This study addressed superintendents' value perceptions of nineteen component parts of P.L. 94-142, The Education For All Handicapped Children Act of 1975. In addition, the study sought to determine whether relationships existed between superintendents' value perceptions of P.L. 94-142 and (1) school district size and (2) total years experience as a superintendent. As a result of this research, twenty-one conclusions were drawn, consisting of Texas superintendents' perceptions of several aspects of P.L. 94-142 such as: its effectiveness, appropriateness, process hearing costs, funding, time/cost efficiency, feasibility, and ultimate goal. Additionally, there was no significant relationship between the total number years served as a superintendent, or the size of school districts served, and the superintendents' value perceptions concerning P.L. 94-142. In summary, twenty-one conclusions were reached regarding superintendents' value perceptions of P.L. 94-142. A total of seven implications were drawn from the conclusions. Finally, seven recommendations for future study were made.

From the literature we learn that existing educational frameworks that inform law and policy- making on the education of disabled children deal extensively with the curricular and educational concerns of disabled children. Yet, these frameworks leave out the pivotal issue of children‟s human right to education. The rights-based frameworks address human rights issues in a grand fashion, but give scanty educational guidelines on the actual education of disabled children, rendering hollow the human rights credo they espouse. South Africa has been one of a few countries which made attempts at addressing both the human rights concerns facing learners with disabilities and their curricular and pedagogic needs. The country embarked upon extensive efforts of legislative and policy formulation that are, in some respects, unparalleled in the world. Hence, this country is a potential storehouse of good practices on the education of children with disabilities with the potential to inform the re-formulation of existing African and global frameworks on the right to education of disabled children. Furthermore, the impressive novelty contained in South African education laws and policies notwithstanding, there are a number of issues which should be addressed in the country‟s education environment, including how the laws and policies are implemented. It is to be acknowledged that laws and policies are only as good as their implementation. Mindful of the above situation prevailing at the global level and the national (South African) level, this study offers a framework that marries the right to education of children with disabilities with educational theory on and practice in regard to the education of disabled children. The framework is constructed on the basis of current international literature on both disability and education and related South African law and policy instruments. In terms of its methodology, the study employed a generic or non-categorical qualitative design, also called methodological bricolage. Under this overall design, two principal modes of inquiry were applied, namely the enlightenment mode to policy analysis and critical law and policy discourse analysis. Theoretically, the study is anchored in the human rights variant of the Social Model of Disability, Critical Theory and Post-structural paradigms. / Educational Leadership and Management / D. Ed. (Education Management)

This project explores and justifies using the local environment as an effective educational strategy for teachers of special education students.

Summaries en Afrikaans and English / Text in Afrikaans / Een van die kenmerke van leergestremde kinders is dat hulle, benewens hul leertekorte, dikwels ook gedragsprobleme manifesteer wat nie net hul leer benadeel nie, maar ook hul uiteindelike volwassewording. Talle skoolse opvoeders wat met hierdie kinders gemoeid is, is nie in staat om hierdie kinders se gedragsprobleme na behore aan te spreek nie. Die doel van hierdie studie is om enkele onderrigstrategiee daar te stel aan die hand waarvan bepaalde gedragsprobleme van leergestremde laerskoolkinders in die hoofstroom van die onderwys aangespreek kan word. V oordat daar oorgegaan is tot die beplanning van hierdie onderrigstrategiee, is daar op die etiologie en manifestasies van leergestremdheid gefokus. Vervolgens is enkele bestaande hulpverleningspraktyke bespreek en aan die hand van ortopedagogiese beginsels geevalueer. Aangesien hierdie hulpverleningspraktyke as ortopedagogies verantwoordbaar beskou is, kon dit as basis dien vir onderrigstrategiee vir die bantering van die volgende gedragsprobleme: aandagtekorte, hiperaktiwiteit, impulsiwiteit, hipoaktiwiteit, katastrofiese gedragsuitinge en aggressie. / One of the characteristics associated with learning disabled pupils is that they not only experience learning difficulties, but often manifest behavioural problems that impede their learning and eventual adulthood. Many educators involved with learning disabled pupils are unable to address the behavioural problems of these children effectively. The purpose of this study is to compile instructional strategies that could be put into practice when dealing with the behavioural problems of learning disabled pupils who are in the mainstream of education. Before planning these strategies, the etiology and manifestations of learning disabilities were addressed. Thereafter, orthopedagogical criteria were applied to evalute certain schools of thought regarding orthopedagogical practices. Having ascertained that the practices in question are orthopedagogically sound, instructional strategies, based on these practices, were planned to address the following behavioural problems: attention deficits, hyperactivity, impulsivity, hypoactivity, catastrophic reactions and aggression. / Educational Studies / M.Ed. (Orthopedagogics)

Thesis (MHumanRehabSt)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Internationally, ensuring that all persons, in particular the vulnerable and marginalised, have access to their human rights is advocated now more than ever. Access to education is one of these rights. For persons with disabilities, which includes learners with permanent mobility impairments (PMIs), realising the right of access to education can be achieved through developing an inclusive education system. This study set out to understand what mainstream high schools in East London consider as challenges in enrolling and accommodating learners with PMIs, and how decisions are based to include or exclude these learners. A cross-sectional, descriptive study, using a mixed methods design and which was exploratory in nature was used to address the study aim and objectives. The method of inquiry was achieved through survey research. The study setting was East London, in the Eastern Cape, South Africa. The study population comprised 21 mainstream high schools in the city, as represented through a member of the educational staff. Only 12 schools (57%) actually participated in the study. These schools were either public or independent, English-, Afrikaans-, isiXhosa- or bilingual-medium, single gender or coeducational schools, with or without learners with PMIs in the school in urban or peri-urban East London. No sampling was done. Data was collected via e-mail through a self-administered questionnaire. It was found that four learners with PMIs were enrolled in the participating schools. The majority of participating schools did not receive applications from learners with PMIs. The greatest barrier to inclusion was related to infrastructure challenges. I had the impression that the participants’ understanding of ‘inclusion’ and ‘mainstreaming’ was confused, and it appeared that the main idea was to mainstream. Recommendations made for practice include completing access audits of mainstream high schools, developing human resources, developing consulting services, monitoring the implementation of the Education White Paper 6, and making global changes in line with inclusion of persons with mobility impairments. It is hoped that this study might serve as a pilot study for a provincial study in the Eastern Cape. Such a study should determine the prevalence of learners of high school age with PMIs,and the percentage of these learners in mainstream high schools. Further, it could determine perspectives regarding inclusion of learners with mobility impairments in mainstream high schools from all involved stakeholders. A study could also be conducted to determine whether or not, and why, learners with PMIs apply for enrolment in mainstream high schools. / AFRIKAANSE OPSOMMING: Die internasionale neiging is om te probeer verseker dat alle individue, en spesifiek die wat deel vorm van marginale groepe, soos mense met gestremdhede, se regte beskerm word. Toegang tot onderwys is een van dié regte. `n Inklusiewe onderwysstelsel kan help om die reg tot onderwys te verseker vir persone met gestremdhede, insluitend leerders met permanente mobliteitsgestremdhede. Die doel van die studie was om vas te stel watter uitdagings hoofstroom hoërskole in Oos-Londen voorsien of ervaar met die toelating van leerders met permanente mobiliteitsgestremdhede in die skole. Verder wou die navorser ook vasstel op grond waarvan leerlinge met permanent mobiliteitsgestremdhede in die skool toegelaat word al dan nie. `n Beskrywende, dwarssnitstudie was gedoen. Beide kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om te verseker dat die doel van die studie ten volle aangespreek kon word. Die metode van ondersoek was deur opname-ondersoek behaal. Die studie was in Oos-Londen, in die Oos-Kaap Provinsie van Suid-Afrika gedoen. Die studiepopulasie het bestaan uit 21 hoofstroom, hoërskole in die stad. Geen steekproefneming was gedoen nie. Twaalf van die skole het toestemming verleen om aan die studie deel te neem. Data is ingesamel by die 12 skole (57%). Demografiese eienskappe van die skole het gewissel: daar was openbare en onafhanklike skole, Engels, Afrikaans, isiXhosa en tweetalige skole, enkelgeslag en gemengde skole, en skole met en skole sonder leerders met permanente mobiliteitsgestremdhede in stedelike of peri-stedelike Oos London. Data is ingesamel deur `n vraleys wat deur die deelnemers self voltooi was. Die vraelys is deur middel van e-pos of per hand by die skole afgelewer. Die studie het bevind dat daar vier leerders met permanente mobiliteitsgestremdhede in die deelnemende skole ingeskryf was. Die meerderheid van die deelnemende skole het geen aansoeke van leerders met permanente mobiliteitsgestremdhede ontvang nie. Volgens die deelnemende skole sal ontoeganklike infrastruktuur die grootste struikelblok veroorsaak met die toelating van leerders met permanente mobiliteitsgestremdhede. Voorts wou dit voorkom asof die fokus van skole nie op inklusiewe onderring was nie, maar eerder op die aanpassing van indivudele leerlinge by die hoofstroom.Die volgende aanbevelings uit die studie behoort te help om inklusiewe onderrigspraktyke te vestig in die studie skole: Toeganklikheidsoudits van die hoofstroom hoërskole, ontwikkeling van menslike hulpbronne, konsultasie met raadgewende dienste, die monitering van die implementering van die Onderwys-Witskrif 6, en globale veranderinge om persone met mobiliteitsgebreke te akkommodeer. Verder kan hierdie studie dien as 'n loodsstudie vir 'n soortgelyke provinsiale studie in die Oos-Kaap. Dié studie kan poog om die prevalensie van leerders met permanente mobiliteistgestremdhede van hoërskool-ouderdom in die provinsie te bepaal asook watter persentasie van die leerders in hoofstroom hoërskole is. Voorts kan die studie die perspektiewe van al die betrokke belanghebbendes bepaal. ‘n Studie kan ook gedoen word om te bepaal of leeders met permanente beperking in mobiliteit wel aansoek doen vir inskrywing in die hoofstroom hoërskole.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study investigates the nexus between an alternative approach to science teaching with an emphasis on teaching thinking skills, and the special needs of learners in two South African classrooms. Two cycles of intervention programmes with an emphasis on thinking skills were introduced to learners with special needs and evaluated. The aims of this study are to critically explore whether and to what extent teaching science to learners with special needs using selected Instrumental Enrichment instruments can: • Contribute to the development of basic and science thinking skills and the transfer of these thinking skills and processes to other disciplines; • Provide learners with special needs with an interactive science programme that is suitable for their special needs; and • Increase student engagement in the science classroom as well as positively influence the classroom learning environment. The study was conducted using action research as a method for teachers-researchers to investigate the teaching-learning situation in situ for the purpose of improvement and change of practice as well as for the benefit of the learners who participate in the intervention. Cross-referencing triangulation was used, in which different perspectives obtained from different sources - the teacher's, the observer's and the learners' -were combined as a way to increase the validity, credibility and dependability of the findings. This research report offers insights into science instruction, the acquisition of science content knowledge and the improvement of thinking skills in learners with special needs. The research also deals with the transfer of thinking skills taught in one discipline into another, and raises questions about the assumptions regarding this issue in Curriculum 2005. It also throws light on the inclusive approach, underpinning the South African educational policy of inclusive education and its suitability for learners with special needs. / AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale behoeftes van leerders in twee Suid-Afrikaanse klaskamers. Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes: • 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na ander dissiplines • 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien • leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing positiefte beïnvloed. Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die waarnemer en die leerders - gekombineer is as 'n manier om geldigheid, geloofwaardigheid en betroubaardheid van die bevindings te verhoog. Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir leerders met spesiale behoeftes.

Thesis (PhD)--University of Stellenbosch, 2002. / Page ii of digitised copy missing due to the condition of the original hard copy. / ENGLISH ABSTRACT: no abstract available / AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Deaf learners are unique and require special support and assistance. It is apparent in the literature that deaf learners are more exposed to both physical and sexual abuse. The consequences of the latter can lead to emotional problems, for example, enuresis, anxiety disorders, depression, panic attacks, anger outbursts and attention deficits. One of the biggest challenges in the life of deaf learners must surely be communication. Misunderstandings and subsequent frustrations that ensue, normally occur as a result of communication difficulties between deaf learners and the hearing person. From the literature it appears necessary to stimulate the deaf learner's language development as early as possible, as it impacts on several aspects of his/her maturation into adulthood. Communication difficulties can also influence the emotional development of deaf learners. Therapeutic support for deaf learners are a challenge. The therapist that works with the learners should ideally be able to sign. The young deaf learners do, however, not yet have a signing system and consequently communication is problematic. The learners themselves experience frustrations as he/she is not able to express his/her emotions. The objective of this study was to investigate the possibility of developmental play therapy as a psychotherapeutic technique for the treatment of emotional problems in young deaf learners. To some degree, the technique makes it possible for verbal communication between therapist and learners to be replaced by physical contact. The aim of the activities is to take learners back to the early mother-child relationship and for the therapist to model healthy relationships. The research undertaken here is a qualitative case study. It was approached from an eco-systemic perspective, in other words learners are viewed as the core system which, in turn, is part of several other systems for example the family, school, church, community, etc. The systems are interdependent, which means that change in the one system also results in change within the other systems. In the data production video recordings, unstructured interviews, observations and field notes were used. Data analysis was done using the principles of coding. The results of the study show that developmental play therapy is indeed an effective psychotherapeutic technique in the treatment of emotional problems in young deaf learners. It would appear that the technique requires adaptation for deaf learners needs in order to be effective. / AFRIKAANSE OPSOMMING: Dowe leerders is uniek en het spesiale ondersteuning nodig. Uit die literatuur wil dit blyk of dowe leerders meer blootgestel word aan beide fisiese en seksuele mishandeling. Die gevolge van laasgenoemde kan lei tot meer emosionele probleme, byvoorbeeld enurese, angsversteurings, depressie, paniekaanvalle, woedeuitbarstings en aandagafleibaarheid. Een van die grootste uitdagings in dowe leerders se lewe is seker kommunikasie. Misverstande en frustrasies wat daaruit vloei, ontstaan gewoonlik as gevolg van kommunikasieprobieme tussen dowe leerders en die horende persoon. Uit die literatuur blyk dit noodsaaklik om dowe leerders se taalontwikkeling so vroeg as moontlik te stimuleer aangesien dit verskeie aspekte in sy/haar volwassewordingsproses beïnvloed. Kommunikasieprobleme het ook 'n invloed op dowe leerders se emosionele ontwikkeling. Terapeutiese ondersteuning van dowe leerders is 'n uitdaging. Die terapeut wat met die leerders werk, moet verkieslik gebaretaal kan praat. Die jong dowe leerders het egter nog nie werklik 'n gebaresisteem nie en gevolglik is kommunikasie 'n probleem. Die leerders self ervaar frustrasies, omdat hy/sy nie die vermoê het om uiting te gee aan sy/haar emosies nie. Die doel met hierdie studie was om die moontlikheid van ontwikkelende speelterapie as psigoterapeutiese tegniek in die hantering van emosionele probleme by jong dowe leerders te ondersoek. Die tegniek maak dit in 'n mate moontlik om die verbale kommunikasie tussen terapeut en leerders te vervang met fisiese kontak. Die doel met die aktiwiteite is om die leerders terug te neem na die vroeê moeder - kindverhouding en gesonde verhoudings deur die terapeut te modelleer. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in die een sisteem ook verandering in die ander sisteme tot gevolg het. In die data-produksie is tegnieke naamlik video-opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data-analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie wys daarop dat ontwikkelende speelterapie wel In effektiewe psigoterapeutiese tegniek is in die hantering van emosionele probleme by jong dowe leerders. Dit wil voorkom of die tegniek aangepas moet word by dowe leerders se behoeftes om werklik effektief te wees.

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Educational provision to all the peoples of South Africa comes with political baggage. Educational provision in South Africa is entangled in the political system and restricted by financial constraints. This research report shows the fragmented history of educational provision to five groups of learners, namely the previous four racial groupings, but also the fifth grouping, those learners with special and/or specific educational needs. The research report recounts the adaptation and progress of a disabled pupil in a mainstream school. The specific needs of the learner are researched, but the part that the educators play, who often have very little or even no knowledge of learners with special needs, are also researched and the findings reported. The role that the support teams play in the progress of these learners progress are researched and formulated. The part the school manager plays and the acceptance of the responsibility by the school to provide schooling of maximum quality for the disabled learner are weighed up against the acceptance of the disabled learner by fellow learners of the school. The case study is about one disabled learner in a mainstream school, and no conclusions or recommendations are made. The story is told so that educators who are confronted with a disabled learner will not feel threatened by the presence of such learner. They should also not be concerned about the influence that a disabled learner could have on learners in an ordinary class. The educators of the learner in this study however found that they had to keep the disabled learners' specific needs in mind when they did their planning. This was never done to the detriment of any of the other learners. These educators rather found that all learners benefited by the inclusion of the disabled learner at this particular school. / AFRIKAANSE OPSOMMING: Die voorsienmg van onderwys aan alle mense van Suid-Afrika kom met politieke bagasie. Onderwysvoorsiening in die Suid-Afrikaanse geskiedenis is verstrengel met die politieke bestel en word deur finansiële beperkings aan bande gelê. Hierdie werkstuk fokus op die gefragmenteerde geskiedenis van onderwysvoorsiening aan vyf groepe leerders, naamlik die voormalige vier rassegroepe, maar ook 'n vyfde groep, daardie leerders met spesifieke en/of spesiale onderwysbehoeftes. Die verslag boekstaaf 'n leerder met gestremdheid se aanpassmg en vordering in 'n hoofstroomskool. Ondersoek word ingestel na dié leerder se spesifieke onderwysbehoeftes, en die rol wat die opvoeders speel. Dit is ongelukkig so dat opvoeders min of selfs geen kennis het van leerders met spesiale onderwysbehoeftes nie en hierdie probleem sal dus ook ondersoek en bespreek word. Verder word die rol wat ondersteuningsgroepe ten opsigte van die vordering van leerders met spesiale onderwysbehoeftes speel, ook ondersoek en bespreek. Die rol van die skoolbestuurder en die bereidwilligheid van die skool se bestuur om skoolbywoning 'n maksimale ervaring vir die leerder met gestremdheid te maak word teen medeleerders se ervaring en aanvaarding van hierdie leerder opgeweeg. Hierdie gevallestudie handeloor een leerder met gestremdheid in 'n hoofstroomskool en geen bevindinge of aanbevelings word gemaak nie. Die verhaal word vertel sodat ander opvoeders wat met leerders met spesiale onderwysbehoeftes gekonfronteer word, nie onseker hoef te wees oor die invloed wat 'n leerder met gestremdheid op onderrig in 'n klas sal hê nie. Die opvoeders van hierdie leerder het welondervind dat die leerder met gestremdheid se onderwysbehoeftes in hulle daaglikse beplanning in ag geneem moet word, maar dit was nooit ten koste van enige ander leerder nie. Hierdie opvoeders se ervaring was eerder dat alle leerders voordeel getrek het uit hierdie leerder se insluiting in hierdie betrokke skool.

Since the enactment of Public Law 94-142, the Education for All Handicapped Children Act, 1975, the Office of Special Education (OSE) within the United States Department of Education (USDE) has channeled funds directly into services for handicapped American Indian children. Despite the multiple service providers and the funds available, services provided for handicapped Indian children do not seem to be adequate. Bureau of Indian Affairs' (BIA) studies show that Indian children have a higher than average incidence of handicaps but are not afforded the services necessary to deal with these handicaps. A paucity of information exists about services for Indian youth, and research on the adequacy of services provided by the multiple service agencies appears to be limited. Various service components such as identification, evaluation, placement, and service continuum may be administered by different agencies and complicates systematic accountability in the care of handicapped children. Reservations generally have five main service providers: (1) state and local education agencies (SEAs and LEAs); (2) Bureau of Indian Affairs (BIA); (3) Health and Human Services (HHS); (4) Indian Health Service (IHS); and (5) Tribal agencies. This study analyzed policies of the five agencies and the legal provisions under which they operate. The study also offers some solutions to the chronic problems in education that are confronted by handicapped Indian children on Arizona Indian Reservations.