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A closer examination of the education for all handicapped children act: A guide for the 1980S
Author(s) -
Brown Ronald T.
Publication year - 1980
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198007)17:3<355::aid-pits2310170313>3.0.co;2-j
Subject(s) - legislation , agency (philosophy) , special education , psychology , education act , identification (biology) , public education , state agency , preschool education , medical education , pedagogy , public administration , administration (probate law) , political science , law , medicine , sociology , social science , botany , biology
The United States Congress has mandated that state and educational agencies make available to all handicapped children a free appropriate education. The purpose of this legislation has been primarily to protect the rights of handicapped children and their parents. The present paper discusses identification and evaluation guidelines that have been promulgated under the Education for All Handicapped Children Act. Procedures for Individual Education Programs that are in accordance with federal legislation are delineated. To satisfy federal mandates concerning the placement of handicapped children, public school systems are required to utilize a least restrictive environment, whereby complete segregation of handicapped from nonhandicapped children is prohibited. In further accordance with this legislation, either the parent or public agency may initiate a hearing for the purpose of challenging the identification, evaluation, or educational placement of the child.