A Speech and Language Clinician's Involvement in a PL 94-142 Public Hearing

1980 ◽  
Vol 11 (2) ◽  
pp. 75-84
Author(s):  
Sandra Q. Miller ◽  
J. Kenneth Miller ◽  
Charles L. Madison
Keyword(s):  
Educational Program ◽  
Due Process ◽  
Least Restrictive Environment ◽  
School Personnel ◽  
Public Hearing ◽  
Speech And Language ◽  
Restrictive Environment

The issues in a recent public hearing involved whether or not a sixteen-year-old profoundly deaf boy was receiving an "appropriate educational program" and whether his placement was actually in the "least restrictive environment." The IEP written for him in September, 1977, was challenged by his parents from the time of their first conference with school personnel to the last conference held in the spring of 1978. The document was not accepted by the parents and the controversy led to due process under PL 94-142 in which the speech clinician gave testimony. The clinician's role in the hearing is discussed and recommendations are presented for others who may become involved in such cases.

Problems in Implementing Comprehensive Special Education Programing in Rural Areas

1981 ◽  
Vol 47 (7) ◽  
pp. 514-520 ◽  
Author(s):  
Doris I. Helge
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Due Process ◽  
Least Restrictive Environment ◽  
Initial Study ◽  
Personnel Preparation ◽  
Education Programs ◽  
Rural Environments ◽  
Cost Efficient ◽  
Restrictive Environment

Data were collected for the National Rural Research and Personnel Preparation Project, funded by the Bureau of Education for the Handicapped, to investigate problems in implementing comprehensive special education programs. Cultural, geographic, climatic, socioeconomic and other inhibiting factors were analyzed in relation to implementation of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Although all major aspects of P.L. 94-142—the concept of the least restrictive environment; due process procedures; individualized education programs (IEP's); and parent involvement—were identified as problems for rural schools, three primary hindering factors were identified: (1) teacher retention and recruitment problems, (2) rural attitudinal problems, and (3) problems based on rural terrain. It was found that these problems emanated from tradition bound rural environments and were exacerbated by geographic and climatic demands of remote, isolated areas. The initial study was followed by a study identifying interrelated effective and cost efficient service delivery strategies and community and district subtypes.

Private School Placement: A Local Director's Perspective

1982 ◽  
Vol 49 (3) ◽  
pp. 214-219 ◽  
Author(s):  
David Audette
Keyword(s):  
Private School ◽  
Due Process ◽  
Least Restrictive Environment ◽  
Private Placement ◽  
State Education ◽  
Private Placements ◽  
Education Agency ◽  
Proper Perspective ◽  
Restrictive Environment ◽  
Local Programming

The consideration of private placement for a handicapped student's educational program by a local special services director can often be a complex deliberation. The irony of increased private placements for mild/moderately handicapped students, on the heels of landmark court cases mandating deinstitutionalization of programs for the handicapped (PARC, 1971; Mills, 1972), warrants a scrutiny of the interpretation and implementation of P.L. 94–142. Definitions of concepts such as “appropriate education” and “least restrictive environment” must be resolved. Problems of tuition rates, transportation costs, and due process activities are dilemmas which often accompany the issue of a private placement. Local education agency emphasis on well-developed local programming along with state education agency monitoring vigilance of federal regulations pertaining to least restrictive environment issues can provide a proper perspective to the question of private placement.

Level Systems and the Law: Are They Compatible?

1994 ◽  
Vol 19 (3) ◽  
pp. 205-220 ◽  
Author(s):  
Brenda Scheuermann ◽  
Jo Webber ◽  
Mark Partin ◽  
William C. Knies
Keyword(s):  
Decision Making ◽  
Emotional And Behavioral Disorders ◽  
Least Restrictive Environment ◽  
School Personnel ◽  
Children And Youth ◽  
Youth With Disabilities ◽  
The Law ◽  
Procedural Concerns ◽  
Restrictive Environment ◽  
Decision Making Model

Level systems are a common tool used to manage students with emotional and behavioral disorders. To date, we have little research to support the efficacy of using level systems, and further, certain components of level systems may be in violation of laws protecting children and youth with disabilities. This article addresses three areas of legal concerns regarding the use of level systems, all of which pertain to a failure to individualize the program: restricted access to the least restrictive environment, curricular concerns, and procedural concerns. In addition, a decision-making model is described that will guide school personnel in designing individualized level systems which will most likely meet the mandates of the law.

Integrating technology into a student's IEP

1987 ◽  
Vol 8 (2) ◽  
pp. 34-38 ◽  
Author(s):  
Ruth Bragman
Keyword(s):  
Conceptual Model ◽  
Educational Program ◽  
Critical Role ◽  
Least Restrictive Environment ◽  
Persons With Disabilities ◽  
Interactive Process ◽  
Handicapped Student ◽  
Advanced Technologies ◽  
Restrictive Environment ◽  
Individualized Educational Program

Advanced technologies can play a critical role in supporting the appropriate placement of handicapped students in the least restrictive environment. It is critical for educators and parents to be knowledgeable about advances in technology and resultant applications for persons with disabilities. The purpose of this article is to demonstrate a conceptual model which uses technology to ensure the student's placement in the least restrictive environment, and to maximize handicapped student potential. This model is an interactive process. In essence, one must utilize knowledge of the types of technology available while simultaneously considering all components of the student's individualized educational program.

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

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