Administrators are crucial to the success or failure of the special edu cation process. They must know the law, for their failure to do so may result in expensive and time-consuming litigation. They should focus on key laws and understand them thoroughly, and keep abreast of spe cial education court decisions. Using this knowledge to avoid inappro priate administrative practices, they can then model positive, appro priate behavior and attitudes.
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References
1.
Americans with Disabilities Act of 1990, P.L. 101-336, § 2, 104 Stat. 328.1991.
2.
Assistance to States for the Education of Children with Disabilities Program and Preschool Grants for Children with Disabilities; Final Rule, 34 C.F.R., §§ 300-301.
3.
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4.
Individuals with Disabilities Education Act of 1990, P.L. 101-476, 20 U.S. Code., §§ 1400-1468.
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Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, 20 U.S. Code §§ 1401-1486.
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Martin, Reed. "The Special Education Discipline Controversy" Paper presented at the 1996 Fall Regional Institutes on Special Education Law, October 14, 1996. Chicago, Ill.: LRP Publications, 1996.
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Vocational Rehabilitation Act of 1973, 29 U.S.C. § 794.
