Improving student outcomes for students with disabilities is the primary goal of the Individuals with Disabilities Education Act (IDEA). The IDEA charges school districts to collaborate closely with parents to design and execute an individualized education program (IEP) that allows students to make appropriate academic progress. However, when there is disagreement regarding the actual implementation of an IEP in the classroom, conflict can lead to a communication breakdown that results in adversarial litigation. This paper analyzes multiple portraitures of special education students to identify policy-to-practice exemplars that improve special education student outcomes. The study concludes that using mediation at the first onset of conflict greatly benefits the special education student, helps districts accept the educational responsibility of improving the academic progress of students with disabilities, and creates a positive parent-school climate.
References
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https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf
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