Adapted Physical Education: Meeting the Requirements of the Individuals With Disabilities Education Act

2021 ◽  
pp. 004005992110383
Author(s):  
Mitchell L. Yell ◽  
Scott McNamara ◽  
Angela M. T. Prince
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Department Of Education ◽  
Adapted Physical Education ◽  
Individuals With Disabilities ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act

The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student’s individualized education program (IEP) include adapted physical education services, when deemed necessary to meet a student’s needs. In this paper we (a) define and compare physical education and adapted physical education, (b) examine the FAPE of the IDEA requirements regarding physical education and adapted physical education, (c) review a recent policy letter issued by the U.S Department of Education on adapted physical education, (d) highlight several court cases on adapted physical education for students with disabilities, and (e) offer guidance on when to include physical education and adapted physical education in students’ IEPs.

How to Survive a Due Process Hearing

2008 ◽  
Vol 9 (1) ◽  
pp. 5-12
Author(s):  
Carl Corbin
Keyword(s):  
Special Education ◽  
Due Process ◽  
Individualized Education Program ◽  
Special Education Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Educational Professionals ◽  
Due Process Hearing ◽  
Education Act

Abstract Background/Introduction: Due process hearings are administrative hearings that resolve disputes between parents of children, who qualify for special education services under the Individuals with Disabilities Education Act (“IDEA”), and a Local Educational Agency (“LEA”). The IDEA provides that students that qualify for special education services are entitled to receive a Free Appropriate Public Education (“FAPE”). A FAPE has both substantive and procedural requirements. The process by which a LEA details the provision of a FAPE to a student who qualifies for special education services is through the development of an Individualized Education Program (“IEP”). Objectives: This article reviews the process to develop a legally defensible IEP. This article provides strategies for LEAs and educational professionals to avoid a due process hearing. This article provides a brief description of and timelines associated with a due process hearing. This article provides suggestions to educational professionals who may be called to testify as a witness at a due process hearing. Conclusion: LEAs and educational professionals can minimize their risk of having to undergo a due process hearing and can maximize their chances to prevail at a due process hearing through preparation and training.

Extended School Year Services: A Review of Eligibility Criteria and Program Appropriateness

2002 ◽  
Vol 27 (3) ◽  
pp. 188-203 ◽  
Author(s):  
Susan Etscheidt
Keyword(s):  
Students With Disabilities ◽  
State Standards ◽  
Department Of Education ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Free Appropriate Public Education ◽  
School Year ◽  
Disabilities Education Act ◽  
Education Act ◽  
Federal Guidelines

Students with disabilities may require extended school year services (ESYS) to receive a free appropriate public education (FAPE). Although the Individuals with Disabilities Education Act (IDEA) regulations require ESYS if necessary to provide FAPE, the Department of Education has “declined to establish standards” for ESYS eligibility. Absent federal guidelines concerning eligibility, IEP teams rely upon state standards and judicial interpretations in determining a student's need for ESYS. This article extended a review of ESYS eligibility factors conducted by Rapport and Thomas (1993). Fifty-seven ESYS cases were reviewed for factors used in decisions concerning ESYS eligibility and program appropriateness. Several implications for school IEP teams are also presented.

Meaningful Connections: Making Inclusion Work

2018 ◽  
Vol 32 (2) ◽  
pp. 31-33 ◽  
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Inclusive Schools ◽  
Restricted Environment ◽  
Least Restricted Environment ◽  
Education Act ◽  
Meaningful Connections

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

Including Students with Severe Disabilities in Music Classrooms

2019 ◽  
Vol 32 (3) ◽  
pp. 23-25
Author(s):  
Ellary A. Draper
Keyword(s):  
Physical Education ◽  
Severe Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Music Classrooms

Since the passing of what we now call the Individuals With Disabilities Education Act, or IDEA, students who were previously educated in separate facilities or campuses are now educated in their neighborhood schools. Even though students with severe disabilities are now in their neighborhood schools, many spend the majority of their day in separate classrooms. When they are not in separate classrooms, it is possible students with severe disabilities are participating in art, physical education, and music classes alongside their same-aged peers.

Perspectives on the Future of IDEA

1997 ◽  
Vol 22 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Michael L. Hardman ◽  
John McDonnell ◽  
Marshall Welch
Keyword(s):  
Special Education ◽  
Public Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Federal Law ◽  
Individualized Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
Definition Of ◽  
Restrictive Environment

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

Applied Behavior Analysis, Students With Autism, and the Requirement to Provide a Free Appropriate Public Education

2018 ◽  
Vol 29 (4) ◽  
pp. 206-215
Author(s):  
Bradley S. Stevenson ◽  
Vivian I. Correa
Keyword(s):  
Public Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Individualized Education Program ◽  
School Personnel ◽  
Case Law ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Students With Autism ◽  
Education Act

The prevalence of autism has been steadily rising over the previous decades. The diverse ways in which the disorder manifests in students and the free and appropriate public education (FAPE) mandate of the Individuals With Disabilities Education Act (IDEA) requires that a student’s individualized education program (IEP) team tailor interventions to meet the unique educational needs of that student. Deciding on the most appropriate evidence-based intervention programs for students with autism can be complex. In fact, a frequent source of litigation is when families and school personnel disagree on the particular programming to be provided to students with autism. Often this litigation involves disagreement over the extent to which services should be based on the principles of applied behavior analysis (ABA). The purpose of this article is to review select case law to analyze how courts have ruled on whether schools must provide ABA services to meet FAPE requirement when families request those services, and to extrapolate implications for practice, including guidance to families and school personnel on how to work collaboratively to resolve conflicts surrounding ABA services.

Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities

2020 ◽  
Vol 33 (3) ◽  
pp. 42-45
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Music Teachers ◽  
Individualized Instruction ◽  
Individual Education Program ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
History Of ◽  
Education Act ◽  
Music Classrooms ◽  
Individual Education

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

Under the Law

2017 ◽  
Vol 99 (3) ◽  
pp. 76-77
Author(s):  
Julie Underwood
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Private Schools ◽  
Due Process ◽  
Court Decision ◽  
Federal Regulations ◽  
State Law ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act

Since a 1997 amendment to the Individuals with Disabilities Education Act, students with disabilities who attend private schools have not had the same rights to services and due process that are afforded to those who attend public schools. However, as a recent Minnesota court decision makes clear, state law may grant rights that the federal regulations do not.

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