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Summarizes court rulings in the United States, compiled as of August 1982. Awarding of attorney's fees for work performed in connection with administrative proceedings to obtain a free public education for a handicapped child in Rhode Island; Naming of law firms in New Jersey; Prohibition of card counters from blackjack tables in New Jersey casinos.

Analyzes the Individuals with Disabilities Education Act. Education in the least restrictive environment (LRE) for children with disabilities; Interpretations of LRE; Legislative foundations; Consideration of the needs of other students in the class.

Earlier legislation mandated an appropriate education for all handicapped children and prescribed both an Individualized Education Program (IEP) and an Individualized Family Service Plan (IFSP). While these legislative acts seemed to indicate the need for family therapy principles, the most recent legislation gives further emphasis to family and community services. This article analyzes Public Law 101-476, the Education of the Handicapped Act Amendments of 1990, and sets forth postulates for the involvement of the family therapist in the education of children with disabilities. [ABSTRACT FROM AUTHOR]

This article examines political support for brain dysfunction which is culminating in the Children With Learning Disabilities Act of 1969 in the U.S. The act among other things, added learning disability to the list of educational abnormalities recognized by the federal government and authorize federal expenditures for research and pilot school programmes. There were two broad interpretations of the basic brain dysfunction model. The first of these was learning disability, which de-emphasized neuropathology and provided a relatively optimistic prognosis. Special educators and some researches urging this orientation used it to press for a less physiological and more educational approach to educational abnormality, intended to give them more independent control over the operation of special education categories and programmes and through this strengthen the power of educators to define normality and abnormality, as well as increase the demand for learning disability specialists. The other interpretation of the model, sociogenic brain damage, pointed to social and especially family factors as significant causes and its attention to neurostructural damage and non-development carried a distinctly pessimistic prognosis.

Focuses on areas of conflict related to the proposed implementation of the Public Law 94-142 (P.L. 94-142) which is the Education for All Handicapped Children Act signed by U.S. President Gerald Ford on November 29, 1975. Use of P.L. 94-142 for development of federal educational policy; Problems arising from the implementation of P.L. 94-142; Impact of P.L. 94-142 on teachers.

The article focuses on the role of music therapists in the development and implementation of educational curriculum for children with disabilities in the U.S. It outlines the steps to follow during the implementation for music therapy professionals in compliance to the PL 94-142, Education for All Handicapped Children Act mandate. Also presented are the steps to consider for music therapists in enforcing instructional program strategies.

The article focuses on the implementation of the Education for All Handicapped Children Act PL94-142 in the U.S. which enables children with disabilities to acquire special education. It discusses the Individual Education Program (IEP), an educational plan development that requires a formalized process in the selection of annual goals for the handicapped students, professionals, and parents. It mentions the integration of music into the special education program due to its therapeutic effect.

Comments on the United States' Education for All Handicapped Children Act of 1975 and teacher unions. Potential for conflict; Case for labor sensitized policy design; Potential for creative policy design.

This study of the pro vision of services to handicapped children focuses on local school districts because they are assigned the responsibility of evaluating children, providing services, and paying for state-imposed special education mandates. A three-equation mode/is developed and a tentative test of the model is made with recently available data from Wisconsin. The empirical results show that fiscal and socioeconomic variables play statistically identifiable roles in labeling children as handicapped and in the amount spent per handicapped chili Budget-maximizing behavior and the response to financial incentives are as likely to show up through the process of identifying children as handicapped, as in spending decisions. One can infer the exercise of administrative discretion and the tendency of local school districts to operate in their own financial interests. [ABSTRACT FROM AUTHOR]

Federal legislation mandates an appropriate education for handicapped children. Recent legislative amendments have created a clear-cut prescription for each child's having an Individualized Family Services Plan (IFSP), which necessitates family therapy principles. This article reviews the major legislative acts and amendments and legal case rulings that have defined the criteria for an "appropriate" education. The importance of avoiding litigation and conflicts between parents and the school serves as a springboard into analysis of the options for utilizing family therapy ideas for school-based decision making. While it is deemed ideal to have a school professional introduce family therapy ideas, it is recognized that there may be suspicion of conflict of interest and subjectivity; moreover, it is pointed out that school psychologists, counselors, and social workers seldom receive training in family systems or therapy, and virtually never in negotiation and mediation. Recommendations are made for usage of a consulting family therapist and for family therapy training for school personnel. [ABSTRACT FROM AUTHOR]

The article focuses on the study which aims to assess the extent to which overlap in the Title I Elementary and Secondary Education Act and P. L. 94-142 target populations resulted in duplication or limitation of services to students who might be eligible for services from both programs in the U.S. Title I provides services such as remedial reading and mathematics instruction to low-achieving students in high-poverty schools. Meanwhile, P. L. 94-142, the Education of the Handicapped Act (Part B) mandates the provision of a free appropriate public education to all handicapped children. The findings suggest that the duplication of services to dually identified students, and the waste of Federal funds that such duplication might imply, were not major problems in districts tapped by the study.

The article discusses the implications of the Education for All Handicapped Children legislation for teacher education in the U.S. According to the author, teacher educators cannot afford to allow the education of school administrators to be the exclusive domain of departments of school administration. The author also assumes that teacher educators will need to consider that the most effective teacher of teachers is other teachers. Teacher educators need to give more attention to parent involvement and they will need to accept the possibility that parent-teacher conflict probably is unavoidable.

The article focuses on the political and moral contexts behind the implementation of the Education for All Handicapped Children Act in the U.S. According to the article, the legislation was conceived due to the effort of civil rights advocates and the parents of handicapped children to attack segregation settings for the handicapped on the grounds of attacking segregation based on race. The effort of the civil rights advocates paid off when the landmark court case in Pennsylvania dictated zero reject education, which means free access in public schools for handicapped children. Supported by a strong coalition of parents of the handicapped, lawyers, legislators, and the Education Commission of the States, the Education for All Handicapped Children legislation was mandated.

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 article reports on the Council for Exceptional Children (CEC) Policy Statements approved by the Delegate Assembly in the U.S. The Organization and Administration for Special Education policy statement is prepared by the CEC Policies Commission and is originally derived from a paper by Ernest Willenberg. Such statements suggest some of the major principles on which a special education administrative organization should be based. Special education shares with regular education the basic responsibility of public educational systems to fulfill their right to education for every child.

The article reviews several legislation addressing the funding of special education in the U.S. Its main purpose is to review approaches of funding for special education, the limitations of these methods and the responsibilities involved. The author argues that a dilemma has existed, namely adequacy and equity. Funds are insufficient and are distributed unequally, according to sentiments from court actions. She reviews the state's fiscal support procedure according to: 1) unit financing 2) weighted formula system 3) percentage reimbursement 4) personnel reimbursement 5) straight sum reimbursement and 6) excess cost formula.

The article discusses the policy statement on governmental affairs proposed by the Council for Exceptional Children (CEC). The CEC is a professional association of educators and other specialists committed to obtaining optimal educational opportunity for all exceptional children. The Council believes that exceptional children should be provided with the required special programs in order to fully develop the children's potentials. According to the author, exceptional children are found in every community regardless of the socioeconomic or the cultural factors of the area.

The article assesses the significance of the Handicapped Children's Early Education Assistance Act Public Law 90-538 signed to law by President Lyndon Johnson as a landmark law for special education in the U.S. The terms and provisions of the legislation authorizes the Commissioner of Education in cooperation of the Bureau of Education for the Handicapped to make contracts for various agencies and organizations for the establishment of educational programs for the handicapped. The author also examined the legislative history of the law. The significant of legislation includes the research, development, demonstration, training, and implementation of educational programs. Various legislators talked about the significance of the legislation.

The article reports on the passage of the Community Mental Health Centers Act Amendments of 1965 in the U.S. The bill was signed by President Lyndon Baines Johnson during a ceremony in the Rose Garden at the White House. Johnson emphasized on the importance of the bill for handicapped children. He also noted that the bill is going to build a monument to many people. Coverage of the bill include the establishment of a national Technical Institute for the Deaf. The approval implied that the government is sympathizing with the mentally ill and for the handicapped children.

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 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 discusses the educational problems encountered in the handicapped children's education. The teachers and parents concerned with educating the handicapped children are facing problems regarding the best method to use to ensure a better result. According to the author, public has been supporting the programs providing appropriate education for children with physical, mental or emotional handicaps that interfered with learning. Legislation had been passed in the national, state and local levels aiming to help alleviate the problems mentioned.

he article focuses on the state-wide program for the education of handicapped children passed by the Oregon legislature in 1941. The program will give handicapped children educational opportunities equal to those of normal children. The program was formulated based from the result of the survey and the educational needs of handicapped children.

The article reports that in addition to providing the means to improve the educational systems, the U.S. Congress has given special attention to those unfortunate children whose special needs the education system must satisfy if they are to develop to their potential and participate as first class citizens in the society. The National Advisory Committee on Handicapped Children has advised the Congress on the plight of these children and gave a conservative estimate indicating that between 500,000 and 1-1/2 million or 3 percent of the school age children are included in this category. To meet the needs of these children, the Bureau of Education for the Handicapped has estimated that over 22,000 teachers and specialists need to be trained immediately and put into the field. The Children with Learning Disabilities Act of 1969 would provide for the types of special services so necessary at this stage in the development of the field of learning disabilities. It would authorize programs of research and related activities, surveys and demonstrations related to the education of children with specific learning disabilities.

The article focuses on the New York Court case R.E. v. New York City Dep't of Educ., which dealt with private school tuition reimbursement in cases where a child's proposed individual education program (IEP) fails to provide a free appropriate public education (FAPE) under the Individuals with U.S. Disabilities Education Act (IDEA). Topics include a child's qualifications for special education services and due process complaints.

Assessment permeates many aspects of our educational society. With the passage of federal legislation (i.e., No Child Left Behind Act of 2001 and Individuals With Disabilities Education Improvement Act of 2004), assessment in the form of accountability is ever present in our K–12 educational system. Current assessment practices should be used in an iterative process that is fueled and influenced by data-based decisions. This article provides illustrations of and a rationale for how current educational assessment practices can influence decision-making processes at the state and district, school, program, and classroom levels. [ABSTRACT FROM PUBLISHER]

The article presents the study that assesses the parental confidence regarding the special educational needs (SEN) programs provided by the schools and local authorities in Great Britain. Key findings of the study is presented. Recommendations on establishing clarity of responsibilities by professional groups, improving the quality of communication between schools, local authorities, and parents, and supporting the national policies and guidance is presented.

The article discusses the legal aspects and implications of the articles in the issue of the journal. The author discusses the article by Hong et al. about strategies for empowering students with disabilities and its relationship to Section 504 of the United States Americans With Disabilities Act (ADA). The author also discusses the article by Bender about children exposed to population-wide trauma and their status under the U.S. Individuals with Disabilities Education Act and/or Section 504 of the ADA.

The article discusses the provision of early intervention services to children with vision loss in the U.S. The Individuals with Disabilities Education Act (IDEA) has required early childhood intervention services to be provided in so-called natural environments, which are settings that also include children without disabilities. Inclusionists' emphasis on integration at the expense of specialized services is getting renewed attention. The Department of Education has proposed to better define the meaning of natural environments.

The article discusses the role of school social workers. School social workers address additional social work issues that include poor school performance, school violence, and student-family relationships. The author recalls telling her students a story about a child with cerebral palsy who was told that she couldn't go to school, but grew up to be a special education teacher. The Education for All Handicapped Children Act made it possible for disabled students to get the education they deserve.

Focuses on the impact of the Education for All Handicapped Children Act, which introduces distinct parameters for the provision of special education services and supports to students with disabilities, on secondary students with disabilities and for the schools in which they enrolled. Analysis of legal parameters and obligations that guide the transition of special students from high school to higher education; Role of secondary administration in supporting, facilitating and leading successful inclusive educational environments for students; Evaluation of instructional and reorganization strategies to foster inclusive environments.

Fosuses on transition planning for students with severe disabilities in the U.S. Reauthorization of the Individuals with Disabilities Education Act Amendments (IDEA); Significance of the reauthorization for disability legislation entitling students to a free appropriate public education; Components addressing transition issues in the reauthorization of IDEA.