Litigation and Students with Disabilities: An Overview of Cases From 2015

Item request has been placed!

Item request cannot be made.

Processing Request

Read More Add to Saved list

Author(s): Katsiyannis, Antonis; Counts, Jennifer; Popham, Michelle; Ryan, Joseph; Butzer, Madeline
Language:
English
Source:
NASSP Bulletin. Mar 2016 100(1):26-46.
Publication Date:
2016
Document Type:
Journal Articles
Reports - Research

Additional Information
- Availability:
  SAGE Publications. 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
- Peer Reviewed:
  Y
- Source:
  21
- Subject Terms:
  Special Education; Court Litigation; State Departments of Education; Hearings; Civil Rights Legislation; Disabilities; Accessibility (for Disabled); Related Services (Special Education); Autism; Pervasive Developmental Disorders; Disability Identification; Educational Diagnosis; Student Placement; Student Behavior; Discipline; Educational Malpractice; Educational Legislation; Equal Education; Federal Legislation; Individualized Education Programs
- Subject Terms:
  United States
- Subject Terms:
  Board of Education v Rowley; Individuals with Disabilities Education Act
- Accession Number:
  10.1177/0192636516664827
- ISSN:
  0192-6365
- Abstract:
  Special education is the most highly litigated area within the field of education. Therefore, the purpose of the current article is to highlight cases (court decisions, Office of Civil Rights rulings, and State Educational Agency hearings) involving students with disabilities in 2015. Highlights from the case law point to the need for school districts to ensure that students with disabilities are provided free appropriate public education, ensure timely and comprehensive evaluations once a suspected disability is of concern, ensure that students with autism have access to an range of services, provide evidence in factors considered when determining placement, remove students only when they present imminent threat to self or others, and appropriately address bullying/harassment instances.
- Abstract:
  As Provided
- Number of References:
  28
- Publication Date:
  2016
- Accession Number:
  EJ1117111

Comments

No Comments.