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Direct linkYell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Christle, Christine A. – TEACHING Exceptional Children, 2016
The purpose of this article is to discuss major substantive errors that school personnel may make when developing students' Individualized Education Programs (IEPs). School IEP team members need to understand the importance of the procedural and substantive requirements of the IEP, have an awareness of the five serious substantive errors that IEP…
Descriptors: Individualized Education Programs, Program Development, Teamwork, Participative Decision Making
Losinski, Mickey; Katsiyannis, Antonis; Yell, Mitchell L. – NASSP Bulletin, 2014
Public concern over the general health of children in the United States has risen during recent years due to dramatic decreases in physical activity levels and increases in obesity and other health-related issues. This article examines the participation of students with disabilities in extracurricular activities, particularly athletic activities,…
Descriptors: Athletics, Disabilities, Physical Activities, Extracurricular Activities
Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey – Intervention in School and Clinic, 2015
Parental participation is a crucial component of the Individuals with Disabilities Education Act. When developing students' Individualized Education Programs (IEPs), school-based teams must place a high priority on involving students' parents in a collaborative effort to develop their children's educational programs and determine their placements.…
Descriptors: Court Litigation, Parent Participation, Individualized Education Programs, State Departments of Education
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
Yell, Mitchell L.; Katsiyannis, Antonis; Hazelkorn, Michael – Focus on Exceptional Children, 2007
June 22, 2007, was the 25th anniversary of the U.S. Supreme Court's decision in Board of Education of the Hendrick Hudson Central School District v. Rowley (hereafter Rowley; 1982). In Rowley, the Supreme Court interpreted congressional intent in requiring that public schools provide a free appropriate public education (FAPE) to students with…
Descriptors: Individualized Education Programs, Individualized Programs, Attitudes toward Disabilities, Disabilities
Yell, Mitchell L.; Katsiyannis, Antonis; Collins, James C.; Losinski, Mickey – Intervention in School and Clinic, 2012
The demands for accountability in education have led to an increase in high-stakes testing practices in public schools. Accountability can be seen at the high school level in the use of exit examinations (hereafter "exit exams") that students must pass to receive a diploma and graduate from high school. One of the most challenging issues…
Descriptors: Disabilities, High Stakes Tests, Accountability, Exit Examinations
Yell, Mitchell L.; Ryan, Joseph B.; Rozalski, Michael E.; Katsiyannis, Antonis – TEACHING Exceptional Children, 2009
The Individuals With Disabilities Education Act (IDEA) has spawned much litigation in which parents of children with disabilities and school districts disagree over the content of a student's special education. The majority of this litigation has occurred in the federal district courts. The federal court system consists of more than 100 U.S.…
Descriptors: Special Education, Court Litigation, Federal Courts, Federal Legislation
Christle, Christine A.; Yell, Mitchell L. – Exceptionality, 2010
The individual education program (IEP) is of critical importance to educators, parents, and students. Through the IEP process school-based teams (a) assess the educational needs of a student, (b) develop meaningful and measurable goals that direct the student's program, (c) develop and implement a program of special education and related services,…
Descriptors: Individualized Education Programs, Special Needs Students, Teamwork, Needs Assessment
Peer reviewedYell, Mitchell L. – Preventing School Failure, 1992
This article discusses how the Individuals with Disabilities Education Act (IDEA) encourages educational reform if that reform is guided by research and improves special education for children with disabilities and examines how the IDEA discourages educational practices that minimize the individual needs of the disabled through standardization of…
Descriptors: Court Litigation, Disabilities, Educational Change, Educational Legislation
Conroy, Terrye; Yell, Mitchell L.; Katsiyannis, Antonis – Remedial and Special Education, 2008
On November 14, 2005, the U.S. Supreme Court announced its decision in "Schaffer v. Weast." This special education decision concerned which party bears the burden of persuasion when parents challenge a school district's Individualized Education Program (IEP) in a due process hearing. In this article, we define burden of persuasion and…
Descriptors: Civil Rights, Individualized Education Programs, Disabilities, Court Litigation
Peer reviewedDrasgow, Erik; Yell, Mitchell L. – School Psychology Review, 2001
This article presents the legal requirements of the Individuals with Disabilities Education Act Amendments regarding Individualized Education Programs (IEP), functional behavioral assessments, and behavior intervention plans for special education students with problem behavior; describes the initial policy letters and due process hearings that…
Descriptors: Behavior Problems, Disabilities, Educational Environment, Functional Behavioral Assessment
Peer reviewedYell, Mitchell L.; Stecker, Pamela M. – Assessment for Effective Intervention, 2003
This article first examines problems in developing individualized education programs (IEPs) for students with disabilities by focusing on violations of the IEP process. It then discusses the three major components of the IEP, assessment, program development, and monitoring student progress. A case study illustrates use of curriculum-based…
Descriptors: Case Studies, Compliance (Legal), Curriculum Based Assessment, Disabilities
Peer reviewedDrasgow, Erik; Yell, Mitchell L.; Robinson, T. Rowand – Remedial and Special Education, 2001
Discussion of Individualized Education Program (IEP) requirements first examines relationships between the IEP and a free, appropriate public education; then highlights the procedural changes and new requirements mandated by the Individuals with Disabilities Education Act Amendments of 1997. Results of due process hearings and court cases and…
Descriptors: Compliance (Legal), Court Litigation, Disabilities, Due Process
Peer reviewedYell, Mitchell L. – Preventing School Failure, 1997
Reviews the 1997 amendments to the Individuals with Disabilities Education Act in the context of the law's history. Focused on are changes in Individualized Education Program requirements, mediation as a conflict resolution option, discipline of students in special education, and the required review of the relationship between a student's…
Descriptors: Behavior Problems, Conflict Resolution, Disabilities, Discipline
Peer reviewedYell, Mitchell L.; And Others – Education and Treatment of Children, 1995
This article explicates the current legislation, case law, and administrative law governing the discipline of students with disabilities. Guidelines are offered that divide disciplinary procedures into three categories: permitted, controlled, and prohibited. The role of the Individualized Education Program team in planning proactive disciplinary…
Descriptors: Behavior Disorders, Compliance (Legal), Court Litigation, Discipline Policy
