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Indicators of Progress in the Wake of Endrew F.: The Distinction between Professional Recommendations and Judicial Rulings
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Perry A. Zirkel; Mitchell L. Yell – Exceptional Children, 2024
The central obligation under the Individuals With Disabilities Education Act is to provide each eligible student with a free appropriate public education (FAPE). In "Endrew F. v. Douglas County School District RE-1" (2017), the U.S. Supreme Court revised the prior substantive standard for determining FAPE that the court had developed in…
Descriptors: Individualized Education Programs, Students with Disabilities, Court Litigation, Equal Education
Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?
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Zirkel, Perry A.; Hetrick, Allyse – Exceptional Children, 2017
To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities…
Descriptors: Individualized Education Programs, Court Litigation, Compliance (Legal), Disabilities
Policy Approaches Regarding the Impact of Graduation Requirements on Handicapped Students.
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Ross, John W.; Weintraub, Frederick J. – Exceptional Children, 1980
Advantages and disadvantages of five policy approaches are examined regarding graduation requirements for handicapped students: pass/fail, certificate of attendance, the individualized education program, special education diplomas, and specialized curriculum approaches. (CL)
Descriptors: Administrative Policy, Attendance, Curriculum, Disabilities
Effects of Systematic Formative Evaluation: A Meta-Analysis.
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Fuchs, Lynn S.; Fuchs, Douglas – Exceptional Children, 1986
This meta-analysis investigated the effects of formative evaluation procedures on student achievement. Twenty-one controlled studies generated 96 relevant effect sizes (average weighted effect size .70). Magnitude of effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior…
Descriptors: Academic Achievement, Behavior Modification, Comparative Analysis, Elementary Secondary Education
Individualized Education Programs (IEPs) in Special Education--From Intent to Acquiescence.
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Smith, Stephen W. – Exceptional Children, 1990
A review of the literature on Individualized Education Programs (IEPs) from 1975 to 1989 identifies three phases (a normative phase, an analytic phase, and a technology reaction phase), and reveals a history of IEPs' inadequacies and passive compliance, in contrast to the original intent of Public Law 94-142. (Author/JDD)
Descriptors: Compliance (Legal), Disabilities, Educational Change, Educational History
The IDEA Amendments: A Four-Step Approach for Determining Supplementary Aids and Services.
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Etscheidt, Susan; Bartlett, Larry – Exceptional Children, 1999
Reviews the legal basis for the mandatory consideration of supplementary aids and services for enabling children with disabilities to be educated in the regular classroom and presents a four-step approach for teams to use in determining supplementary aids and services for children with disabilities. (Author/CR)
Descriptors: Assistive Devices (for Disabled), Decision Making, Disabilities, Educational Legislation
Assessment and Instruction of At-Risk Hispanic Students.
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Duran, Richard P. – Exceptional Children, 1989
Limitations in standardized test use with Hispanic students are summarized and recent research developments supporting use of testing and assessment as tools for promoting learning are examined. Assisted performance and dynamic assessment are discussed in the context of individual education plans and a test-train-test cycle. (Author/MSE)
Descriptors: Elementary Secondary Education, Evaluation Methods, High Risk Students, Hispanic American Students