It is the purpose of this report to examine procedural safeguards beginning with the initial parent-school communication and continuing through notification, evaluation, programming, to the due process hearing in order to determine which factors at which points in the process result in more adversarial interactions. This examination was done through review of the literature and interviews. An attempt was made to select interviewees who could respond from different perspectives. The following types of people were interviewed: state education agency personnel, local special education directors, advocacy groups, parent information and training groups, hearing and complaint officers. Individuals and groups from both urban and rural settings from different regions in the country were interviewed. (Abstract from Author)
Source
University of North Carolina at Chapel Hill