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The article addresses the case, Perez v. Sturgis Public Schools, wherein the Petitioner alleges that the public school system failed to provide him a free and appropriate education and instead inflated his grades and allowed him to move up grade by grade when he was not ready. Topics discussed include two features of the construction subsection of IDEA, section 1415(1), purpose of the Education for All Handicapped Children Act, and analysis of the case.

The majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation. [ABSTRACT FROM AUTHOR]

Kauffman, Felder, Ahrbeck, Badar, and Schneiders (this issue) call for a more temperate approach to inclusion, arguing against its use in educating all students with disabilities. We argue in response that the issue should not be framed as ''inclusion versus non-inclusion,'' asserting that our field would benefit by examining the alternatives that actually exist across the globe for educating children with and without disabilities. We first provide four concepts that are central to understanding how education is conceptualized and practiced on a global scale: (a) education for all (EFA), interpreted as nations valuing an educated citizenry; (b) primary and secondary education, discussed to make clear real differences in how these two periods of schooling are handled across nations; (c) tracking, the worldwide practice of ability grouping that affects the education of all students; and (d) comprehensive local schools, regionally centralized facilities educating all children, which offer the potential for greater equity. We follow the latter with five schooling ''models'' that represent the major educational options worldwide: (a) the selective schools model, which controls educational access, often with academic criteria; (b) the separate schools model, which tracks students into different facilities; (c) the tracked schools model, which stratifies students within the same facility; (d) the multi-tiered schools model, which starts with general education settings and curriculum, then provides interventions or programs as needed; and (e) the equity schools model, which uses general education settings and curriculum, providing supports as needed. We conclude with four points: (a) neither resource scarcity nor presumed limitations in general education capacity should preclude inclusive education; (b) the comprehensive local school provides a good base for enhancing equity in educational opportunity for students with and without disabilities; (c) special education is tracking, seriously impacting equity; and (d) inclusive schooling provides the best approach to EFA in the long run. [ABSTRACT FROM AUTHOR]

The article focuses on access to legal aid, employment, recourse, and education in various deaf cultures and societies in the U.S. Topics discussed include rights for deaf persons; enactment of Education for All Handicapped Children Act and Americans with Disabilities Act for helping the same; and analysis of deaf experiences of the deaf within the criminal context, along with criminal justice system of the country.

Anniversaries offer a time for reflection, celebration, validation, and sometimes, simply a candid conversation on the current state of a field. In the field of learning disabilities, anniversaries offer a time to consider how far the field has come and just how far is left to go to understand what a learning disability is. Definitional understanding is foundational for moving forward. This column presents findings from a series of short conversations with past presidents of the Council for Learning Disabilities, individuals who are also leading experts in the field of learning disabilities. Results suggest four different thoughts about the definition of learning disabilities, two main themes regarding areas in which the field needs to focus, and two themes specific to where the field may be headed in the next 20 to 25 years. The column concludes with a discussion of implications for the future. [ABSTRACT FROM AUTHOR]

The article focuses on the U.S. Ninth Circuit court decision in K.M. v. Tustin Unified School District related to special education rights under section 504. Topics discussed include impact of Tustin case on the difference in the standard of education required under section 504; Disabilities Education Act (IDEA) and American's with Disabilities Act (ADA); and Education for All Handicapped Children Act (EAHCA) of 1975 which provides equal education to all the people.

The article discusses the author's claim that there needs to be a reevaluation of the definition of a free appropriate public education under American law as of 2015, and it mentions the U.S. Individuals with Disabilities Education Act (IDEA) and the education-related rights of disabled students. The nation's Education for All Handicapped Children Act is examined, along with the U.S. Congress, the country's Supreme Court, and the legal rights of special-education students.

The article discusses the history of special education law in America, and it mentions the U.S. Education for All Handicapped Children Act which was renamed the Individuals with Disabilities Education Act (IDEA) in 1990, as well as the impact of the use of computerized Individualized Education Program (IEP) generators on special education in the country. Potential hindrances to IDEA compliance are mentioned, along with the education law-related case Brown v. Board of Education of Topeka.

The article discusses due process of law in the U.S. and a call for a fairer final stage in special education dispute resolution matters in America as of July 2013. Legal rights for disabled students are addressed in relation to the U.S. Congress' passage of the Education for All Handicapped Children Act which was renamed the Individuals with Disabilities Education Act in 1990 (IDEA). Other topics include due process hearings, various types of fairness, and a "free appropriate public education" right for every student in the U.S. under the IDEA.

From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists' ( N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists' assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law. [ABSTRACT FROM AUTHOR]

The article discusses the Pressley Ridge Treatment Foster Care (PR-TFC) program, which was developed in 1981 to incorporate changes in U.S. legislation regarding the treatment and education of children with behavioral problems, such as the Education for all Handicapped Children Act of 1975. Medication, lower cost mental health care, and community-based intervention services were incorporated into the program, and the article discusses the goals of foster care, the training of foster parents, and children's life skills training.

The article discusses students with disabilities and the right to a free appropriate public education in the U.S. as of January 2012, focusing on the U.S. No Child Left Behind Act (NCLB) as it relates to the U.S. Supreme Court case Board of Education v. Rowley. The U.S. Education for All Handicapped Children Act (EAHCA) was reportedly created in 1975 in response to a growing number of cases involving students with disabilities who were denied the right to an education. The role of an individualized education program (IEP) in a public education is also examined.

The article focuses on the concept of promoting transparency and accountability in the Juvenile Court in Tennessee. It offers information on the judicial corruption scandal with the involvement of Juvenile Law Center. It offers information on several laws including Education For All Handicapped Children Act passed in 1975, the Juvenile Justice and Delinquency Prevention Act in 1974 and the Child Abuse Prevention and Treatment Act in 1974 for child protection. It focuses on the Fourteenth Amendment of the U.S. Constitution.

The article discusses a resolution to the U.S. Court of Appeals split regarding what constitutes an appropriate education. It explores the Individuals with Disabilities Education Act (IDEA), the amended Education for All Handicapped Children Act of 1975 (EAHCA), and the U.S. Congress' intent when it passed the EAHCA and subsequent amendments. It recommends that the U.S. Department of Education, which enforces the IDEA, should issue a regulation defining the ambiguous term appropriate, in the absence of judicial or congressional action.

The article explores the influence of the U.S. Joint Commissions on Mental Health (JCMH) of 1955 and 1965 on special education policy for students with emotional disturbances. The author argues that education policy in the late 20th and early 21st century was based upon the recommendations of the joint commissions. The article discusses the role of the U.S. Congress in education policy, particularly the formation of the Joint Commission on Mental health of Children in 1967. The author asserts that the work of the commissions regarding the identification, treatment, and education of students with emotional disabilities was reflected in the Education for All Handicapped Children Act of 1975, including free public education, individualized education, and procedural safeguards.

Since the passage of P.L. 94-142, the Education for All Handicapped Children's Act in 1975, numerous court cases pertaining to students with physical disabilities and health impairments have been decided. This article is a compilation of the most significant decisions that have impacted services. Teachers and related service providers who are responsible for the education of students with physical disabilities and health impairments should let case law and best practice guide the development of the IEP and the delivery of services. [ABSTRACT FROM AUTHOR]

The article presents an overview of changes which have been seen in the rights of parents of children with disabilities in the U.S. since the passage of the Individuals with Disabilities Act in 1990, which was enacted originally in 1975 and was originally called the Education for All Handicapped Children Act. A discussion of changes which have been made to the act since its inception is presented. The impact that the changes have had on the rights of parents of children with disabilities is examined.

Comments on the United States' Education for All Handicapped Children Act of 1975 and teacher unions. Potential for conflict; Case for labor sensitized policy design; Potential for creative policy design.

As music educators, we can do much to promote the image of students with disabilities in our schools by using appropriate terminology in our teaching and communications with others. For music educators who are already aware of the various reference conventions related to persons with disabilities, perhaps you can do more to educate your students and the public by alerting responsible parties when you find examples of inappropriate terminology used in conversation or in print. This article provides some guiding principles for communicating about students with disabilities. [ABSTRACT FROM AUTHOR]

The author discusses physical education for students with disabilities. The article says that the U.S.'s Education for All Handicapped Children Act and the Individuals with Disabilities Education Improvement Act (IDEIA) were intended to provide education in the least restrictive environment (LRE) based on the student's individualized education plan (IEP). After a physical assessment, general physical education (GPE) teachers can help create an adapted physical education service for students.