Abstract

This study examines the aspects of Public Law 94-142 that proved both least and most problematic for rural special education cooperatives. Compliance was measured through a self-developed questionnaire based on the manuals used by The Federal Office of Special Education and Rehabilitation Services. The sample was obtained by writing to each State Department of Education in Federal Education Regions IV and V. One hundred and fifty-seven cooperatives serving primarily rural areas were identified. One hundred and thrity-five (86070) completed questionnaires were returned. Rural cooperatives experience the least difficulty complying with mandates related to parental rights, student assessments, and the Individual Education Plan (IEP). The greatest difficulty is experienced complying with issues related to personnel knowledge regarding special education, timeliness, and parental attendance at IEP meetings. The lack of knowledge regarding special education has implications for rural teacher training programs. Because the majority of handicapped children are mainstreamed, both preservice and inservice training programs must include information regarding special education laws and procedures and place greater emphasis on educating the handicapped child in the regular classroom.

How to Cite:

Silver, S., (1987) “Compliance with PL94-142 Mandates: Implications for Rural Teacher Training Programs”, Journal of Research in Rural Education 4(3), 103–109.

Rights: Copyright