Since November 29, 1975, when President Gerald Ford signed the original bill entitled the Education for All Handicapped Children Act (EAHCA), school services for disabled children have been a major component of public school administration in America. The ethical awareness and the legal complexities engendered by this legislation have required school superintendents nationwide to develop expertise, provide leadership, and wrestle with budgetary issues in accommodating and providing equal opportunity for these children. Subsequent amendments to the federal legislation, coupled with state initiatives expanding opportunity, have created an endless array of conditions requiring pervasive knowledge of special education and sharply honed administrative skills. In particular, the 1997 amendments to the IDEA expanded the law beyond merely requiring access; it furthered an emphasis on outcomes and educational performance, and helped clarify the concept of inclusion.
(2004), "INTRODUCTION AND OUTLINE OF THE BOOK", Alexander, K. and Hunter, R. (Ed.) Administering Special Education: In Pursuit of Dignity and Autonomy (Advances in Educational Administration, Vol. 7), Emerald Group Publishing Limited, Bingley, pp. XI-XIV. https://doi.org/10.1016/S1479-3660(04)07014-3Download as .RIS
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