The Education for All Handicapped Children Act (1975), PL-94142, mandated parent participation as a required component of the provision of special education services to children with disabilities. It is widely recognized that a collaborative teaming approach is the most effective strategy to foster parent participation (Friend & Cook, 2010; A.…

Problem solving is fundamental to psychoeducational assessment practices and generally grounded in activities related to identifying problems, developing and refining hypotheses, generating solutions, developing and implementing actions, and evaluating outcomes. While the process is central to response-to-intervention practices as well, little…

This paper reviews characteristics of autism spectrum disorders (ASD), possible causes of ASD, current demographic information, the effects on the individual with ASD and the family, as well as diversity and multicultural issues related to autism. Additionally, the paper provides pertinent information about students with ASD for both general…

Calls for increased collaborative practices in school psychology parallel similar advances in the realm of health care. This article overviews the concepts associated with collaborative practice in school psychology and in health care (e.g., interaction, teamwork, and collaboration) and discusses how the literature emerging from interprofessional…

Creation of biases and stereotypes has led to individual and institutional discrimination of students who are emotionally and behaviorally disturbed (EBD). The lack of supports and under utilized research based techniques by educational staff has major implications on the success of students with EBD in various settings. Providing appropriate…

At least 10% of students in private Christian schools are considered students with special needs. Private Christian schools vary in the degree to which they educate these students and in the approaches that they take toward educating them. This study examines whether or not private Christian Schools are allowing students with special needs access…

Reviews historical trends and the Education for All Handicapped Children Act, problems in the use of interdisciplinary teams, varying degrees of team member participation and satisfaction, concerns about the team decision-making process, and implications of the special education team mandate for the training of gerontology professionals. (SK)

The author suggests that the transdisciplinary approach, in which rigid boundaries of professionals' disciplines are broken down to facilitate teamwork, is the most effective way to implement mandates of P.L. 94-142, the Education for All Handicapped Children Act.

Recent federal regulations implementing Section 504 of the Rehabilitation Act of 1973 and the Education for All Handicapped Children Act (P.L. 94-142) have not dealt adequately with reliable identification of the handicapped child. (SB)

The primary mechanism for assessment and program planning associated with the Education for All Handicapped Children Act is the multidisciplinary team--a group including at least one teacher or specialist in the suspected disability area. This article describes three bases of the multidisciplinary assessment process. Includes 14 references. (MLH)

The paper reviews the experiences of special education administrators in Quincy (MA) Public Schools regarding compliance with P.L. 94-142, the Education for All Handicapped Children Act. Noted are the decentralized model of Pupil Personnel Service Teams, the administrator's role in guiding teachers to set priorities in academic and vocational…

The study determined the extent to which multidisciplinary teams that include vocational educators are utilized to provide services for mentally handicapped and learning disabled students. Questionnaires were completed by 222 principals or special education directors. Results indicate that vocational educators have limited involvement in the…

The representative listing of inservice and classroom instructional materials reflects the increasing attention given to the implementation of the Education for All Handicapped Children Act, P.L. 94-142. Emphasis is placed upon existing commercial and noncommerical products whose objectives focus on the following: development of the individualized…

A model for the delivery of services to learning disabled children which provides procedures for services in the least restrictive environment through professional and parental participation is described. It is explained that the components of the model are the referral system, the case conference (where the decision is made regarding the…

In placement decisions necessitated by PL 94-142, the multidimensional team approach may be hindered by group problems. The more structured nominal group technique (NGT) is suggested. NGT has six steps: silent, written generation of ideas; round robin reporting; group discussion for clarification; preliminary priority vote; discussion; and final…