Analysis of Special Education Due Process Hearings in Texas

Dados Bibliográficos

ID3336088
AutoresG Thomas Schanding (0000-0003-0195-6664, University of Houston - Clear Lake, autor correspondente), Gail M Cheramie (University of Houston - Clear Lake), Hannah Hyatt (University of Houston - Clear Lake), Sarah E Praytor (University of Houston - Clear Lake), Jessica R Yellen (University of Houston - Clear Lake)
Ano2017
Volume7
Fascículo2
Páginas215824401771505
Data de publicação2017-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoSAGE Open (JOURNAL)
Identificadores do periódicoISSN: 2158-2440 • E-ISSN: 2158-2440
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244017715057
OpenAlexW2625170800
IdiomaEN
Citações recebidas4
Referências citadas5

In total, 139 Texas special education due process hearings that occurred between 2011 and 2015 were examined. Cases were coded with regard to the student's special education disability category; the number of hearings in which a specific party prevailed; the primary, secondary, and/or tertiary issues of the case; the number of issues in these hearings held for the student/family, the district, and issues held in part for the student/family and in part for the district. Overall, the primary student eligibilities involved in these cases were autism, emotional disturbance, and other health impairment. In addition, the most common issues involved in the dispute included the Individualized Education Program (IEP), evaluation, and placement. Districts prevailed in approximately 72% of cases. Findings are compared with previous data, and implications are discussed

Autism · Developmental psychology · Individualized Education Program · Medical education · Pedagogy · Political science · Special education · Education Discipline and Inequality · Law, Rights, and Freedoms · Legal Issues in Education · Medicine · Psychology