Date of Award

12-1-1989

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Educational Administration and Supervision

First Advisor

Dr. Thomas Petrie

Abstract

Prior to the Education of All Handicapped Children Act of 1975 (EAHCA), the educational rights of special education students in the United States were not clearly defined and varied greatly from state to state. With the adoption of EAHCA, procedural guidelines were legislated for the free and appropriate education of all handicapped children ages three through twenty-one. Procedural guidelines called for in EAHCA included the establishment of individualized education programs (IEP's). A second procedural guide¼ine was the requirement that handicapped children be served in the least restrictive environment in an educational setting. Procedural guidelines were also included providing handicapped individuals with due process rights in regards to the assessment, identification, placement and educational programming recommendations of the special education personnel and members of multi-disciplinary teams in local education agencies (Cremins, 1983; Geren, 1979; Singer & Nace, 1985). This researcher elected to study the implications of the due process rights afforded handicapped students in special education through EAHCA.

Comments

A Field Project Presented to the Department of Educational Administration and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Specialist in Education. Copyright 1989 Mark C. Draper

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