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.
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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