Learning Handicapped Delinquents: Oversight Hearing Before the Subcommittee on Fiscal Affairs and Health of the Committee on the District of Columbia, House of Representatives, Ninety-ninth Congress, First Session on the Implementation of Public Law 94-142 as it Relates to Learning Handicapped Delinquents in the District of Columbia, September 10, 1985U.S. Government Printing Office, 1986 - 735 pages |
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Common terms and phrases
accommodations aftercare APPR APPROPRIATION 100 areas assessment assignments BLILEY Board of Education Cedar Knoll child classroom committed compliance coordination correctional education programs correctional facilities counsel Court D.C. Department D.C. public schools DAVID RIVERS DCPS DDOC defendants Department of Human detained diagnostic District of Columbia DODARO DODC OFC DOOC Dukes McKenzie educa education agency evaluation FAUNTROY Federal FUND handicapped children handicapped delinquents handicapped students handicapping conditions hearing officer Human Services identified IEP's implementation in-service incarcerated individual Individualized Education Program instruction issue LD students Mainstreaming MCKENZIE MCKINNEY meet Montgomery County needs Oak Hill OFC OF CONTRLR oral percent placement plaintiffs problems procedures Public Law publicly supported QUANN questions Receiving Home RECORD referral regular request requirements residential facilities RESPONSIBILITY CENTER SALVEMINI school system skills special education programs special education services specific learning disabilities staff teachers tion Washington worksheets Youth Services Administration
Popular passages
Page 577 - Specific learning disability means a disorder in one or more of the basic psychological processes involved in underst.anding or In using: language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.
Page 421 - ... to the maximum extent appropriate, handicapped children, including children in public or private institutions or other care facilities, are educated with children who are not handicapped, and that 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...
Page 368 - State agency which is directly responsible for providing free public education for handicapped children (including mentally retarded, hard of hearing, deaf, speech impaired, visually handicapped, seriously emotionally disturbed, crippled, or other health impaired children who by reason thereof require special education...
Page 16 - The condition varies in its manifestations and in degree of severity. Throughout life the condition can affect self-esteem, education, vocation, socialization, and/ or daily living activities.
Page 211 - If we can be of further assistance to you in this matter, please call on us. Sincerely yours.
Page 53 - The team finds that a child has a severe discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading comprehension; mathematics calculation; or mathematics reasoning.
Page 488 - ACTIONS (a) Prerequisites to a Class Action. One or more members of a class may sue or be sued as representative parties on behalf of all only if (1) the class is so numerous that joinder of all members is impracticable, (2) there are questions of law or fact common to the class, (3) the claims or defenses of the representative parties are typical of the claims or defenses of the class, and (4) the representative parties will fairly and adequately protect the interests of the class.
Page 466 - The District of Columbia shall provide to each child of school age a free and suitable publicly supported education regardless of the degree of the child's mental, physical or emotional disability or impairment.
Page 179 - ... The size of these differences may vary depending on which sample of crashes was selected. [For a complete description of the GES sampling design, see National Accident Sampling System General Estimates System Technical Note (DOT HS 807 796) available from NCSA.] The standard error of an estimate is a measure of the precision or reliability with which an estimate from this particular GES sample approximates the results of a census. In a report of this size, it is impractical to provide standard...
Page 290 - The State educational agency shall be responsible for assuring that the requirements of this part are carried out and that all educational programs for handicapped children within the State, including all such programs administered by any other State or local agency, will be under the general supervision of the persons responsible for educational programs for handicapped children in the State educational agency and shall meet education standards of the State educational agency.