Progress of Compliance with Public Law 94-142: Oversight Hearing Before the Subcommittee on Fiscal Affairs and Health of the Committee on the District of Columbia, House of Representatives, Ninety-ninth Congress, Second Session, on the Progress Being Made by the District of Columbia to Comply with the Education for All Handicapped Children Act, June 20, 1986

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U.S. Government Printing Office, 1986 - 331페이지
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287 페이지 - Such new or modified findings of fact shall likewise be conclusive if supported by substantial evidence. (c) Upon the filing of such petition, the court shall have jurisdiction to affirm the action of the Commissioner or to set it aside, in whole or in part. The judgment of the court shall be subject to review by the Supreme Court of the United States upon certiorari or certification as provided in section 1254 of title 28, United States Code.
291 페이지 - Children with special learning disabilities exhibit a disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language. These may be manifested in disorders of listening, thinking, talking, reading, writing, spelling, or arithmetic.
287 페이지 - Commissioner thereupon shall file in the court the record of the proceedings on which he based his action, as provided in section 2112 of title 28, United States Code.
273 페이지 - individualized education program" means a written statement for each handicapped child developed in any meeting by a representative of the local educational agency or an intermediate educational unit who shall be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of handicapped children...
278 페이지 - ... testing and evaluation materials and procedures utilized for the purposes of evaluation and placement of handicapped children will be selected and administered so as not to be racially or culturally discriminatory.
271 페이지 - States today; (2) the special educational needs of such children are not being fully met; (3) more than half of the handicapped children in the United States do not receive appropriate educational services which would enable them to have full equality of opportunity; (4) one million of the handicapped children in the United States are excluded entirely from the public school system and will not go through the educational process with their peers...
291 페이지 - Such term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
273 페이지 - ... the present levels of educational performance of such child, (B) a statement of annual goals, including short-term instructional objectives, (C) a statement of the specific educational services to be provided to such child, and the extent to which such child will be able to participate in regular educational programs, (D) the projected date for initiation and anticipated duration of such services, and (E) appropriate objective criteria and evaluation procedures and schedules for determining,...
291 페이지 - Commissioner shall report to the Committee on Education and Labor of the House of Representatives and the Committee on Labor and Public Welfare of the Senate on the number of fellowships in the field of training teachers for bilingual education which he recommends will be necessary
278 페이지 - ... special classes, separate schooling, or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

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