Two papers report results of an investigation of the attitudes of public school teachers regarding two topics: the mandates of P.L. 94-142, the Education for All Handicapped Children Act and mainstreaming of educable mentally retarded (EMR) students into elementary classes. The first paper discusses the development and field testing of an…

Two research studies (the first involving five mildly mentally handicapped kindergarteners, the second, twelve elementary aged handicapped children) were conducted to examine the effects of peer teachers on the implementation of individual education programs and to determine whether the skills learned in one educational setting would generalize to…

Delivering appropriate education to severely handicapped students poses unique legal problems for schools. Legal issues involved in actual court cases are reviewed and show that concern over potential liability may be unwarranted if the following areas are understood: what is appropriate education and when is a teacher liable? (MD)

The term "children with disabilities" includes, without limitation, all children who, because of permanent or temporary mental, physical or emotional disabilities, need special education, are unable to have all their educational needs met in a regular class without special education and related services, or are unable to be adequately educated in…

The author considers changes brought about by P.L. 94-142 (the Education for All Handicapped Children Act) in providing educational programs for handicapped children. (SB)

Knowledgeable teachers, enhanced environments, appropriate programs and materials, appropriate technology, adequate assessment, and sophisticated notions of individualization are suggested as factors that will provide a "least restrictive" environment for mainstreamed nonverbal handicapped children, as required by the Education for Handicapped…

Project STREAM (Special Training in Remedial Education Activities for Mainstreaming), a program providing regular elementary teachers with skills to individualize programs for handicapped children in their regular classrooms, is described. (PHR)

This article presents a four-step strategy for developing Individualized Education Programs (IEPs) for severely disabled learners based on principles of age-appropriate participation in regular classes and special education and related services provided in the regular school environment. Stressed are integration, individualization, teamwork,…

Provides suggestions for teaching library skills to mainstreamed special education students for each of the four components of the instructional model: (1) determining skill level; (2) setting objectives; (3) instructing with modification (methods, materials, and motivation); and (4) monitoring progress. (seven references) (MES)

The article argues that students with severe intellectual disabilities should attend their local "home school" where they should have an individualized educational program in both regular and special settings, with the necessary resources applied to develop, maintain, and enhance social relationships with nondisabled peers. (Author/DB)

Analyzes changes in the Quebec Education Act and accompanying regulations and directives in light of the following 10 major objectives: (1) right-to-education; (2) extended schooling; (3) availability of services; (4) accessibility of facilities; (5) prevention; (6) assessment; (7) integration; (8) appropriate education; (9) consultation; and (10)…

Encourages parents and educators to apply political pressure through advocacy to make policymakers aware of special education issues concerning the Individuals with Disabilities Education Act. Discusses the importance of being familiar with current law, knowing how to obtain services, and being an advocate on a global level. Reminds individuals…

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 supports equitable access to educational opportunities for all children who have disabilities. IDEA requires that students who receive services for special needs receive a free appropriate public education, and have access to the general education curriculum, which includes…

This paper describes the current British education system as background to a discussion of implementation of the 1981 Education Act in Powys County, Wales. Special education within this system has traditionally occurred off-site of mainstream campuses. Generally, the Act defines special education, imposes on Local Education Authorities (LEAs) the…

The document examines the efforts to consolidate secondary vocational education and special education in Pierce County, Washington. Studies are described for three phases of the consolidation: (1) a determination of vocational education staff input and involvement in the Individualized Education Program (IEP) process at the secondary level (data…