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Direct linkYell, Mitchell L.; McNamara, Scott; Prince, Angela M. T. – TEACHING Exceptional Children, 2021
The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student's individualized…
Descriptors: Students with Disabilities, Adapted Physical Education, Individualized Education Programs, Equal Education
Kern, Laura; Yell, Mitchell L. – Center on Positive Behavioral Interventions and Supports, 2020
This Practice Brief was developed as a result of the roundtable dialogue that occurred at the 2019 Positive Behavioral Interventions and Supports (PBIS) Leadership Forum in Chicago, Illinois, and is not intended to provide comprehensive legal guidance. Districts/schools should consult with their district's legal resources for deciding on legal…
Descriptors: Students with Disabilities, Positive Behavior Supports, Educational Legislation, Equal Education
Couvillon, Michael A.; Yell, Mitchell L.; Katsiyannis, Antonis – Preventing School Failure, 2018
Even though special education law is covered in most teacher and administrative certification programs, it is an area that is continually evolving. The results of the 2017 U.S. Supreme Court case "Endrew F. v. Douglas County School District" will have a lasting impact on the future of special education guidelines; the outcomes of this…
Descriptors: Special Education, Court Litigation, Educational Legislation, Federal Legislation
Harmon, Shannon; Street, Michelle; Bateman, David; Yell, Mitchell L. – TEACHING Exceptional Children, 2020
One of the most important elements of an individualized education program (IEP) is the section on present levels of academic achievement and functional performance (PLAAFP). A well-crafted PLAAFP statement should summarize all aspects of a student's present levels of performance in order to identify the strengths and needs of the student as well…
Descriptors: Academic Achievement, Individualized Education Programs, Special Education, Educational Assessment
Yell, Mitchell L.; Bateman, David – TEACHING Exceptional Children, 2020
This article begins with a scenario depicting the difficulties encountered by a young student in the Douglas County School District in Castle Rock, Colorado, named Endrew (called Drew by his parents). This situation, which began at Drew's individualized education program (IEP) meeting at Summit Ridge Elementary School when he was in fourth grade,…
Descriptors: Court Litigation, Individualized Education Programs, Equal Education, Access to Education
Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Bateman, David – TEACHING Exceptional Children, 2020
The goal of this article is to assist individualized education program (IEP) team personnel to not make errors in the placement of students. To do so the authors: (1) describe what a placement decision is and who makes the decision; (2) review the placement requirements of the Individuals With Disabilities Education Act (IDEA, 2006); (3) examine…
Descriptors: Students with Disabilities, Student Placement, Individualized Education Programs, Decision Making
Goran, Lisa; Harkins Monaco, Elizabeth A.; Yell, Mitchell L.; Shriner, Jim; Bateman, David – TEACHING Exceptional Children, 2020
The primary message of the Supreme Court's ruling in "Endrew F. v. Douglas County School District" (hereinafter "Endrew F.," 2017) was that school districts are obligated to "offer an IEP [individualized education program] that is reasonably calculated to enable the child to make progress appropriate in light of the…
Descriptors: School Districts, Academic Achievement, Student Evaluation, Evaluation Methods
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
