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Dieterich, Cynthia A.; Kucharczyk, Suzanne; Brady, Kevin P. – Journal of Special Education Leadership, 2019
As mandated by federal law, all students with a disability who qualify for special education and related services must be provided a free appropriate public education (FAPE). With ongoing changes to statutory definitions and legal interpretation of what constitutes a FAPE under the Individuals with Disabilities Education Act (IDEA, 2004), it can…
Descriptors: Court Litigation, Individualized Education Programs, Students with Disabilities, Equal Education
Zirkel, Perry A. – Journal of Special Education Leadership, 2017
Depending on their experience, local special education directors may be familiar with the complaint procedures (CP) avenue that the IDEA requires each state education agency (SEA) to provide. Yet most special education professors and many parents of students with disabilities have negligible knowledge about this avenue of decisional dispute…
Descriptors: Grievance Procedures, Educational Legislation, Equal Education, Students with Disabilities
Shriner, James G.; Carty, Susan; Goldstone, Linda; Thurlow, Martha L. – Journal of Special Education Leadership, 2017
Students served through special education under the Individuals with Disabilities Education Act (IDEA) is to be provided an Individualized Education Program (IEP) that is an articulation of the student's individual program of educational and related services and instructional focus for the school year. In a standards-based educational environment,…
Descriptors: Teacher Attitudes, Special Education Teachers, Common Core State Standards, Individualized Education Programs
Alarcon, Arthur Lance; Luckasson, Ruth – Journal of Special Education Leadership, 2017
The U.S. Department of Education (Department) issued a Dear Colleague Letter (Letter) on November 16, 2015, to "clarify that an individualized education program (IEP) for an eligible child with a disability under the Individuals with Disabilities Education Act (IDEA) must be aligned with the State's academic content standards for the grade in…
Descriptors: Alignment (Education), Individualized Education Programs, Legal Problems, Students with Disabilities
Zirkel, Perry A. – Journal of Special Education Leadership, 2016
The purpose of this article is to present an updated comprehensive synthesis of the law, starting with the statutory provisions and culminating in the case law specific to the procedural and substantive requirements for manifestation determinations (MDs) under IDEA, as amended in 2004. Procedural requirements include issues such as who must make…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities
Brownell, Mary T.; Jones, Nathan D. – Journal of Special Education Leadership, 2015
Over a relatively short period of time, states and districts across the country have embraced reform surrounding teacher evaluation and compensation. Public concern over teacher evaluations, combined with federal initiatives designed to support teacher evaluation reform, led many states to adopt more comprehensive evaluation systems that draw on…
Descriptors: Teacher Evaluation, Special Education Teachers, Evaluation Methods, Teacher Effectiveness
Petcu, Stefania D.; Yell, Mitchell L.; Cholewicki, Judith M.; Plotner, Anthony J. – Journal of Special Education Leadership, 2014
The successful transition into adulthood of students with disabilities should be a priority for parents, students, educators, and leaders in special education. The Individuals with Disabilities Education Act (IDEA) amendments of 1990 first mandated transition services for individuals with disabilities. Subsequent amendments to the IDEA in 1997 and…
Descriptors: Special Education, Disabilities, Developmental Tasks, Federal Legislation
Gagnon, Joseph Calvin; Steinberg, Mary Anne; Crockett, Jean; Murphy, Kristin M.; Gaddis, Justin – Journal of Special Education Leadership, 2013
Incarcerated youth are among the least academically and behaviorally competent students in the United States. In spite of juvenile justice reform efforts, including state and federal guarantees of appropriate education, educational services in juvenile corrections (JC) schools, especially for youth with disabilities, are lacking (Houchins,…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
Harr, Jenifer J.; Oliver, Deborah F.; Ramanathan, Arun; Socias, Miguel – Journal of Special Education Leadership, 2008
Special education service delivery is often the source of disputes between parents and districts and an issue in special education class-action lawsuits. Despite these controversies, there has been little large-scale research on the delivery of services. This study represents a large-scale assessment of the delivery of special education services…
Descriptors: Individualized Education Programs, Disabilities, School Districts, Special Education
Hernandez, Jaime E.; Ramanathan, Arun K.; Harr, Jenifer; Socias, Miguel – Journal of Special Education Leadership, 2008
The phenomenon of persistent disproportionate representation of minority students in special education is now entering its fourth decade. Disproportionality is well documented in the literature and has been the focus of attention from federal agencies, including the Office of Civil Rights and the Office of Special Education Programs. In an effort…
Descriptors: African American Students, Urban Schools, Intervention, Emotional Disturbances
Hernandez, Jaime E.; Harry, Beth; Newman, Lynn; Cameto, Renee – Journal of Special Education Leadership, 2008
The parent-school relationship for families of students with disabilities is clearly prescribed by law and is one of the main tenets of the Individuals with Disabilities Education Act (IDEA), 2004 (Newman, Cameto, & Hernandez, 2005). The measurement of this relationship presents a challenge in the context of what is meaningful participation,…
Descriptors: Parent School Relationship, Parent Participation, Family Involvement, Satisfaction
Zirkel, Perry A. – Journal of Special Education Leadership, 2006
The special safeguards and standards under the Individuals with Disabilities Education Act (IDEA) for disciplinary "removals," or suspensions and expulsions, are complicated and controversial. The manifestation-determination (M-D) requirement plays a central role in this special framework (Zirkel, 2003). The 2004 Amendments of the IDEA…
Descriptors: Discipline, Disabilities, Federal Legislation, Court Litigation