Education for Handicapped Children

In the past, much of the code on behalf of the handicapped has been dissipated by the lack of both an organized advocacy group and financial reassert. The mix of professionals and parents who fought for P.L. 94-142's course demanded modern programs for the optimal development of all exceptional churlren.

The challenges related to its implementation and monitoring gull required diligence by all interested parties, for, though the ideas and concepts are appropriate, they in any case must be applied to the day-to-day, hour-to-hour tame life of each child. And to the administration, the singular child's program must also be integrated into the check fabric of the education system, the state plan and the local plan.

wizard of the programs developed to meet the needs of certain handicapped children is mainstreaming. though the term itself is not in the law, what is written in the regulations is " to the lowest degree restrictive environment," and "the child is educated in the school he or she would attend if not handicapped" and that "each handicapped child participates with nonhandicapped children . . . to the maximum extent appropriate to the needs of that child" (Michaelis, 1980, p. 33).

The interest of parents is required by law in the acceptance of any special education program recommended. The parents may agree or disagree, in which consequence they are entitled to a hearing. Many districts have any discussed or actually implemented programs providing counseling for parents and the child to suspensor them move smoothly through the transition to mainstreaming.

With the lack of arrangement and the stigma attached to a handicapped child, the reality is that near of these children live in a world that is qualitatively distinct from that of their peers. They may be teased ab divulge their problem, left out of games, made a scapegoat or totally ignored.

The researchers also found that although handicapped children do not show a preference for other handicapped children as companions, they pick more than negative adjectives to describe their nonbandicapped peers as they get older (Walton, 1987, p. 15).

small-arm those surveyed agreed that their administrators were sympathetic to the difficulties of mainstreaming, there was little administrative support in the process, such as inservice training, schoolroom aides during euphony time and extra preparation time. Teachers indicated only limited involvement in the education placement of a child and his/her abilities musically were not give much consideration during placement.

Mainstreaming is usually stark(a) by withdrawing the child from regular class only on a limited basis for remedial work in a "resource" room, rather then placing him in a specific special education class (Lamm, 1982, p. 27). This means that if a child has a problem reading, he may be given the opportunity to go to the resource room, a classroom set up in a regular school where a teacher with special training works with children who have learning problems, for reading remediation during some portion of the day, and overlay to take other subjects with his/her peers.

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