ERIC Number: ED215553
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Implementation of Public Law 94-142: The Education for All Handicapped Children Act. Fourth Annual Report to Congress.
Special Education Programs (ED/OSERS), Washington, DC. Div. of Educational Services.
The report examines progress for school years 1979-80 and 1980-81 in implementing P.L. 94-142, The Education for All Handicapped Children Act. Following an executive summary and an introduction, an analysis of nine specific aspects of the law's implementation is detailed. A section on right to education cites data on screening, referral, evaluation, resource availability, placement options and vocational education opportunities, concluding that identification and programing efforts have expanded, with particular progress made in programs for secondary handicapped students. Attitudes, state and local requirements, local education agency practices and suggestions for reducing paperwork are among the factors considered in the section on individualized education programs (IEPs). The need for comprehensive state, district, and building level-planning in implementing the least restrictive environment mandates is emphasized. Data on due process hearings and surrogate parents are presented in the procedural safeguards section. Management problems are cited in the unit on protection in evaluation procedures, particularly in the issue of waiting lists and timeline delays. Trends toward decreased private school placements are noted. It is concluded in the section on the state's role in P.L. 94-142 that administration and monitoring systems have continually been improving. The federal government's administration is examined in terms of planning and coordination among 3 federal entitlement programs and 11 discretionary grant/contract programs. Appended information includes a description of specific evaluation activities from 1976-1981, and statistics on children served under P.L. 94-142. (CL)
Descriptors: Attitudes, Compliance (Legal), Delivery Systems, Disabilities, Due Process, Educational Trends, Elementary Secondary Education, Federal Legislation, Federal State Relationship, Handicap Identification, Individualized Education Programs, Private Schools, Program Evaluation, State School District Relationship, Student Evaluation, Student Placement, Teacher Role
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Special Education Programs (ED/OSERS), Washington, DC. Div. of Educational Services.
Identifiers: Education for All Handicapped Children Act