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Relevant bibliographies by topics / The Education For All Handicapped Children Act of 1975

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Academic literature on the topic 'The Education For All Handicapped Children Act of 1975'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "The Education For All Handicapped Children Act of 1975"

1

Larson, Lauren A. "Comment: Beyond Conventional Education: A Definition of Education under the Education for All Handicapped Children Act of 1975." Law and Contemporary Problems 48, no. 2 (1985): 63. http://dx.doi.org/10.2307/1191568.

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Block, Martin E. "Implications of U.S. Federal Law and Court Cases for Physical Education Placement of Students with Disabilities." Adapted Physical Activity Quarterly 13, no. 2 (April 1996): 127–52. http://dx.doi.org/10.1123/apaq.13.2.127.

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Inclusion, the philosophy of placing all children with disabilities in regular education settings, is easily the most discussed and controversial education reform issue since the 1975 passage of PL 94-142, Education of Handicapped Children Act (EHA). However, inclusion is never mentioned in the original EHA or the updated PL 101-476, Individuals with Disabilities Education Act (IDEA) (e.g., Sherrill, 1994; Stein, 1994). What is discussed in IDEA as well as Section 504 of the Rehabilitation Act of 1973 is the “continuum of least restrictive environments” (LRE). The purpose of this paper is to (a) review United States federal laws regarding inclusion and LRE, most notably IDEA and Section 504 of the Rehabilitation Act of 1973; (b) review recent U.S. court cases regarding inclusion and LRE including three landmark cases: Roncker v. Walter (Ohio) (1983), Daniel R.R. v. State Board of Education (Texas) (1989), and Sacramento Unified School District, Board of Education v. Rachel H. (California) (1994); and (c) apply these federal laws and court decisions to physical education placement.

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Bondar, Tamara. "HISTORICAL OVERVIEW OF U.S. INCLUSIVE EDUCATION FEDERAL LEGISLATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 39–43. http://dx.doi.org/10.24144/2524-0609.2021.48.39-43.

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The relevance of the research problem tackling the inclusive education evolution in the United States is explained by the fact that it the USA has been a leader in developing a rights-based model of inclusive education. The research is conditioned by the current stage of national education that undergoes modernization, the steady course of Ukraine to create an inclusive school, and government’s request to implement its initiatives. The purpose of this article is to present a reconsidered historical analysis of the inclusive education in the USA that represents an expansion of earlier research conducted by the author. Methods applied include historical and comparative research. The author’s periodization that describes the phases in the inclusive education development in the USA is presented. This is based on the chronologically arranged U.S. federal legislation related to ensuring equal rights and opportunities. It is stated that some court decisions and federal legislation that incorporated court decisions clearly marked the phases in inclusive education development. These legislative milestones beginning each phase include the U.S. Supreme Court decision Brown v. Board of Education of Topeka (1954), the Education for All Handicapped Children Act (1975), the Education of the Handicapped Students Act Amendments (1986), No Child Left Behind Act (2001), and Every Student Succeeds Act (2015). Consequently, there are five phases in the inclusive education development and each phase reflects the general trend in the U.S. inclusive education. The initial phase is referred to as the active social movement for the right to education (1954–1974). In the second phase, children with disabilities were integrated into regular schools through mainstreaming (1975–1985). Then comes the so-called Regular Education Initiative phase or full inclusion (1986–2000), followed by the accountable inclusive education phase (2001–2014). Finally, the phase of the high-quality inclusive education started in 2015 and continues today.

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Price, Valerie, Susan O. Murphy, and Virginia Young Cureton. "Increasing Self-Efficacy and Knowledge Through a Seizure Education Program for Special Education Teachers." Journal of School Nursing 20, no. 1 (February 2004): 43–49. http://dx.doi.org/10.1177/10598405040200010801.

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Since the passage of the 1975 Education for All Handicapped Children Act and the 1986 PL99–457 amendment, many children aged birth to 3 years with special health care needs are enrolled in early intervention programs. Educators working in early intervention services often need to respond to and manage seizure activity and medical emergencies for special needs children. To do so, they need to have knowledge and confidence in their ability to intervene effectively. This intervention study was designed to address the knowledge and self-efficacy of 28 special needs educators on seizure management. The intervention resulted in increased knowledge, skills, and self-efficacy related to seizure management and their ability to interact supportively with families.

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Sussan, Theodore A. "HOW TO HANDLE DUE PROCESS LITIGATION EFFECTIVELY UNDER THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975." Journal of Reading, Writing, and Learning Disabilities International 6, no. 1 (January 1990): 63–70. http://dx.doi.org/10.1080/0748763900060108.

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Bemiller, Michelle. "Inclusion for All? An Exploration of Teacher’s Reflections on Inclusion in Two Elementary Schools." Journal of Applied Social Science 13, no. 1 (February 10, 2019): 74–88. http://dx.doi.org/10.1177/1936724419826254.

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Teachers face numerous challenges. Pressure exists to meet Common Core Standards and increase state test scores while operating on shoestring budgets. In addition, public schools have seen an increase in students with disabilities—individuals with unique academic and social needs. Due to the Education for all Handicapped Children Act of 1975, inclusion in general education classrooms is the right of children with disabilities. Disability advocates applaud this act for ensuring equality for all. Yet, equality is not akin to equity. In classrooms where teachers lack proper training, children with special needs may not experience equity, ultimately weakening the intent of inclusive practices. The current study stems from a commissioned needs assessment that explored how teachers at two elementary schools in Northeast Ohio define inclusion, current training related to students with disabilities, and teacher recommendations for training/resources to teach students with special needs effectively. The article ends with policy and future research recommendations.

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Bicehouse, Vaughn, and Jean Faieta. "IDEA At Age Forty: Weathering Common Core Standards And Data Driven Decision Making." Contemporary Issues in Education Research (CIER) 10, no. 1 (December 22, 2016): 33–44. http://dx.doi.org/10.19030/cier.v10i1.9878.

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Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the “special” out of special education?

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Lehr, Donna, and Paul Haubrich. "Legal Precedents for Students with Severe Handicaps." Exceptional Children 52, no. 4 (January 1986): 358–65. http://dx.doi.org/10.1177/001440298605200408.

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Since the passage of the Education for All Handicapped Children Act in 1975 many legal precedents have been established that serve to define the parameters of programs for students. These parameters, as well as emerging and as yet unresolved issues as they relate to students with severe handicaps, are discussed. The authors focus their discussions around an example of a student with severe handicaps and present the effects of the precedents on this child's free appropriate public education, including extended school year, related services, appropriate curriculum, and appropriate placement.

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Clune, William H., and Mark H. Van Pelt. "A Political Method of Evaluating the Education for All Handicapped Children Act of 1975 and the Several Gaps of Gap Analysis." Law and Contemporary Problems 48, no. 1 (1985): 7. http://dx.doi.org/10.2307/1191639.

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Rozalski, Michael, Mitchell L. Yell, and Jacob Warner. "Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs." Laws 10, no. 2 (May 17, 2021): 38. http://dx.doi.org/10.3390/laws10020038.

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In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

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Dissertations / Theses on the topic "The Education For All Handicapped Children Act of 1975"

1

Frato, Patrick. "FACTORS INFLUENCING THE PASSAGE OF THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1115067646.

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SCHONEMAN, TRUDY ANNE. "RELATED SERVICE PROVISIONS OF PUBLIC LAW 94-142: ISSUES AND RULINGS (PL94-142)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188098.

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The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.

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Reichman, Julie. "PROCEDURES USED BY EDUCATIONAL AGENCIES TO MONITOR AND MAINTAIN AMPLIFICATION SYSTEMS WORN BY HEARING IMPAIRED STUDENTS (AUDIOLOGY, HEARING AIDS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183968.

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Research evidence indicates that hearing aids and auditory trainers worn by school children routinely malfunction. Ensuring properly functioning amplification is a preferred educational practice and is required by PL 94-142 regulations. Research was needed to determine if schools were complying with the regulations and recommended educational procedures. This study described and evaluated procedures used by educational agencies to monitor and maintain amplification units worn by hearing-impaired students. Two examiner-developed survey intruments were mailed to residential and public day school teachers and administrators to collect data and answer 11 research questions pertaining to: (1) monitoring and maintenance procedures, (2) relationships between demographic, personnel, and placement characteristics and preferred monitoring and maintenance practices, and (3) monitoring and maintenance practices compared with a model of preferred practice. Personnel were surveyed in one residential school for the deaf in each state and a stratified random sample of 200 public day schools. A total of 310 (63%) surveys were returned from 164 (65.6%) administrators and 146 (58.4%) teachers. Results indicated that the majority of programs had some system of monitoring and maintaining amplification units, but only 54.1% (73) performed daily checks of hearing aids and 58.3% (67) performed daily checks of auditory trainers. Teachers in 76.9% of the sample reported that electroacoustic analysis was available as one part of audiologic evaluation, but not usually scheduled on a routine basis. Teachers were responsible for monitoring activities in over 75% of programs, regardless of the educational model: self-contained, resource, or itinerant. Significant positive relationships were found between (1) program size and one preferred monitoring and maintenance variable, (2) full-time audiologist and three preferred variables, (3) residential school placement and four preferred variables, (4) inservice training and three preferred variables, (5) full-time audiologist and program size and (6) full-time audiologist and residential school placement. These and additional findings suggest that while some improvement in monitoring and maintenance practices has occurred since the implementation of PL 94-142, full compliance by employing preferred professional practices has not been achieved. Recommendations are made for improving personnel preparation, monitoring and maintenance practices, and research.

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Books on the topic "The Education For All Handicapped Children Act of 1975"

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United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on the Handicapped. Tenth anniversary of Education for All Handicapped Children Act (P.L. 94-142): Hearing before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, first session ... October 29, 1985. Washington: U.S. G.P.O., 1986.

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United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on the Handicapped. Tenth anniversary of Education for All Handicapped Children Act (P.L. 94-142): Hearing before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, first session ... October 29, 1985. Washington: U.S. G.P.O., 1986.

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United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on the Handicapped. Tenth anniversary of Education for All Handicapped Children Act (P.L. 94-142): Hearing before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, first session ... October 29, 1985. Washington: U.S. G.P.O., 1986.

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4

United States. Congress. House. Committee on Education and Labor. Commemorating the accomplishments of Public Law 94-142, the Education for All Handicapped Children Act, on the 10th anniversary of its enactment: Report (to accompany H. Con. Res. 201) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1985.

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5

Health, United States Congress House Committee on the District of Columbia Subcommittee on Fiscal Affairs and. Progress of compliance with Public Law 94-142: Oversight hearing before the Subcommittee on Fiscal Affairs and Health of the Committee on the District of Columbia, House of Representatives, Ninety-ninth Congress, second session, on the progress being made by the District of Columbia to comply with the Education for All Handicapped Children Act, June 20, 1986. Washington: U.S. G.P.O., 1986.

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6

Helton, Leslie. Public Law 94-142: A study of the judicial interpretations of the Education for All Handicapped Children Act of 1975. 1987.

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Dierenfield, Bruce J., and David A. Gerber. Disability Rights and Religious Liberty in Education. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043208.001.0001.

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In 1988, Sandi and Larry Zobrest became agents in the struggle for disability rights when they sued a suburban Tucson, Arizona, school district to obtain public funding for the signed language interpreter their deaf son Jim needed in high school. Such funding would have been unproblematic under the Education for All Handicapped Children Act (later retitled the Individuals with Disabilities Education Act) if Jim went to a public high school, but they were intent on his attending a Roman Catholic school. The law was unclear on the legality of public money assisting students with disabilities to attend religiously affiliated schools, but it had long been a general principle of interpretation of the Establishment Clause of the First Amendment in the U.S. Supreme Court that governments must be cautious about dispensing public resources to religious institutions. Their successful lawsuit represents a classic American clash of rights. This history of the Zobrests’ lawsuit begins well before they went to court. The narrative extends back to Jim’s birth in 1974, a pediatrician’s diagnosis of deafness, and the efforts of his parents, who are not deaf, to seek resources for their son’s education prior to high school. It analyzes their desire to mainstream Jim for preparation for life in the hearing world, not in the Deaf community, and the succession of choices they made to that end.

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8

Lantzy, M. Louise. The Education for All Handicapped Children Act: An Annotated Guide to Its Literature and Resources, 1980-1991. Fred B. Rothman & Company, 1992.

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9

Educating children with handicapping conditions in New York State, 1987-1989: The New York State plan, July 1, 1986 to June 30, 1989, submitted under the Education for All Handicapped Children Act (P.L. 94-142). [Albany, N.Y: The Dept., 1988.

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10

Marsteller, Maureen G. An analysis of federal and state court cases associated with the Education for All Handicapped Children Act (P.L. 94-142) concerning the provision of related services in school districts through April 1984. 1987.

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Book chapters on the topic "The Education For All Handicapped Children Act of 1975"

1

Lechtenberger, DeAnn. "Education for All Handicapped Children Act of 1975." In Encyclopedia of Cross-Cultural School Psychology, 412–13. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_152.

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg, et al. "Education for All Handicapped Children Act of 1975 (PL94-14L)." In Encyclopedia of Autism Spectrum Disorders, 1061. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1759.

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Brucker, Pamela. "Education for All Handicapped Children Act of 1975 (PL94-14 L)." In Encyclopedia of Autism Spectrum Disorders, 1611. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1759.

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Do, Lynna Lan Tien Nguyen. "2004 Education for All Handicapped Children Act." In Encyclopedia of Child Behavior and Development, 547. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_4.

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Nguyen Do, Lynna Lan Tien. "2008 Education for All Handicapped Children Act." In Encyclopedia of Child Behavior and Development, 547–48. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5.

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"4 Civil Rights and Unfunded Mandates: The Education for All Handicapped Children Act of 1975." In Congress and the Classroom, 89–100. Penn State University Press, 2007. http://dx.doi.org/10.1515/9780271056524-007.

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Hossain, Mokter. "An Overview of Inclusive Education in the United States." In Communication Technology for Students in Special Education and Gifted Programs, 1–25. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch001.

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Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.

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Colker, Ruth. "The Education for All Handicapped Children Act." In Disabled Education, 17–44. NYU Press, 2013. http://dx.doi.org/10.18574/nyu/9780814708101.003.0002.

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Sidhu, Shawn S. "EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)." In Landmark Cases in Forensic Psychiatry, edited by Merrill Rotter, Jeremy Colley, and Heather Ellis Cucolo, 109–12. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190914424.003.0015.

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Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to school children with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

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Sidhu, Shawn S. "EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)." In Landmark Cases in Forensic Psychiatry, 81–83. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199344659.003.0014.

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Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to schoolchildren with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

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