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This article provides a comprehensive and current synthesis of the legislation, regulations, policy interpretations, and case law concerning students with traumatic and nontraumatic brain injury from pre-K to grade 12. The primary focus is the Individuals with Disabilities Education Act, but the scope extends to other applicable legal bases. The case law coverage includes the frequency and outcomes of not only court decisions but also rulings under the administrative investigation and adjudication processes of state and federal agencies. [ABSTRACT FROM AUTHOR]

The article discusses the Education for All Handicapped Children Act (EAHCA), Public Law 94-142 and the Handicapped Children's Protection Act of 1986 (HCPA), Public Law, 99-372. EAHCA is an act which provides free and appropriate public education to handicapped children. Aside from free education, Public Law 94-142 also provides procedural safeguards to parents when schools makes special education decisions. HCPA, on the other hand, allows the parents of handicapped children to recover attorney's fees in special education disputes that reach state or federal courts.

The article reports the new public policy precedent for families of children with disabilities, established by the Individualized Family Service Plan (IFSP) provisions of Public Law 99-457. Part H of the 1986 Amendments to the Education for All Handicapped Children Act or the Public Law 99- 457 established a discretionary program which will help the development and implementation of early intervention services system for handicapped children and their families. It also extends special educational services to children aged three to five years.

Public Law 94-142 (The 1975 Education for All Handicapped Children Act) contains a compliance monitoring mechanism to assure a free, appropriate education to handicapped children. Federal agencies monitor states, and states are required to monitor local agencies. Parent participation is suggested in the federal regulations but, as shown by analysis of state monitor plans, is little used. The status of such efforts is reported here, and issues are discussed related to compliance monitoring in the face of efforts to repeal or deregulate the law. [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]

The article discusses a paper on the analysis of the decision making processes in special education. The aim of the study is to identify and analyze the processes of decision making in terms of screening, assessment, placement, and monitoring of special education students. The data gathered from a survey of professional in the field shows that the implementation of the Public Law 94-142, the Education for All Handicapped Children Act of 1975, have increased the attention on the assessment-intervention and decision making process with exceptional children.

The article focuses on multiply handicapped deaf children in the U.S. and the Public Law 94-142, The Education for All Handicapped Children Act of 1975. To serve the needs of said children better, a framework of reference points aligned with Public Law 94-142 is necessary. The said reference points include identification of hearing losses, placement, and programming. The service objective must also consider three variables, namely categorization of the population to be served, availability of competent personnel to serve the identified population, and financial capability.

The article presents a review of Public Law 94-142 and its effect on the education of preschool handicapped children in the United States. It discusses the basic concepts of the Education for All Handicapped Children Act of 1975, its benefits and its flaws, specifically with preschool handicapped children. It also mentions the Handicapped Children's Early Education Assistance Act by Congress in 1968 (Public Law 90-538), with more in-depth support to preschool handicapped children. It also ponders on the preschool incentive grant program and state statutory responsibility.

The article presents the implications for American Indian children of the Public Law 94-142 or the Education for All Handicapped Children Act of 1975 and the Section 504 of the Vocational Rehabilitation Act of 1973. The education of Indian children before and after the Indian Citizenship Act of 1924 is offered. A thorough discussion of P. L. 94-142 and Section 504 is provided. It also discusses the areas needing immediate attention, including the Bureau of Indian Affair's compliance with the provisions of the Acts, development of cooperative agreements, recruitment and training of personnel and advocacy needs and activities.

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 1972 Amendments to the Economic Opportunity Act mandated that not less than 10% of the Head Start enrollment nationwide be made available to handicapped children. This article reports research evaluating the effect of the mandate during the first year of its implementation. The findings indicate reasonable progress in meeting the needs of the handicapped; however, labeling appears to have increased and serious problems remain in accommodating youngsters with severe disabilities. Recommendations for the enhancement of Head Start efforts on behalf of the handicapped are including a suggestion for reducing society's inclination to segregate or exclude children with major differences in development. [ABSTRACT FROM AUTHOR]

The article focuses on the legislative issues in the advancement of special education in the U.S. The author points out that there is a need to address the issues concerning special education through legislation. Significantly, there has been opposition in the Congress and other agencies regarding the passage of several special education legislation. The H.R. 10123 is a special education and rehabilitation act which would provide support grants, fellowships, and special projects grants in the field of special education. The H.R. 10125 or the Exceptional Children's Act is a broader program of federal financial assistance to the states. The author assesses the problems as well as the future prospects of the special education legislation.

The article presents a study on the knowledge of professionals involved with handicapped individuals regarding the due process rights and procedures under the Public Law 94-142 or the Education for all Handicapped Children Act of 1975. A questionnaire about this due process was administered to 87 persons involved with handicapped children. The incorrect responses in the survey and a table showing the correct responses are presented. Discussions of the results and recommendations on the need to familiarize individuals dealing with handicapped children on the educational due process are also offered.

The article reports on the New Jersey Mainstream Inservice Project which is one response to the challenge posed by Public Law 94-142, which mandates education for all handicapped children in the United States. The collected information suggest several issues which need to be considered by those involved in collaborative staff development efforts. These include: the observation that the nature of cooperation requires the explication of participants' roles and responsibilities; the critical importance of communication in a collaborative effort; and the need to incorporate the time for planning in the work roles of persons with in-service responsibilities.

The article reflects on the Division of Innovation and Development (DID) which is the administrative structure responsible for the discretionary research and development programs in the Bureau of Education for the Handicapped (BEH). The activities of the DID are created and directed by four legislative statements such as the Research and Demonstration, Early Education for Handicapped Children, Regional Education Program, and Specific Learning Disabilities. The DID is divided organizationally into three areas which include the Research Program branch, the Program Development branch, and the State Research Evaluation Assistance to States Program.

The article provides information on developments within the Council for Exceptional Children (CEC) and the field of special education in the United States compiled as of March 1976. The Education for All Handicapped Children Act was enacted which assures the right to education for all children and authorizes significant increases in Federal funding for programs for exceptional children. A World Congress on Special Education was scheduled for November, 1978 in Toronto which was coordinated by the International RElations Committee.

The article offers updates about special education in the U.S. in relation to the report of Arthur Hill entitled "Extending Special Education Through State Legislation." Authorization of special education for exceptional children is now found in school laws of the majority of the U.S. states. Departments of special education are now mandated by law to be established in schools. States now prioritize financial assistance to local school units in order to meet the needs of handicapped children. The last agenda highlights the author's report, discussing in detail the consequent benefits which will insure continuing special education programs of quality and stability.

The article reports that the National Education Association in the United States has published the report, "Education for All Handicapped Children: Consensus, Conflict, and Challenge," which indicates the reactions of educators, citizen groups and legislators to the criteria of Public Law 94-142. The most frequent criticism was on the huge demands on teacher time caused by individualized education program conferences, staff planning, paper work and in-service training. Suggestions include flexible scheduling, reduction of teacher-student contact, and weighted enrollments based on the severity of the handicap.

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.