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Exploring How IEP Team Members Determine LRE through Varying Perspectives
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Julie Irene Bost; Carl Lashley – Journal of Special Education Leadership, 2025
The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the…
Descriptors: Mainstreaming, Individualized Education Programs, Students with Disabilities, Student Placement
High School Special Education Teachers' Perceptions of the Efficacy of Transition Programs for Students with Mild to Moderate ASD
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Rania Alalet – ProQuest LLC, 2022
Ten high school special education teachers were interviewed on their perceptions of the process in place for transitioning students with mild to moderate autism spectrum disorder (ASD). In many cases, it was determined that although through individual education plans (IEP), students with mild to moderate ASD were provided accommodations and…
Descriptors: High School Teachers, Special Education Teachers, Teacher Attitudes, Individualized Transition Plans
Who Is the "Parent"? Guidance from Case Law on Parental Participation in the IEP Process
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Losinski, Mickey; Katsiyannis, Antonis; White, Sherry; Wiseman, Nicole – TEACHING Exceptional Children, 2016
Given that parental participation is such a critical feature of IDEA (20 U.S.C. ยง 1400[c][5][B]), the question of who is a parent often presents a challenge. Specifically, with regard to educational decisions, states may include more options under the definition of a parent than those provided in the Individuals with Disabilities Education Act…
Descriptors: Parent Education, Federal Legislation, Educational Legislation, Equal Education
The Dynamic Interaction between Institutional Pressures and Activity: An Examination of the Implementation of IEPs in Secondary Inclusive Settings
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Bray, Laura E.; Russell, Jennifer Lin – Educational Evaluation and Policy Analysis, 2018
In this qualitative comparative case study, we drew from institutional theory and cultural historical activity theory to explore how educators wrote, used, and conceptualized the role of Individualized Education Programs (IEPs) for students with specific learning disabilities within secondary inclusive settings. We found that students' IEPs were…
Descriptors: Inclusion, Individualized Education Programs, Learning Disabilities, Special Education
Providing Comprehensive Vocational Education Services to Handicapped Students: A Cooperative Challenge.
Sarkees, Michelle D. – Tower Review, 1988
The article outlines provisions of the Carl D. Perkins Vocational Education Act (P.L. 98-524) which provide equity and access to vocational education for students with handicaps. Provisions concern: guidance, counseling, and career development; provision of information concerning vocational program opportunities; equal access to vocational…
Descriptors: Accessibility (for Disabled), Career Education, Counseling, Disabilities
A Varied Perspective on Specific Learning Disabilities.
Smith, Robert T., Ed. – Forum, 1980
Eleven brief articles focus on specific learning disabilities with emphasis on programs in New York State and City. Articles have the following titles and authors: "The History of Learning Disabilities Revisited" (J. Wiederholt, G. Hale); "The Learning in Learning Disability--Ask What, Not Why" (R. Schworm) which stresses the…
Descriptors: Administration, Classification, Clinical Diagnosis, Cognitive Development