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ERIC Number: ED209864
Record Type: Non-Journal
Publication Date: 1981
Pages: 23
Abstractor: N/A
Reference Count: N/A
A Policy Interpretation Regarding Regular Educator Responsibilities for Educating Handicapped Children as a Basis for Designing Regular Education Inservice Programs.
Abeson, Alan; Mack, Jean Harris
The policy interpretation paper was developed in cooperation with the National Inservice Network and involved an examination of all existing federal policy as well as background federal materials that directly or indirectly affect the issue of regular educator responsibilities for handicapped children as related to inservice education efforts under P.L. 94-142, the Education for All Handicapped Children Act. The discussion centers on the following issues: the definition of a handicapped child, definitions of special education and related services, the definition of the least restrictive environment, the definition of supplementary aids and services, existing federal regular education inservice policy, and the suggested contents of regular educator inservice programs. It is concluded that placement in a regular class is only appropriate when the handicapped child can learn from the instruction that most skilled regular educators can provide, with assistance as needed from support personnel as well as other aids and services. Proper evaluation and placement procedures, supplementary aids and services, and regular inservice education are seen to lead to appropriate and least restrictive placement for handicapped students. (DB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Council for Exceptional Children, Reston, VA. Policy Research Center.
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act