Navigating Special Education Law and Policy
A comprehensive guide to special education rights and responsibilties
The right of students with disabilities not to be discriminated against while receiving an appropriate education resulted from intense political lobbying and lawsuits in the 60s and 70s. But where are we at today? Navigating Special Education Law and Policy looks at our progress and addresses these rights and responsibilities of teachers, administrators, support staff and parents toward our children with disabilities.
NEW Resources have been added, free of charge! If you are a university educator who uses, or plans to use this book as a class text, you are eligible to receive the Comprehensive Instructor’s Guide, now available in PDF format free of charge. Also available free of charge, is a PowerPoint presentation outlining the major points in each chapter of the book. To request these resources, complete this email form.
Educators and parents have not been able to study the legal sources and limits of these rights. This hugely comprehensive guide remedies that. An understanding of rights, relationships between federal and state governments, and interactions of legislation, regulations, and court decisions are addressed in detail. And this vastly updated version retains the clarity and readability of the original, explaining complex material in simple terms. It’s written for undergraduate and graduate students in special education and is also ideal for staff development of special and general educators, administrators, and auxiliary personnel in public schools.
Part I reviews issues and laws governing special education; Part II explains requirements and major issues of IDEA; Part III explains to general educators how Section 504 provisions differ from IDEA.
This updated version includes:
- Complete coverage of ‘06 IDEA regulations
- Relevant No Child Left Behind regulations
- Amendments to Americans with Disabilities Act
- Section 504 of Rehabilitation Act
- Family Educational Rights and Privacy Act
- Important new court decisions
- Updated statistical data on IDEA students
The book provides a conceptual foundation for understanding special education law and includes practical guidance for principals, teachers, and parents. It empowers individuals to know when and how to use their own judgment and thus how to stay out of legal trouble. Each chapter has a review and reminder section, suggested supplementary resources, ideas for group discussion, summaries of Supreme Court cases, a legal glossary, and an index of relevant websites.
Written by senior author Dixie Snow Huefner, University of Utah, and coauthor Cynthia Herr, University of Oregon. Softbound book, 2006 and 2011.
Reviews / Testimonials
THE MIDWEST BOOK REVIEW
Library Bookwatch: Sept. 2012
James A. Cox, Editor-in-chief
Midwest Book Review
The Education Staff
Navigating Special Education Law and Policy, new edition
Dixie Snow Huefner and Cynthia M. Herr
IEP Resources, Attainment Company, Inc.
Now in a new edition, Navigating Special Education Law and Policy is a user-friendly guide especially for professionals in the field of special education to help them stay on top of the latest legal requirements. Chapters break down the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 into accessible passages, highlighting key provisions of each, as well as their avenues of due process and conflict resolution. “School personnel should also be aware of the privacy rights of students with diseases. If a parent discloses a student’s medical condition to the school and it becomes part of the student’s education record, the federal Family Educational Rights and Privacy Act (FERPA) (2006) requires that schools obtain written parental consent before disclosing the student’s disease to persons without legitimate educational interest in the information.”
Navigating Special Education Law and Policy is an absolute “must-have” reference and resource for schools and special education professionals nationwide, highly recommended.
Book Errata & Additions
Changes to the text are in italics.
Last line of indented paragraph should read: [one] with authority to correct the situation had actual notice and acted with deliberate indifference.
The first paragraph should be the last paragraph on p 90.
The second sentence should read: IDEA ’04 requires an offer of mediation ….
An additional † should be placed after the 2nd sentence from the bottom of the page (ending in “FAPE was ‘received’”). The inset reads as follows:
The word “received” does not seem to acknowledge or allow for the fact that FAPE might have been proferred in an IEP but rejected by a parent who then placed his or her child in private school and sought reimbursement.
The following sentence should be inserted as the last sentence in the next to last paragraph (after the line that reads "to demonstrate the sufficiency of their goals and services"):
Language in the IEP requirements of IDEA '04 adds weight to our point that it is increasingly important for teaching methods to be empirically validated. The statute now requires that IEP teams base their special education, related services, and supplementary aids and services "on peer-reviewed research to the extent practicable" (20 U.S.C. §1414(d)(1))(i)(IV) (2006).
The second sentence from the end of the second paragraph should read:
(No timeline for an expedited evaluation is established.)