An analysis of legal and factual bases for designing an appropriate program for sensorily impaired children, consistent with P.L. 94-142, The Education For All Handicapped Children Act, asserts that state schools for the deaf and blind must continue to exist. (CL)

Explores the residential placement provision of the regulations accompanying the Education for All Handicapped Children Act. Describes federal court interpretations, analyzing the criteria for distinguishing a special education residential placement from a noneducational residential placement. Suggests that courts should construe the residential…

Summarizes civil rights litigation on behalf of institutionalized persons with mental retardation, including number and type of cases, type of plaintiffs, type of legal counsel, role of other parties and of the Department of Justice, and number of institutional closures as result of litigation. A table presents information on class-action…

Provides an overview of litigation in which courts have addressed the extent to which costs can be considered in determining appropriate programs for children with disabilities. (MLF)

Congressional intent and regulations, and court decisions interpreting the Education for All Handicapped Children Act, recognize the preference for mainstreaming handicapped children. Cases discussed indicate that mainstreaming is secondary to the goal of the Act to provide an appropriate education that meets the unique needs of each handicapped…