S. Office of Education (Osgood 1999). Each federal act preceding the Education for All Handicapped Children Act freed up funds for special education training programs and for special education programs themselves. Moreover, the legislation raised awareness about the breadth and diversity of the disabled community and helped to reduce stigma. President Johnson followed well in the footsteps of his predecessor by establishing the Committee on Mental Retardation and helping to pass

PARC won their case, with the court ruling that all children, including those with identified special needs, were entitled to a "free, appropriate public education" (Eric 1998). This case, and several others that challenged similar laws and/or de facto education practices, led in 1975 to Public Law 94-142, now better known as the Education for All Handicapped Children Act (ERIC 1998). This piece of federal legislation mandated that all

It is also worth noting that the evolving nature of special education can be attributed to the cultural changes, family values, and civilizations taking place. Research attitudes towards people with special educational needs exhibit considerable variation as one move from one culture to the other. Findings show that people of different culture may perceive the similar conditions differently. For instance, Yoruba perceived that albinism as a punishment from God (Wilson,

Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and

Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and

As a result, children within the middle class and above receive adequate attention and treatment for special education needs at an early stage. Young children of educated parents are read to more consistently, and are encourage to read by themselves at an early age. Statistics show that most children with parents who have college degrees are read to on a daily basis before they begin attending kindergarten. In application