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Yell, Mitchell L.; Bateman, David F. – Teacher Education and Special Education, 2019
The purpose of this article is to examine the free appropriate public education (FAPE) requirements of the Individuals With Disabilities Education Act (IDEA). The authors first briefly examine the definition of FAPE in the IDEA. Second, they delve into the U.S. Supreme Court's decisions in "Board of Education v. Rowley" and "Endrew…
Descriptors: Court Litigation, Public Education, Educational Legislation, Disabilities
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Lewis, Maria M.; Garces, Liliana M.; Frankenberg, Erica – Educational Researcher, 2019
As the federal entity in charge of enforcing civil rights law, the U.S. Department of Education's Office for Civil Rights (OCR) plays a critical role in addressing the vast inequities that exist in U.S. education. Through an analysis of the policy guidance OCR issued for a number of areas during the Obama administration, we illustrate the agency's…
Descriptors: Public Agencies, Civil Rights, Agency Role, Law Enforcement
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Lindquist, Cynthia – International Journal of Progressive Education, 2017
As a country seeking admission to the European Union, this paper explores educational reforms in Turkey that enhance its possible entry into the European Union and changes still needed for it to be an equal partner. An overview of the school system in Turkey is provided including information on teacher training and preparation, special education…
Descriptors: Foreign Countries, Educational Change, Preservice Teacher Education, Special Education
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Wang, Catherine Yan – Higher Education Management and Policy, 2013
China has made huge strides in expanding access to higher education since the 1980s. The main approach to achieve mass higher education was cost-sharing reforms of tertiary education. This article examines the policy reforms that affected tuition, fees and subsidies for tertiary students since the end of the 1980s and looks at the effects in terms…
Descriptors: Foreign Countries, Higher Education, Educational Finance, Finance Reform
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Brown, Sheena – International Journal of Qualitative Studies in Education (QSE), 2009
This article reveals the findings of a participatory ethnography with post-secondary students enrolled in a large West Coast University in British Columbia who had previously been identified as "learning disabled" and thus, the "recipients" of special educational policy interventions. Instead of starting from the official meanings of the special…
Descriptors: Learning Disabilities, Special Education, College Students, Self Concept