Implementation of the Individuals with Disabilities Education Act. Fourteenth Annual Report to Congress.

Institution	Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Titel	Implementation of the Individuals with Disabilities Education Act. Fourteenth Annual Report to Congress.
Quelle	(1992), (583 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Compliance (Legal); Deaf Blind; Delivery Systems; Disabilities; Early Childhood Education; Early Intervention; Education Work Relationship; Educational Legislation; Elementary Secondary Education; Federal Aid; Federal Legislation; Federal State Relationship; Government Role; Grants; Incidence; Infants; Program Descriptions; School Restructuring; Special Education; Statistics; Teacher Education; Technical Assistance; Toddlers; Transitional Programs + Suchen Sie Ihr Suchwort? Mehrfach Behinderter; Auslieferung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsrecht; Schulgesetz; Bundesrecht; Bund-Länder-Beziehung; Grant; Finanzielle Beihilfe; Vorkommen; Infant; Toddler; Toddlers; Kleinkind; Schulreformplan; Schulumwandlung; Special needs education; Sonderpädagogik; Sonderschulwesen; Statistik; Lehrerausbildung; Lehrerbildung; Technische Hilfe; Infants
Abstract	This 14th annual report to Congress describes the nation's progress in providing a free appropriate public education to all children with disabilities. Chapter 1 provides statistics on numbers of children receiving special education and related services, numbers of children receiving special education services in various settings, the exiting status of special education students, and the numbers of school personnel available and needed to provide such services. Early childhood activities are the focus of Chapter 2 which discusses the implementation of Part H of the Individuals with Disabilities Education Act (IDEA), Section 619 which contains incentives for States to serve more children with disabilities between the ages of 3 and 5, personnel issues, and the Early Childhood Program for Children with Disabilities. Chapter 3 reports on a national study addressing the transition of youth with disabilities from secondary school to early adulthood. The last chapter describes administrative and programmatic efforts to assist State and local education agencies. These include formula and discretionary grant programs, monitoring the development and implementation of State policies, grants supporting systems change, and technical assistance. Extensive appendixes include data tables; data on special education personnel training; summary reports concerning needed improvements, IDEA, state agency/federal evaluation studies; special populations; children with deaf blindness; and tables showing educational placement trends. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC