A Statewide Study of FAPE and School Discipline Policies

Abstract

Telephone interviews were conducted with 141 randomly selected special education coordinators, principals, and special and general education teachers to explore their knowledge, experience, and opinions about common practice related to the mandate for a free and appropriate public education (FAPE), Individualized Education Programs (IEPs), and school discipline procedures. Qualitative research methods were used to identify themes common across interviews. Both the IEP documents and process were viewed as too cumbersome and procedural to be used as a “workable” plan for intervention, especially for behavioral or social/emotional concerns. Educators reported that they did not always review IEPs to make discipline decisions. Findings are discussed with regard to FAPE.