A Longitudinal Study of Special Education Due Process Hearings in Massachusetts: Issues, Representation, and Student Characteristics

Autor/inn/en	Blackwell, William H.; Blackwell, Vivian V.
Titel	A Longitudinal Study of Special Education Due Process Hearings in Massachusetts: Issues, Representation, and Student Characteristics
Quelle	In: SAGE Open, 5 (2015) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015577669
Schlagwörter	Student Characteristics; Individualized Education Programs; Disabilities; Educational Legislation; Federal Legislation; Equal Education; School Districts; Correlation; Parent School Relationship; Lawyers; Court Litigation; Special Education; Educational Policy; Conflict Resolution; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; School district; Schulbezirk; Korrelation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lawyer; Rechtsanwalt; Rechtsstreit; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Conflict solving; Konfliktlösung; Konfliktregelung; Master-Studiengang
Abstract	Of the three formal dispute resolution procedures provided by the Individuals With Disabilities Education Act of 2004(IDEA), due process hearings are the most costly in terms of time, fiscal resources, and impact on relationships between school personnel and parents. This study examined 258 due process hearings held over the past 8 years in Massachusetts to examine the characteristics of students at the center of these disputes, the issues that were addressed in the hearings, and the representation utilized by parents and school districts. The findings from this study indicated that (a) Massachusetts school districts utilized attorney representation and won due process hearings at notably higher levels than parents, and (b) the most frequently addressed issues at due process hearings were Individualized Education Program (IEP) development/implementation and educational program placement, which are issues that represent the core mandate of IDEA to provide a free appropriate public education in the least restrictive environment (34 C.F.R. §300.300, 300.550). The authors present recommendations for policy actions and areas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01