This searchable database contains bibliographic information for literature (research-based and policy/practice) relating to dispute resolution in special education.
CADRE is interested in identifying additional articles and publications to include in this database. If you are aware of other such resources, please send an email to cadre@directionservice.org with as much information as possible about the resource (e.g., title, author, source, date), and include a copy of the publication or a URL link, if available. Interested in emerging research and knowledge gaps in IDEA dispute resolution?
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Conflict management in early intervention: Procedural safeguards and mediation.
A study of state Part H coordinators investigated conflict management in early-intervention systems. Results found that 41 state agencies have already established a formal statewide mediation option for resolution of disputes related to Part H between families of infants and young children and...Learn more
Conflict resolution: Preparing preservice special educators to work in collaborative settings.
Collaborative practice to provide effective programs for students with special needs and their families has increased with many positive results. But as this collaborative practice increases, so does the potential for conflict. Constructive conflict resolution occurs when disputants have knowledge...Learn more
Constructing the Individual Education Plan: confusion or collaboration?
This article presents findings of research in the UK concerning the development of the Individual Education Plan, analogous to the IEP in the US context. The Special Education Needs Code of Practice acknowledges that children have "unique knowledge" of their own needs, and it advocates that...Learn more
Creeping judicialization in special education hearings?: An exploratory study.
This article describes an exploratory study using data from the Iowa Department of Education. The authors examined outcomes of 145 hearing officer decisions and seven judicial variables. Outcomes revealed that parents were successful in 32% of the cases, defendant in 60%, and 8% had mixed outcome...Learn more
Culture in Inclusive Schools: Parental Perspectives on Trusting Family-Professional Partnerships
This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with...Learn more
Developing positive school–home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND)
[Abstract] Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners – those with special educational needs and...Learn more
Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration
This article reports on extensive qualitative research (from 33 focus groups and 32 individual interviews) to identify which professional behaviors facilitate collaborative partnerships. Six themes emerged: communication, commitment, equality, skills, trust, and respect. Each is presented in depth...Learn more
Disciplinary Trends in Boston Area Schools: Programming to Improve Conflict Resolution Practices and Close the Education Gap
[Abstract] Research shows disproportionate rates of suspensions and expulsions for youth of color and youth with special needs. Removing these students from schools at higher rates reinforces the education gap and puts them at a sustained disadvantage academically and socially. This thesis explores...Learn more
Dispute resolution: A review of systems in selected states.
This report discusses findings of a study that investigated the resolution of disputes in the field of special education. Information was collected from ten states (Alabama, California, Illinois, Iowa, Maine, Massachusetts, Minnesota, Virginia, Washington, and Wyoming) on their current dispute...Learn more
District-Initiated Due Process Hearing Decisions Under the IDEA: Frequency and Outcomes
The Individuals with Disabilities Education Act (IDEA) is the primary federa legislation for special education in public schools. Its core obligation for school districts is the provision of a free appropriate public education (FAPE) to eligible students. The primary adjudicative mechanism, which...Learn more
Disturbing Inequities: Exploring the Relationship Between Racial Disparities in Special Education Identification and Discipline
[Abstract] This study used negative binomial regression to investigate whether exposure to novice teachers and risk for identification for special education predicted suspension rates. Data from the 2009-2010 Civil Rights Data Collection (CRDC) was used. The sample was comprised of 72,168 schools...Learn more
Diverse Approaches to Parent Advocacy During Special Education Home–School Interactions: Identification and Use of Cultural and Social Capital
Abstract: "Home–school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service...Learn more
Due Process Hearing and Written State Complaint Activity for COVID-19 Issues: A Six-Month Snapshot
In addition to the alternative forms of dispute resolution under the Individuals with Disabilities Education Act (IDEA), the two decisional avenues are adjudicative and investigative. The adjudicative avenue starts with a due process hearing (DPH) and culminates in court proceedings. The...Learn more
Due Process Hearing Systems Under the IDEA: A State-by-State Survey
The primary mechanism for dispute resolution under IDEA (Individuals with Disabilities Education Act) is a due process hearing. The total number of adjudicated hearings under IDEA has dropped from the high level during the latter part of the 1990s and the early part of the current decade. Yet...Learn more
Due process hearings under the IDEA.
The primary purpose of this article is to track the trend in the number of due process hearings that have been adjudicated (i.e., in which the hearing officer issued a written decision) nationally for the past 15 years. The secondary purpose is to rank order the states by the number of adjudicated...Learn more
Due Process Hearings Under The Individuals With Disabilities Education Act: Justice Delayed...
Abstract: The authors report the average duration of fully adjudicated hearings was much longer than the regulatory timeline, and only 15% of the standard decisions for the six-year period were completed within the 75-day timeline. They note the 75-day benchmark serves as a guideline goal, with the...Learn more
Due process hearings: 2001 update. Quick Turn Around (QTA).
This brief report presents state data from 10 years (1991-2000) on the number of special education due process hearings requested and the number actually held. It notes requirements for designing and conducting due process hearings under both federal (Individuals with Disabilities Education Act)...Learn more
Due process hearings: An update. Final report
This report presents data from all 50 states on due process hearings concerning the education of students with disabilities for the years 1992, 1993, and 1994. Data were gathered from a 1996 survey conducted by the National Association of State Directors of Special Education. This survey updates...Learn more
Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities
As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the...Learn more
Effect of Parent Involvement and Parent Expectations on Postsecondary Outcomes for Individuals Who Are d/Deaf or Hard of Hearing
[Abstract] The purpose of this article is to investigate the potential role of parent involvement and parent expectation in post school outcomes for individuals who are d/Deaf or hard of hearing (DHH). Students who are DHH have lower retention and employment rates than their peers. Recognizing the...Learn more
Effects of Individualized Education Program meeting facilitation on parent and educator relationships
[Dissertation abstract] For a student with a disability to receive special education services, an IEP team composed of education professionals and the student's parents must reach consensus on eligibility, programming, and placement. Conflict, mistrust, and dissatisfaction contributed to the...Learn more
Engaging Parents in the Special Education Transition Process: Perspectives of Parents of Students with Significant Disabilities
[Abstract] This qualitative study examined the perspectives of parents of students with significant disabilities about the Secondary Transition Process. Significant disabilities were defined as students with intellectual disabilities, multiple disabilities, and autism. Federal regulations require...Learn more
Enhancing the collaborative capacity of individualized education programs (IEPs) in Delaware schools
[abstract] This Executive Position Paper explores promising practice recommendations for enhancing the collaborative capacity of individualized education programs (IEPs) in Delaware Schools. Recommendations marry existing literature on collaboration, building capacity through adult training/...Learn more
Evaluating the effectiveness of mediation as an alternative to the due process theory in special education. Final Report, 9/1/86-8/31/87.
This study examined the effectiveness of mediation (in comparison with due process hearings) in resolving disputes between parents of children with disabilities and school districts. Respondents (from 10 states) included 35 parents who had taken part in a mediation procedure only; 29 in a mediation...Learn more