ERIC Number: ED175147
Record Type: RIE
Publication Date: 1979
Reference Count: 0
The Impact of P.L. 94-142 Upon General Educational Administrators.
UCEA Review, v20 n3 p20-23 Sum 1979
P.L. 94-142 carries with it considerable potential for both special and general education. The law, however, is currently surrounded by many myths. It does not, for instance, apply to all handicapped children, but only to those who require special education because of their disability. It does not eliminate all special education classes or require that all students be mainstreamed into regular classes. It only requires that a child be placed in the least restrictive educational environment commensurate with his or her needs. While many children can be easily integrated into regular classrooms, many others will continue in special classes. Partly in response to the Hoffman case in which a boy was misassigned to classes for the retarded for the entire course of his schooling, the law requires careful and nondiscriminatory testing and placement procedures. Educational administrators will have to assume a new leadership role in educational placement and evaluation. They will also have to make sure all personnel are aware of and trained to carry out individualized education programs. Once the concept of relating the educational needs of individuals to the offerings of the bureaucratic agencies serving them is accepted, the basic definition of all education may be dramatically changed. (Author/JM)
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Authoring Institution: University Council for Educational Administration, Columbus, OH.
Identifiers: Education for All Handicapped Children Act