An Analysis of the Judicial Rulings for Transition Services under the IDEA

Autor/in	Zirkel, Perry A.
Titel	An Analysis of the Judicial Rulings for Transition Services under the IDEA
Quelle	In: Career Development and Transition for Exceptional Individuals, 41 (2018) 3, S.136-145 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143417732745
Schlagwörter	Transitional Programs; Educational Legislation; Disabilities; Equal Education; Federal Legislation; Special Education; Court Litigation; Legal Responsibility; Incidence; Trend Analysis; Outcomes of Education; Related Services (Special Education) + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Handicap; Behinderung; Bundesrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Rechtsstreit; Strafmündigkeit; Vorkommen; Trendanalyse; Lernleistung; Schulerfolg
Abstract	Starting with a constructive critique of legal articles in special education journals concerning transition services under the Individuals With Disabilities Education Act (IDEA), this article presents an empirical analysis of relevant judicial rulings for the period 1990-2016 that shows a prevailing prodistrict approach that is not otherwise evident in the prior articles. The findings include an increased frequency of these judicial rulings generally in accord with the trajectory of special education litigation and, more significantly, an approximate 3:1 district-parent ratio in the outcomes of these rulings that, with up-and-down variation, prevails for the entire period. The conclusion is that the time is ripe for an elevated substantive standard for law-based articles in special education journals as well as a continued, but differentiated, rigorous normative standard for transition services. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01