Intended for parents, the manual discusses in detail the education of handicapped children, with a focus on the state of Texas. Section 1 provides basic information and covers such aspects as basic laws and regulations--including the Education for All Handicapped Children Act (P.L. 94-142), case law, and Section 504 of the Rehabilitation Act of…

Three hundred individualized education programs (IEPs) and corresponding psychoeducational assessments were collected from the files of children who had been identified as educable mentally retarded (EMR), emotionally disturbed (ED), learning disabled (LD) and other. Frequency distributions were performed on the data obtained from the IEPs and…

With the heightened emphasis of the Individuals with Disabilities Education Improvement Act of 2004 on inclusion in the general curriculum and meeting the associated standards, assistive technology (AT) has become a necessary consideration to ensure a free appropriate public education and to promote education in the least restrictive environment…

Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic…

Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and…

The paper discusses the activities and processes by which the local education agencies (LEAs) are implementing the provisions of Public Law 94-142 (Education for All Handicapped Children Act) and describes and analyzes the consequences which occur at the individual LEA/community level. The preliminary findings of a series of nine case studies of…

The Illinois Network of Exemplary Occupational Education Programs for Handicapped and Disadvantaged Students developed demonstration programs for the handicapped at six high schools, two vocational centers, and one community college. The Network was designed to demonstrate those practices which resulted in the provision of effective services to…

The response of the Teacher Corps project schools to the mandates of P.L. 94-142 (the Education for All Handicapped Children Act) is reported. Changes in school based organization and management stemming from the legislation are divided into three categories: (1) general school types of procedures, including such areas as evaluation and assessment…

A series of 11 fact sheets giving basic information on specific subjects of interest to those working with handicapped and gifted children. The fact sheets, developed by the ERIC (Educational Resources Information Center) Clearinghouse on Handicapped and Gifted Children during fiscal year 1977, are designed in a question/answer format and have…

Reanalysis of data from a study of the activities of 59 regular elementary students vis-a-vis the Individualized Education Program process and mainstreaming of handicapped students examined practices in which nonhandicapped students were regularly sent to special education classrooms for reasons including instruction and social integration. (CL)

An investigation of the educational impact of integration of severely handicapped students revealed that over and above functional level, degree of integration, as measured by interaction with nonhandicapped students, was a significant predictor of educational progress, as measured by the proportion of individualized education program objectives…

The MAD (Making Appropriate Decisions) model for providing educational services to gifted children in the regular classroom is described. The model provides for a planning process which takes into account a definition of giftedness, consideration of common needs, and specific considerations for individual students. (DB)

Four crucial areas in the success of mainstreaming are good communication, administrative support, adequate time, and inservice training. (Author)

This article begins with a vignette about Carla, a 4-year-old girl with a diagnosis of developmental delays. It then describes a model to facilitate inclusion of young children in early childhood settings. The authors developed this model as they worked with practicing early childhood professionals. The model places emphasis on the following…

This manual provides educators with a process to integrate the life-long goals and specific needs of students with severe disabilities within the context of the regular education curriculum, through the development of individualized learner outcomes. The manual discusses the process of building inclusive learning opportunities for students with…