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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
Evaluation of Written Individualized Education Programs.
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Andersen, Lee H.; And Others – Exceptional Children, 1978
Among results from evaluation of approximately 400 learning disabled students' individualized education programs (IEPs) were that more than 75 percent of the instructional objectives addressed basic academic areas, while only 10 percent were listed in areas relating to social, emotional, and behavioral needs; in addition, 6 percent of the IEPs…
Descriptors: Exceptional Child Research, Individualized Programs, Learning Disabilities, Objectives
IEP-Specified Peer Interaction Needs: Accurate but Ignored.
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Gelzheiser, Lynn M.; McLane, Margaret; Meyers, Joel; Pruzek, Robert M. – Exceptional Children, 1998
This study analyzed the Individualized Education Program (IEP) statements of 24 students' present functioning and goals concerning social competence, observed the students in various school settings, and interviewed teachers and students. IEP statements accurately characterized present peer interactions, but instructional practices to foster peer…
Descriptors: Disabilities, Elementary Secondary Education, Individualized Education Programs, Interpersonal Competence