Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral...

Area of Science:

• Special Education
• Educational Psychology
• Disability Studies

Background:

• Students eligible for special education are guaranteed a free and appropriate public education (FAPE).
• This includes essential emotional, behavioral, and social supports for accessing the general curriculum.
• Individualized Education Programs (IEPs) are key documents outlining these supports for students with disabilities.

Purpose of the Study:

• To examine Individualized Education Program (IEP) plans for students with social, emotional, or behavioral needs in rural districts.
• To investigate the congruence between present levels of academic and functional performance (PLAAFP) and annual goals.
• To assess the procedural and substantive compliance of IEP documents.

Main Methods:

• A review of 126 Individualized Education Program (IEP) documents from five rural independent school districts.
• Analysis focused on the alignment between PLAAFP statements and annual goals.
• Evaluation of IEPs against procedural and substantive requirements of the Individuals with Disabilities Education Improvement Act.

Main Results:

• IEP documents demonstrated partial compliance with procedural and substantive requirements.
• A significant lack of comprehensive support for student needs was identified.
• Alignment across different sections of the IEPs, including PLAAFP and goals, was insufficient.

Conclusions:

• While IEPs show some adherence to regulations, they often fail to fully address the complex needs of students with disabilities.
• The findings suggest a gap between the legal intent of the Individuals with Disabilities Education Improvement Act and its practical implementation.
• Recommendations for improving IEP development and future research directions are proposed.