handicapped children regarding the IEP. (Author/DLS)

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

Outlined is a nine phase inservice program for school personnel to aid in the implementation of Public Law 94-142, the Education for All Handicapped Children Act. Provided for each phase are a statement of emphasis, objectives, intended participants, and duration and number of meetings. Phases include a 3-hour meeting with Board of Education and…

The document presents guidelines for assessment and evaluation procedures related to development of individual programs in physical education, with emphasis on the provisions of The Education for All Handicapped Children Act (P.L. 94-142) and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112). Sections address the following topics:…