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In this paper, we'll discuss The Education for All Handicapped Children Act also called Public Law (PL) 94-142 of 1975. This piece of law encompasses many facets of equal opportunity in education for handicapped kids, ranging from individualized instruction programs, assessments, available technologies, resources, placement, curriculum, evaluations, and learning atmosphere. We'll also assess the history of this legislation, providing insight about how it became what it is now. In addition to reviewing alterations of the legislation over time, we will discuss the law and its connection with disabled students (regardless of the high level of their handicap). Finally, we will review the implications of this law as it relates to classroom management, education, and its effect on pupils and teachers alike. Description The Education for All Handicapped Children Act (EAHCA or EHA), or Public Law (PL) 94-142 of 1975 falsified any school receiving federal funding to provide a free, appropriate public education for all children between the ages of five and 21, regardless of psychological or physical disabilities. Public schools were required to evaluate these kids and formulate a plan to educate them in ways comparable to their own non-handicapped peers. PL 94-142 also required an individualized education program (IEP) for every student with a disability. The program needs to depend on a multi-disciplinary evaluation and incorporate any related services essential to help that kid. The IEP contained both short-term and long-term goals for the student. The school had to take steps to make sure that each student classroom placement had been in the most ordinary setting possible providing a non-restrictive environment (LRE) to the child...