Scientifically Based Research and Peer-Reviewed Research under the IDEA: The Legal Definitions, Applications, and Implications

Autor/inn/en	Zirkel, Perry A.; Rose, Tessie
Titel	Scientifically Based Research and Peer-Reviewed Research under the IDEA: The Legal Definitions, Applications, and Implications
Quelle	In: Journal of Special Education Leadership, 22 (2009) 1, S.36-50 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Educational Research; Learning Disabilities; School Districts; Technical Assistance; Special Education; Public Education; Peer Evaluation; Federal Legislation; Intervention; Reading Instruction; Individualized Education Programs; Educational Indicators; Federal Programs; Educational Change; Autism; Reading Difficulties + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Learning handicap; Lernbehinderung; School district; Schulbezirk; Technische Hilfe; Special needs education; Sonderpädagogik; Sonderschulwesen; Öffentliche Erziehung; Bundesrecht; Leseunterricht; Individualized education program; Individualisierendes Lernen; Educational indicato; Bildungsindikator; Bildungsreform; Autismus; Reading difficulty; Leseschwierigkeit
Abstract	A systematic analysis of the references to "scientifically based research" (SBR) and closely related terms, such as "peer-reviewed research" (PRR), in the Individuals with Disabilities Education Act (IDEA) legislation, regulations, commentary, and case law reveal that SBR and its primary variants apply largely to state support obligations, such as technical assistance, rather than the local education agency's (LEA's) direct services to students with disabilities. References in the IDEA specific to LEAs are limited to 1) permissive provisions concerning response to intervention for identifying students with learning disabilities and 2) the requirement that the individual education program's statement of special education be based on PRR to the extent practicable. The applications of the PRR and SBR language vary widely among the relatively few cases relying on their explicit references in the 2004 amendments, but the judicial outcomes thus far have been generally unremarkable. Depending on future judicial interpretation, PRR may have the potential to be the most significant in terms of serving as a possible best-practice standard for districts' obligation to provide each eligible student with a free appropriate public education. Based on the findings, we recommend: (1) Both scholars and practitioners need to be cautious to avoid misuse of SBR and related terminology in relation to the legal boundaries of the IDEA; and (2) Special education administrators should avoid overestimating the extent of their legal obligations--as contrasted with their professional aspirations--for SBR under the IDEA, with careful circumspection about and differentiation from PRR. (Contains 3 tables.) (As Provided).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10