Legal Challenge: Characteristics of Special Education Litigation in Tennessee Schools

Autor/inn/en	Shuran, Michael B.; Roblyer, M. D.
Titel	Legal Challenge: Characteristics of Special Education Litigation in Tennessee Schools
Quelle	In: NASSP Bulletin, 96 (2012) 1, S.44-66 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636511431009
Schlagwörter	Civil Rights; Court Litigation; Special Education; Interviews; Legal Problems; Performance Factors; Case Records; Case Studies; Change Strategies; School Community Relationship; Educational Malpractice; Accessibility (for Disabled); Profiles; Compliance (Legal); School Law; Caseworkers; Program Attitudes; Content Analysis; Conflict Resolution + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Rechtsstreit; Special needs education; Sonderpädagogik; Sonderschulwesen; Interviewing; Interviewtechnik; Leistungsindikator; Case reports; Fallsammlung; Case study; Fallstudie; Case Study; Lösungsstrategie; Bildungsmisere; Accessibility; Zugänglichkeit; Charakterisierung; Profilanalyse; Law concerning schools; Schulrecht; Inhaltsanalyse; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	The increasing number of special education-related lawsuits has become costly, time-consuming, and a strain on school-community relations--in short, an issue of growing concern to U. S. school systems. To identify factors associated with this type of litigation, this study analyzed data from one state's 10-year experience with due process special education cases. Interviews with special education directors provided further insight on conditions that seem to foster special education litigation and on strategies that could prevent it. (Contains 11 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10