What is it about?

This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) the degree to which the IEP documents conform to both procedural and substantive requirements for development.

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Why is it important?

Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. The Individualized Education Program (IEP) plan provides a summary of student strengths, needs, goals, and services to access general curriculum; thus, the IEP process and resulting document provide the roadmap to the provision of FAPE for students with disabilities.


I enjoyed collaborating with experts in special education policy, evidence-based practice, and intervention to support rural districts in developing a comprehensive professional development plan. This work provided baseline data and insight into the needs of rural education teams charged with providing special education and related services to students with exceptionalities.

Dr Brittany Lynn Hott
University of Oklahoma

Read the Original

This page is a summary of: Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs, Behavior Modification, January 2019, SAGE Publications,
DOI: 10.1177/0145445518825107.
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