Nine state education agencies (SEAs) were studied in terms of SEA organization and administration in response to P.L. 94-142, The Education for All Handicapped Children Act. Six major issues were examined: strategies used by states to implement P.L. 94-142, major impact of P.L. 94-142 on the SEAs, creation of unintended and/or unforeseen…

To assess the state's role as an instrument of national education policy, researchers examined four states' responses to federal programs under Title I of the Elementary and Secondary Education Act and under the Education for All Handicapped Children Act. They focused, first, on how states' political and organizational contexts interacted with…

Public Law 94-142 requires that local education agencies (LEAs) generating less than $7,500 through the child count formula either submit consolidated applications or use the state education agency (SEA) to provide child services directly. A survey of state directors of special education in 50 states sought to address the status of interagency…

A paper on the Education for All Handicapped Children Act of 1975 (P.L. 94-142) provides information to state legislators on requirements and application procedures and speculates on significance of compliance for rural New Mexico school districts (New Mexico has never implemented P.L. 94-142). The five purposes of the paper are to describe major…

The comprehensiveness and specificity of the Education for All Handicapped Children Act (Public Law 94-142) and Section 504 of the Vocational Rehabilitation Act, and the detailed regulations that accompany them, might seem to foreclose any opportunity for states to develop and follow their own policies. However, reports from chief state school…