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The article discusses the role of lawyers in special education due process hearings in Pennsylvania. Topics discussed include the American Association of School Administrators (AASA) on the reauthorization of the Individuals with Disabilities Education Act (IDEA), effectiveness of special education due process in the state, and need of an adversarial process to ensure compliance with IDEA's substantive requirements.

The article discusses the significance of special education for students with social, emotional, and behavioral challenges in the U.S. and analyzes the role of the U.S. Individuals with Disabilities Education Act (IDEA) in addressing educational needs of children with disabilities. It reflects on schools and districts failure in full implementation of IDEA and offers some reforms to overcome this issue.

The article offers information on the education system for disabled children and laws related to it in China. It highlights the term inclusion which is not common in the regular education system of China. Protection of Disabled Persons Act and Educational Guidelines for People with Disabilities has been supported by government of China since 20 years. Several studies have been conducted to study the development of disabled children in regular preschools. Inclusions were introduced in preschools by Beijing Municipal Commission of Education in 2004. It has been proved that inclusions are readily accepted and supported by the Chinese school teachers.

The article presents a response to the 1964 article "Hail the Conquering Dolphin: Reflections on the Pre-Service Preparation of Special Class Teachers" by Burton Blatt. The author notes the progress seen in education of special needs children from 1964 to 2008 in the closing of institutions which once housed them, changes in law that mandate and fund serious efforts at educating them, and the assumption that they should be treated respectfully. Progress in uncovering prejudices concerning blind and deaf students is noted. Recommendations for further progress are presented including addressing the problems that disability rights are most easily exercised by the affluent and that educators continue to need the law to make them treat children with disabilities and their families fairly.

The No Child Left Behind Act mandates all students in schools receiving Title I funds show proficiency in reading by 2014. This stricture applies to students with diagnosed learning disabilities as well as to students without learning disabilities. Multiple regression analyses on data for seniors attending a Grade 9–12 predominately white, comprehensive vocational-technical school indicated that, when absenteeism, socioeconomic status, and sex were held constant, the 26 students with diagnosed learning disabilities scored 246.7 points lower on the Pennsylvania System of School Assessment Reading subtest (n = 107) and 214.4 points lower on the Pennsylvania System of School Assessment Mathematics subtest (n = 106) than students not so diagnosed, and the 27 students diagnosed with learning disabilities scored 126.3 points lower on the Writing subtest (n = 114) than students not so diagnosed. [ABSTRACT FROM AUTHOR]

This article examines two legal issues regarding service provision for preschool-aged handicapped students. Those issues are what constitutes an appropriate program in terms of the intensity (frequency) of program and the length of day (full vs. half), and how should the least restrictive environment provision of mainstreaming of handicapped and nonhandicapped children be applied to this population. Applicable laws and hearing results are presented, as is information from research studies examining effects of differing levels of program intensity and mainstreaming situations. [ABSTRACT FROM AUTHOR]

The article cites key findings from a two-year study designed to examine the effects of Public Law 94-142, or the Education for All Handicapped Children Act of 1975, on a small sample of handicapped children and their families in the United States. Key issues discussed include several institutions' response to the mandates of the law as shown by the way they serve handicapped children, as well as an analysis of the human, instructional, administrative and fiscal consequences of implementing the said law.

Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. Because the focus in educating gifted and talented handicapped children has been on problems rather than abilities and potential, such children hove often not had an opportunity to demonstrate their gifts. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94-1421, professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information. Accurate means of identifying and developing giftedness must be employed as well as strategies for overcoming handicaps in order to allow gifted/handicapped individuals to realize their full potential. [ABSTRACT FROM AUTHOR]

During the last few years a number of western countries have made recommendations through reports and legislation that they felt would provide significant educational benefits for handicapped children through the modification of their educational systems. Great Britain has also been mindful that changes should be made to provide a more meaningful education for exceptional children and established a committee under the Chairmanship of Mary Warnock to investigate special education. Salient recommendations from the resultant document, entitled Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People are presented. [ABSTRACT FROM AUTHOR]

Public Law 94-142, the Education for All Handicapped Children Act of 1975, promises that no school aged pupil will be denied a free appropriate public education because of a handicapping condition. The authors propose that by regulatory exclusion, a great population of students with behavior disorders do not have this federally mandated guarantee and will continue to be at the mercy of local school districts, which may or may not choose to accept the responsibility for their education. Public Law 94-142 qualifies "emotionally disturbed" with the word "seriously," implying no responsibility for the moderately disturbed child. The law further specifically excludes "socially maladjusted" unless they are "seriously emotionally disturbed." The door is open for school districts to systematically exclude large numbers of behaviorally disordered students from special education classes and from school itself. [ABSTRACT FROM AUTHOR]

The article provides some insights into the fiscal arrangements of Public Law 94-142, the Education for All Handicapped Children Act of 1975 in the United States. Public Law 94-142 stipulates the use of a payment formula based upon the escalating percentage of the national average expenditure per public school child times the number of handicapped children receiving publicly financed special education and related services in each state in the nation. The definition of related services is completely dependent for its existence upon the definition of special education.

The article focuses on Education for All Handicapped Children Act of 1975 and its possible impact on personnel development education curriculum in the U.S. This legislative act had mandated that all handicapped children should received free appropriate public education and each child should be entitled to a written individualized educational program. The law ensures that all educators will channel their effort on integrating handicapped children into regular classroom activities.

The passage of legislation concerning the development of adequate educational programs for the gifted and handicapped children has been supported by The Council for Exceptional Children acting in unison with various organizations. This paper presents (a) a brief review of CEC's past efforts to improve federal legislative provisions; (b) organizational policy statements that were adopted in order to increase CEC's effectiveness as an instrument for the encouragement of legislation for handicapped children; and (c) a look into the future of special education based on current trends. [ABSTRACT FROM AUTHOR]

The article discusses issues behind the implementation of the Education for All Handicapped Children Act in the U.S. The question whether the current leadership in teacher education will respond positively is stressed. There is also an issue whether faculties of teacher education will adapt to meet the conditions stipulated under the legislation. According to the author, other teacher educators are concerned whether the job of teacher preparation can be done in a baccalaureate program. A question whether higher education teacher education is essential to implement the Education for All Handicapped Children legislation is still unresolved.

Public Law 89-36 provides for the establishment of a National Technical Institute for the Deaf, a post secondary technical training facility. Events which preceded the law's enactment, the institute's objectives, administration, lo cation, and other pertinent details are reported. [ABSTRACT FROM AUTHOR]

The article discusses on the special educational institutions available for the handicapped children in Scotland. The problem of the handicapped child has been a long time matter of serious consideration in Scotland. For years, the Education Act 1946 in Scotland has made the education of handicapped children as the most important issue in the legislation.

The article discusses key issues concerning the participation of parents in the creation of individualized education programs (IEP) for handicapped children in Oregon. Key issues discussed include the degree to which parents who are committee participants in public schools have been active in developing IEP, the key stipulations of the Education for All Handicapped Children Act of 1975 that provide new directives towards positive educational practices and issues' implications for special education.

The article focuses on the impact of the Education of the Handicapped Act on the direction of education programs in schools and in teacher preparation in the U.S. According to the author, the Bureau of Education for the Handicapped has encouraged innovations in educator preparation programs. Because the legislation is designed to hold educators to the principles of individual attention, humanistic concern, parent involvement and accountability, the education will have to be more flexible to the individual learning and behavioral ways of the handicapped children.

The article focuses on the Education for All Handicapped Act, a law enacted to recognize the needs and the rights of handicapped children in the U.S. The legislative act requires students, parents, administrators, teachers and volunteers to work together to enhance the options available to all children in the fields of education, residential lifestyles, careers and leisure time activities. The statute also emphasizes the importance of teachers in handling the tasks of educating handicapped children.