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What is Free Appropriate Public Education (FAPE)

Chapter 13
Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
The right of all children with disabilities to be educated along with their non-disabled peers.
Published in Chapter:
A Longitudinal Case Study on the Use of Assistive Technology to Support Cognitive Processes across Formal and Informal Educational Settings
Vivian Johnson (Hamline University, USA) and Carol Price (Hamline University, USA)
Copyright: © 2010 |Pages: 7
DOI: 10.4018/978-1-61520-817-3.ch013
Abstract
This chapter describes a chronology of increasingly sophisticated technological supports and interventions used across complex formal and informal educational settings with a 10th grade female student who has documented learning challenges. A progression from low technology devices to computerized, high technology assistive devices are employed to provide access to materials and to academic information over a period of 10 years. Understanding both the inner and outer context of this learner’s environment provides the reader with a background to process the progression of the use, improvement, and availability of assistive technology in the life of this user.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 12
Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning
The principle of the Individuals with Disabilities Education Act that indicates (a) educational entities must provide eligible children with disabilities with services at public expense; (b) each child with a disability is entitled to an education, including special education and related services that meet his or her unique, individualized needs; (c) a child with a disability has a right to access services in the public school system as outlined by the zero reject principle; and (d) eligible children with disabilities receive a public education that includes special education and related services as directed by the child’s Individualized Education Program and access to general education.
Published in Chapter: Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 9
School Supports for Students Impacted by Incarceration
The Individuals with Disabilities Education Act requires public schools to offer students a free appropriate public education, also known as FAPE. Student programming for special education students is measured against the standard of FAPE, particularly when ensuring that students have appropriate special education services offered to them through their Individualized Education Plan (IEP).
Published in Chapter: School Supports for Students Impacted by Incarceration; From: Counseling Strategies for Children and Families Impacted by Incarceration
Full Text Chapter Download: US $37.50 Add to Cart
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