Entry 2 (chapter 2)

1) Identify and briefly explain the six key principles of PL 94-142, the Education for All Handicapped Children Act.
2) How did passage of PL94-142 place substantial pressure on public school systems?
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1) The six key principles of PL 94-142 are:

Zero Reject

Nondiscriminatory evaluation

Individualized education program

Least restrictive environment

Due process

Parental participation

Zero Reject can be explained by stating "all children with disabilities must be provided a free and appropriate public education."

Nondiscriminatory evaluation can be explained by stating "each student must receive a full individual examination before being placed in a special education program, with tests appropriate to the child's cultural and linguistic background."

Individualized education program can be explained by stating "an individualized education program (IEP) must be written for every student with a disability who is receiving special education. The IEP must describe the child's current performance and goals for the school year, the particular special education services to be delivered, and the procedures by which outcomes are evaluated."

Least restrictive environment can be described by stating "as much as possible, children who have disabilities must be educated with children who are not handicapped."
Due process can be described by stating "due process is a set of legal procedures to ensure the fairness of educational decisions and the accountability of both professionals and parents in making those decisions."
Parental participation can be described by stating "parents are to be included in the development of the IEP, and they have the right to access their child's educational records."
(Page 39)

2) The PL 94-142 placed substantial pressure on public school systems by demanding from the school systems, in return for their aid, "evidence that they were doing their best to help children with disabilities receive needed services."(Pg. 40) Specific provisions in the law placed substantial pressure on public school systems by demanding more from assessments, parental contact, and student evaluation than most schools had been used to. In other words, testing had become a huge influence in providing adequate evidence that the school systems were doing their best to helping out exceptional students as well as they could.