WRITTEN REGULATIONS AND POLICIES GOVERNING THE EDUCATIONAL PLACEMENTS AND SERVICES PROVIDED FOR HANDICAPPED AMERICAN INDIAN CHILDREN.
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 avail~ble, 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.
Federal Mandates for the Handicapped: Implications for American Indian Children
The enactment of Public Law (P.L.) 94-142, the Education for AU Handicapped Children Act of 1975, has been hailed by advocates and others as the beginning of the final phase of the rights movement to assure each handicapped child the right to a free, appropriate education (Abeson & Zettel, 1977). As implementation of this landmark legislation proceeds for children 'in the general population with special learning needs, attention also must be directed toward groups of handicapped children who, due to their particular circumstances, may not benefit fully from the rights and protections assured under the Act. Such children often come from disadvantaged social and economic backgrounds and they include racially and culturally different children, children in juvenile corrections programs and foster care, abused and neglected children, and those who reside in sparsely populated and inner city areas. Not to be forgotten are American Indian, including Alaskan Native, handicapped children whose special educational needs have, until recently, received little consideration. According to the US Bureau of the Census (1973), there were 827,000 people in the United States in 1970 who identified themselves as American Indians, including 34,000 Aleuts and Eskimos. The Bureau of Indian Affairs has reported further that there are an estimated 543,000 Indians residing on or near reservetions in 26 states (US Department of Interior,
Music and Ethical Responsibility
Introduction 1. Meaning and ethics in music 2. Experiencing music 3. Framing elements of musical experience 4. Improvisation and ethical responsibility 5. Musical improvisation as festival 6. Music, proximity, ethics 7. Ethical responsibility and other people's music Conclusion: ethical responsibility in musical experience.