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P.L. 94-142: Perceived Knowledge, Expectations, and Early Implementation

Purdue University

Donald L. Robson, Ph.D.

Purdue University

The paper presents the rationale, design and methodology, results, and discussion of a 3-part statewide (Indiana) survey of special education teacher, special education directors, and parents of handicapped children on their knowledge of and expectations for P.L. 94-142. Data were collected during the early implementation phase of the law, a time in which the response of the special education bureaucracy to a federal mandate could most clearly be observed. Directors reported themselves to be relatively knowledgeable about key elements of the law, heavily dependent on the state education agency for such information, and only mildly positive about changes in the delivery of services as a result of the law. Teachers reported themselves to be much less knowledgeable than directors about most aspects of the law, dependent on their directors for such information, and even less positive about significant changes in service delivery. Parents, with significant individual exceptions, reported themselves to be the least knowledgeable about the law, dependent on their child's teacher and/or their local parent group for information, and significantly more positive than either directors or teachers about changes that would result from the law's passage.

The Journal of Special Education, Vol. 13, No. 3, 307-314 (1979)
DOI: 10.1177/002246697901300309


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