94–142 — The Perspective of Regular Education

Abstract

Since its passage in 1975, much has been written about PL 94–142 and its implications for the learning disabled. The majority of articles published in special education journals and other literature have been authored by special educators and, thus, they are usually presented from a special education perspective. In light of the obvious impact of PL 94–142 on all of education, there is merit in viewing the law from a different perspective. Consequently, the Quarterly invited Dr. John Ryor, President of the National Education Association, to discuss PL 94–142 from the perspective of the regular educator. His article addresses some of the major concerns as well as the expectations of the regular educator in regard to PL 94–142. The points raised by Ryor in this article have important implications for the professional in learning disabilities.

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References

Class size. A preliminary draft of the National Education Association, Negotiations Office. Washington, D. C.: NEA, 1977.

CTA special education information packet for teachers, Chapter leadership and staff on PL 94–142 and AB 1250. Burlingame, CA: California Teachers' Association, 1977.

Education for all handicapped children: Consensus, conflict and challenge. A study report by the National Education Association, Teachers' Rights. Washington, D. C.: NEA, 1978.

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, (Ed.) Teachers talk: PL 94–142 reaches the classroom. A look at early reactions to the Education for All Handicapped Children Act. Washington, D. C.: ERIC Clearinghouse on Teacher Education, 1978.