EDUCATION OF HANDICAPPED CHILDREN.   Term Paper ID:18320 Click to get this paper

Essay Subject: Public Law 94-142 (Education for All Handicapped Children Act), mainstreaming, assessment, training of personnel, provisions of PL 94-142, implementation.... More...

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Paper Abstract: Public Law 94-142 (Education for All Handicapped Children Act), mainstreaming, assessment, training of personnel, provisions of PL 94-142, implementation. Paper Introduction: The needs of special children with problems in development and learning is an issue gaining increased awareness among educators. A number of factors have contributed to this growing recognition of the need for evaluation and treatment services in educational as well as rehabilitative settings. One of these factors is a variety of advocacy efforts and legal actions taken by parents on behalf of special children. A second factor, which has grown out of such legal actions, has been the enactment of legislative bills by state and federal governments. Of these, the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975 represents the most comprehensive acknowledgement of the educational rights of special children. PL 94-142 is an education law which guarantees educational Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Similarly the normal children did notinclude the handicapped child in their play unless aided by the teacher todo so. Accordingly, it is important to gatherinformation on both the attitudes of the teacher of the regular class whoreceives the handicapped child and the teacher of the special class fromwhich the child has come. This is to include aseries of services in addition to integration into the regular classroom.Mainstreaming has been the subject of debate for a number of years. Exceptional children in today's schools: Analternative resource book. One of these factors is a variety of advocacy efforts and legalactions taken by parents on behalf of special children. There is a pressing need for empirical data to evaluate the programdecision of mainstreaming. Central to theprovision of any intervention is the need for an accurate assessment of theindividual characteristics and needs of special children. Reynolds, M., & Birch, J. A second factor,which has grown out of such legal actions, has been the enactment oflegislative bills by state and federal governments. Therefore, Hanline stresses the need for teachers to arrangesituations which would promote interaction between handicapped children andnormal children to accomplish the goals of mainstreaming on every level. Trained teachers and stafffeel more confident to deal with the handicapped after training (Green &Widoff, 199 ) and are more willing to accept handicapped children intotheir classes. (1982). PL 94-142 is an education law which guarantees educational programsfor the handicapped by requiring that any agencies receiving federal fundshave a handicapped program. Adaptive mainstreaming. Souweine, J., Crimmins, S., & Mazel, C. The importance of accurate assessment isevident in the basic rights specified in Public Law 94-142 and reflected ingrowing demands for accountability in services to special children. Mainstreaming.National Association for the Education of Young Children.----------------------- 8 Meyen, E. Integrating disabled children. In light of these factors, the scope and nature of special children'sneeds will determine the basis for comprehensive services. NewYork: Longman. References Green, M., & Widoff, E. In recent decades there have been significantimprovements in the treatment and prevention of acute childhood illnesses.One expression of such medical advances is an increase of childrenexhibiting new morbidity, that is, children with an array of mild butpersistent behavioral and developmental problems (Haggerty, Roghmann &Pless, 1975). Legal provisions mandating efforts to locate handicapped childrenseem to have been developed on the basis of three factors: 1) courtactions regarding equal protection under the law; 2) increasing pressuresto establish corrective laws; and 3) professional theories or evidenceindicating that early identification may result in more effective remedialaction. Programmatically, mainstreamingcan be thought of as a continuum of services from the total segregation ofthe handicapped child in a special class to a conscious motivated thrust toinclude everyone as much as possible with everyone else. Although there are many aspects of the mainstreaming movement thatmust be studied, one important consideration is the readiness of theregular classroom teacher to accept the handicapped child into the regularclassroom (Green & Widoff, 199 ). New York: John Wiley. The present research has dealt only briefly with three issuesinvolved in the education for the handicapped. This includes not only the training of teachers but of anyschool personnel who comes into contact with the handicapped child. The changes inFederal laws have clearly outlined the procedures which must be followedand have provided for informed parents to recognize and demand properplacement. Accuracy ofassessment is important: 1) to facilitate diagnosis efforts; 2) to insurethat an appropriate match is made between a child and a treatment oreducation program; and 3) to evaluate the effectiveness of a particulartreatment or intervention. The intent is to prevent unnecessarylabeling and categorization of children and to insure that children beproperly assessed before they are placed. Insome cases mainstreaming has meant the elimination of special educationprograms and the inclusion of special need students in regular classeswhere they were inappropriately educated. Child health andthe community. Screening, testing, identifying and placing students requirecommunications with parents. Thetraining of teachers at every level helps to alleviate the fears andconcerns workers have about the handicapped. Meyen (1982) provided a number of research and position papers withevidence that the handicapped youngster, specifically the retarded, sufferswhether placed in a segregated special education class or in the regularclassroom. The law requires that communications must beformal written communication in order to comply with regulations (Reynolds& Birch, 1988). (1985, January). That the needs and rights of the handicapped will require continuedsocietal recognition in the future is found in an important factor, that ofmedical advances. In the past the procedures used to determine a student'splacement, services needed and follow-up were not organized. The difference isthat support systems are now mandated. Haggerty, R., Roghmann, K., & Pless, I. Now the pendulum has swung back and the trend is toplace mildly handicapped children in regular classes. In fact, the author's study found that handicapped childrentended to play either alone or near normal children but that they would notinitiate play with a normal child. The severity of the handicap and the need for teacher'sassistance were factors in their concern. The term mainstreaming has come to be replaced with the term"least restrictive" environment to emphasis the ongoing nature of theprocess of education. Watson and Hewett (Reynolds & Birch, 1988) showed thatwhen regular teachers were asked hypothetically about integrating six typesof learning handicapped children into their classrooms, the teachersappeared mildly receptive and not clearly unfavorable toward the practiceof mainstreaming. YoungChildren, 45-48. Hanline (1985) has written that it is not enough to put handicappedchildren into a regular classroom, teachers must facilitate interactionbetween handicapped and normal children for peer learning and socialinteraction. Thus, whilemedical advances have contributed to increased survival rates of infantswith congenital and neonatal complications, there is also a greaterlikelihood that such children will grow up with impairments, disabilities,or handicaps. The process of placing handicapped youngsters out of segregatedsettings back into regular classes has come to be called mainstreaming.Handicapped youngsters were originally placed in special classes for the"good" of the child and his/her normal peers, protecting each from theother, without adequate research on how beneficial the process was for bothgroups of children. However, when proper training is gives theseteachers are significantly more willing to accept the handicapped childinto the regular class. Mainstreaming has been misinterpreted by some to mean regular classplacement with no special services. Children werenot properly placed or were left in inappropriate settings. (Souweine, Crimmins & Mazel, 1981). The law provides for nine major guarantees: 1) Intent of congress to provide free and appropriate education toall handicapped children; 2) authorizes grants to states to assist inproviding programs; 3) states must submit an annually updated plan to theFederal Commission in order to qualify for assistance.; 4) states mustprovide procedural safeguards and due process for handicapped; 5) as muchas possible handicapped must be educated along with nonhandicapped in thesame classes; 6) nondiscriminatory assessment measures must be developedfor the handicapped; 7) individualized education programs must be developedand maintained for every handicapped child; 8) personnel working with thehandicapped must be properly trained; and 9) agencies must cooperate inorder to provide for the rights of the handicapped. These provisions arein accordance with the importance of treating all groups equally under thelaw and insure that the handicapped have the right to seek legal recourse.The present paper will briefly discuss the areas dealing with assessment,mainstreaming, and training of personnel. To achieve this regulareducation personnel must be trained in the needs of the handicapped,assessment techniques for the handicapped must be developed andindividualized instruction programs must be designed in order to achievemainstreaming. Special needs child care:Training is a key issue. Hanline, M. How are these children viewed inrelationship to their peers? This has been the major concern in more recent writingswhich show the reluctance of teachers to accept handicapped children intotheir regular classes. Along with the need to aid the interaction process betweenhandicapped and normal children, Green and Widoff (199 ) have written aboutthe importance of teacher training. Mainstreaming as theory is admirable, but if applied uncritically,may create serious problems for the teachers and students, both handicappedand nonhandicapped. Of these, the passageof Public Law 94-142, the Education for All Handicapped Children Act, in1975 represents the most comprehensive acknowledgement of the educationalrights of special children. (1988). The needs of special children with problems in development andlearning is an issue gaining increased awareness among educators. There is also an increased recognition of the needs ofchildren with more severe and chronic handicapping conditions. The law requires that a teacherworking with handicapped children be properly trained in the needs of thesechildren. However, mainstreaming morerealistically has come to mean that mildly handicapped students can beserviced in the regular classroom with separation from nonhandicappedstudents only for special services which cannot be delivered in the regularclassroom. PL 94-142 provides that for the maximum extentappropriate handicapped students must be educated with children who are nothandicapped, least restrictive rule. (1981). A numberof factors have contributed to this growing recognition of the need forevaluation and treatment services in educational as well as rehabilitativesettings. Denver: Love. Young Children, 6 -61. Mainstreaming means educating handicapped children under conditionsas close as possible to those of their normal peers. Yet this same criterion may not be applicable to other types ofhandicaps such as learning problems, behavioral difficulties or physicalhandicaps, also segregated in the past. The educational commitment to mainstreaming haspreceded its research support, though the stigma of segregated classplacement for handicapped children has long been an issue. The concept of mainstreaming as an educational process is ambiguousand the effects of various practices on teachers and children have becomeof recent concern. (1975). (199 , March). Generally, theimplementation of PL94-142 centers around assessment, mainstreaming and thetraining of the regular classroom teacher who receives the mainstreamedchild. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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