Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs.
Autor: Hott, Brittany L.; Jones, Beth Ashby; Rodriguez, Jacqueline; Brigham, Frederick J.; Martin, Amelia; Mirafuentes, Minerva
Publication year: 2021
Behavior modification
issn:1552-4167 0145-4455
doi: 10.1177/0145445518825107
Abstract:
Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) whether the degree to which the IEP documents conform to both procedural and substantive requirements for development. A review of 126 IEPs suggests that although IEPs are somewhat compliant, they fail to comprehensively address student needs or align across areas, violating the spirit of Individuals with Disabilities Education Improvement Act. Recommendations and future areas of inquiry are provided.
Language: eng
Rights:
Pmid: 30693796
Tags: Humans; Schools; Emotions; Students; *Persons with Disabilities; *Education, Special; emotional and behavioral disorders; IDEIA; Individualized Education Program; rural special education
Link: https://pubmed.ncbi.nlm.nih.gov/30693796/
