By Ruth Colker
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Additional resources for Disabled Education: A Critical Analysis of the Individuals with Disabilities Education Act
The education for all handicapped children act >> 39 Conference Committee Report The Conference Committee Report resolved the differences between the House and Senate versions of the EAHCA. Many of the differences between the House and Senate versions were relatively minor. Some, however, are worthy of discussion. The Senate bill did not contain the House’s language concerning limitations on those covered as having a specific learning disability. 148 It retained the Quie amendment, which limited the effect of this rule as soon as the Commissioner of Education adopted regulations defining specific learning disabilities.
They have been fearful of entering into the due process hearing situation. ”99 Maynard Reynolds, Professor of Special Education, University of Minnesota, spoke against the EAHCA. He opposed the approach found in the proposed Act because it required children to be labeled as “disabled” to get extra help. ”102 His testimony did foresee the racial disparity in disability classification mentioned in chapter 1. As we will see, Reynolds also testified extensively during the House hearings. House of Representatives As in the Senate hearings, witnesses at the House hearings explained that the existing system of special education had enormous regional, class, and race bias.
It set the foundation for the approach that would be taken a few years later to make grants directly available to the states to fund special education services. 38 The primary purpose of this Act was to assist disadvantaged children. In 1966, an ad hoc subcommittee of the House Education and Labor Committee held hearings on the need to support the education of children with disabilities. 5 million handicapped children were being provided an appropriate special education. ”42 Rather than the modern “full inclusion” model, this funding supported only segregated programs for children with disabilities.