More than de minimis: FAPE in the Post Endrew F. Era.

Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress. To ensure sufficient progress toward the achievement of ambitious goals, schools must develop IEPs that meet procedural and substantive requirements, employ interventions with clear evidence of effectiveness, effectively measure student response to services, and to communicate this information with parents/guardians so that they can actively participate in this process. Manuscripts invited for this special issue include investigations of IEP quality; co-teaching; intervention studies in reading, writing, and mathematics; meta-analytic findings regarding social studies education; and a discussion of the implications of Endrew F. for different student disability populations. These papers discuss challenges faced by stakeholders with vested interests in students with disabilities as well as areas of continued development and refinement in evidence-based practice.

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs.

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.

Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study.

Although increasing numbers of students with disabilities are attending college, they graduate at lower rates compared to students without disabilities. In order to understand how to effectively prepare students with disabilities and provide meaningful support to college students with disabilities, we investigated the experiences of students registered with the disability service office at a public university located in the eastern region of the U.S. to learn about (a) the degree to which they felt prepared to enter college, (b) the disability-related services they received in college, (c) their perspectives of services received, (d) suggestions for improving services, and (e) their perspectives family involvement in college. We report mixed-methods findings from participants and provide implications for policy and practice.

Advocating for students with learning disabilities and attention deficit hyperactivity disorder in public schools.

Learning disabilities and attention deficit disorders are chronic conditions that represent the most common diagnoses of students served in special education programs in the schools. In this article, we discuss specific problem areas that require decision advocacy on the part of the affected individual as well as his or her family. We briefly describe the requirements for teachers who specialize in this area of education as well as the nature of the conditions. We argue that education programs for individuals with such conditions must be tailored to offset the specific manifestations of the disability and its interactions with the requirements of the educational system. We also note that educational requirements are often dramatically different as students move from early education through the system toward high school graduation and, for many, into post-secondary education. We describe general procedures for advocacy that can be used to enhance educational programs across the spectrum of school placements. A section that specifically addresses advocacy for parents of students with these types of disabilities acknowledges the critical role that having a supportive parent plays in the development of successful education programs. We then address the specific issues that are likely to characterize educational problems at different levels of schooling. Among these are increased requirements for self-management and self-discipline as students move through the grades and increased emphasis on academic learning as students move into middle and secondary schools. The article also discusses instructional methods that are supported for students with such conditions as well as a brief description of several types of treatment that are considered to be ineffective for such students. Brief guidelines for recognizing both supported and contra-indicated educational programs are also provided. We conclude with resources for gathering information and making decisions that promote the long-term interests of the affected child. As with other chronic conditions, the probability of desirable outcomes is greatly enhanced by early and effective planning.

Scientific practice and the tradition of advocacy in special education.

The purpose of this discussion is to describe and contrast several tenets of scientific behavior and practice with the behaviors and practices associated with advocacy. We argue that scientists must focus their efforts on solvable problems, consider their efforts to be uncertain, and present their findings dispassionately, so that others might judge the evidence for themselves. Advocates, in contrast, must confront the problems facing the people for whom they have concern over whether the problems appear to be solvable or not. Furthermore, advocacy requires a certainty of conviction that leads to the promotion of particular positions and their adoption by others. We suggest that although special education's roots are more closely aligned with advocacy than with science, its future depends on its ability to adopt a more fully scientific approach to practice. We conclude with a discussion of how the assignment of test accommodations to students with disabilities illustrates the tension between science and advocacy.