The transitions from an elementary school to a middle level school and from a middle level school to a high school are major stepping-stones in the lives of young adolescents and their parents. These times are characterized by changes in school expectations and practices--changes that are often amplified when special education issues are thrown…

Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…

Autism presents parents and families with many challenges under normal circumstances. Autism in a military family magnifies many of those challenges and adds a few more that are unique to the demands of military life and service, further complicating an already complex neurobiological disorder. Military sources indicate that more than 13,000…

Successful and meaningful transition services are the result of careful planning. This planning is driven by a young person's dreams, desires, and abilities. It builds a youth's participation in school, home and community living. Transition planning helps to prepare young people for their futures. It helps them to develop skills they need to go on…

When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, one of the significant amendments concerned Individual Education Program (IEP) team attendance. A member of an IEP team may be excused if "the member's area of the curriculum or related services is not being modified or discussed in the meeting." The…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

The report of the House Committee on Education and Labor recommends passage of the Education of the Handicapped Act Amendments of 1986, H.R. 5520. Contents include a discussion of the background and need for the legislation followed by an explanation of the proposed amendments, a section-by-section analysis, and the complete text. First, the bill…

This pamphlet is intended to inform both English and French speaking parents of handicapped children in New York State about rights and services of the special education program. Separate sections cover federal and state law, student assessment, individualized education program development under the committee for the handicapped, and parental…

The paper examines current judicial interpretations of selected policy and implementation issues concerning P.L. 94-142, the Education for All Handicapped Children Act. Court cases are analyzed according to the following six principles of the legislation (sample subtopics in parentheses): zero reject--the right of handicapped children to be…

Regulations governing the implementation of the Education for All Handicapped Children Act in Washington State, specifically Chapter 392-171 WAC, are printed here. The regulations cover the follow areas relating to education of handicapped students: definitions, membership and functions of the state advisory council, students' rights to special…

The Education of the Handicapped Act (EHA), as amended by the Education for All Handicapped Children Act (P.L. 94-142), reflects a long history of state and federal legislation and case law. One of the purposes of the act's revision is to ensure that a free appropriate public education is made available, in the least restrictive environment, to…

The report documents the extent to which special education teachers took advantage of a program which provided substitute teachers for their classes in order to free them to attend Evaluation, Appraisal and Review (EAR) committee meetings held to review individualized education programs and placement decisions for individual students. Funds to…

Federal law (PL 94-142) has charged schools with the task of constructing for handicapped students individual educational programs that specify curriculum-based goals with procedures for measuring progress toward these goals. To demonstrate substantive and procedural compliance with this law, measurement and evaluation procedures must be…

This part of the School Management Handbook provides elementary school administrators with an overview of the issues involved in complying with the requirements of Public Law 94-142, the Education for All Handicapped Children Act. The first section of the document discusses the law's background, the federal funding the law provides, which children…

The manual describes procedures of the Montgomery County Intermediate Unit (PA) regarding individualized education programs (IEPs) for exceptional children, as mandated by P.L. 94-142, the Education for All Handicapped Children Act. An initial section reviews the philosophy of the IEP and gives directions for completing IEP forms. Other topics…