Affiliation:
1. University of Nebraska-Lincoln
2. department of educational foundations and special education at Clemson (S.C.) University
Abstract
The Individuals with Disabilities Act (IDEA) has been instrumental in ensuring that qualified students with disabilities receive a free appro priate public education (FAPE) in the least restrictive environment. Determining the parameters of FAPE, however, has been a daunting task for school personnel and especially for school administrators. Principals find themselves increasingly challenged by a multitude of legal and policy issues regarding special education that are often dif ficult to understand yet necessary to address.
Cited by
1 articles.
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