The text presents six chapters on the legal and governmental bases of special education. In the Introduction, F. Weintraub and J. Ballard cite the legislative and litigative history of P.L. 94-142, the Education for All Handicapped Children Act, and briefly address information sources on such policy issues as procedural safeguards, underserved populations, and standards of practice. In chapter 2, "The Education for All Handicapped Children Act of 1975 (P.L. 94-142): Its History, Origins, and Concepts," J. Zettel and J. Ballard review court cases and state and federal legislation, and list the rights of handicapped children, including the right to an appropriate education and the right to be educated in the least restrictive environment. J. Zettel in "Implementing the Right to a Free Public Education" analyzes five aspects of P.L. 94-142: zero reject, individualized education programs, least restrictive environment, nondiscriminatory testing and evaluation, and due process. In "Section 504: The Larger Umbrella," M. Gerry and J. Benton examine Section 504 of the Rehabilitation Act of 1973 in terms of its litigative background, statutory and regulatory setting, and enforcement. "The Education of Gifted and Talented Children from a Federal Perspective" by J. Zettel describes the cyclical nature of support and interest in education for gifted students. In the final chapter, "Interpreting the Rights of Exceptional Citizens through Judicial Action," B. Smith and J. Barresi summarize siginifcant cases concerning issues that have surfaced since passage of P.L. 94-142, including compensatory services, suspension and expulsion, and bilingual special education. Appendixes include a paper by J. Barresi and B. Ramirez, "The Federal Program Presence Accompanying P.L. 94-142," a list of federal laws for the handicapped from 1827 to 1981, and a list of resources. (CL)
Filipek , P.A. , Accardo , P.J. , Ashwal , S. , Baranek , G.T. , Cook , E.H. , Jr. , Dawson , G. , Gordon , B. , Gravel , J.S. , Johnson , C.P. , Kallen , R.J. , Levy , S.E. , Minshew , N.J. , Ozonoff , S. , Prizant , B.M. , Rapin , I.
Dennis ( 1960 ) , while observing deprived conditions in Teheran orphanages , found twelve - month - old babies who could not sit by themselves ( although maturational theories assured this behavior by eight months at the latest ) .
... < your name > in the body of the message Down Syndrome Quarterly ( online journal ) http://www.denison.edu/dsq/ Down Syndrome Society of Southern Australia http://www.span.com.au/span/downsyn.htm European Down Syndrome resources 235.
Rueda , R. , Monzo , L. , Shapiro , J. , Gomez , J. , & Blacher , J. ( 2005 ) . Cultural models of transition : Latina mothers of young adults with developmental disabilities . Exceptional Children , 71 , 401-414 .
Klippel - Trenaunay - Weber Syndrome ( KTW )先天性靜脈畸形骨肥大綜合症表徵 knowledge structure 知識結構 Knox Cube Test 諾克斯方塊模仿測驗 KR20 (統計學)庫李 20 號公式 KR21 (統計學)庫李 21 號公式 Krabbe's disease 克拉培氏病一種在胚胎發育 ...
... still allowed [ the student ] to benefit educationally , and still allowed [ the student's ] parents to participate fully and effectively " ( Myles S. v . Montgomery County Board of Education , 1993 , p . 1561 ) .
《关键反应训练:促进自闭症谱系障碍儿童社会沟通、交往与学业发展的技术》是一部阐述自闭症儿童教育干预技术——关键反应训练(PRT)技术的研究性译著,从关键反应训练概述 ...
「跟阿德勒學正向教養」經典叢書系列, 為「特殊需求兒童」推出第一本振奮人心的教養指南! 協助父母、師長制定長遠的教養方式,溫和且堅定回應特殊兒的需求, ...
HOUSE , E. , T. KERINS , AND J. STEELE . 1969. Illinois Gifted Program Evaluation . Urbana : Center for Instructional Research and Curriculum Evaluation , University of Illinois . JENKINS , M. 1948. “ Case Studies of Negro Children of ...
360 Example Program E Individual mentorships or internships set up with community resource persons All day Two ... also assigned . students Frequency 150 minutes per week One hour per One class period of Contact for shared instrucday or ...