Parental dissatisfaction with special education services is a national problem. This article presents two districts that have undergone systemwide changes to decrease the dissatisfaction of families who have children with disabilities. Using qualitative inquiry, the authors analyzed documents and observed and interviewed 24 informants about the system problems and changes. Data analysis revealed three themes within the systems problems category: (a) lack of leadership, (b) not keeping up with the law, and (c) parents excluded. Systemwide changes were organized into seven themes: (a) new leadership, (b) partnerships, (c) creative use of resources, (d) updated educational practices, (e) relationship building, ( f) teacher and parent support, and (g) alternative dispute resolution. Findings revealed effective leaders who focused on all levels of the system.

In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.

Due process is a key dispute resolution feature approved by Congress in accordance with the Individuals With Disabilities Education Act, whose goal is to facilitate resolution and minimize conflict. Nonetheless, despite 35 years of use, due process has become a difficult emotional and financial problem. Consequently, there is a need to evaluate due process and develop less adversarial resolution practices. The goal of the study herein is to place in perspective a descriptive analysis of 575 due process hearings that occurred in 41 states in 2005 to 2006 by analyzing the petitioner, disability, dispute, and outcome including hearings of specific learning disabilities (26%), autism (20%), and health impairments (15%). The most common sources of dispute were placement (25%) and Individualized Education Program and program appropriateness (24%). Parents initiated 85% of the hearings, but school districts prevailed in 59%. Interestingly, the majority of states lacked easy retrieval and consistency with reporting their own published hearings.

This article examines findings from a national survey of a sample of special educators who serve students with moderate to severe disabilities who are English language learners (ELLs). The survey requested information related to respondent assessment and instructional practices, second language resource availability, satisfaction, and language decision procedures for ELL students. Results indicated many of the respondents assessed and instructed their students in English, lacked ELL training, experienced resource shortages, and did not include parents in the language of instruction decision. Additional findings revealed that teacher satisfaction was predicted by the availability of second language resources, and the administration appeared to have a significant influence on the inclusion/exclusion of parents in the language decision process. The implications of these findings are presented.

Due process is a key dispute resolution feature approved by Congress in accordance with the Individuals With Disabilities Education Act, whose goal is to facilitate resolution and minimize conflict. Nonetheless, despite 35 years of use, due process has become a difficult emotional and financial problem. Consequently, there is a need to evaluate due process and develop less adversarial resolution practices. The goal of the study herein is to place in perspective a descriptive analysis of 575 due process hearings that occurred in 41 states in 2005 to 2006 by analyzing the petitioner, disability, dispute, and outcome including hearings of specific learning disabilities (26%), autism (20%), and health impairments (15%). The most common sources of dispute were placement (25%) and Individualized Education Program and program appropriateness (24%). Parents initiated 85% of the hearings, but school districts prevailed in 59%. Interestingly, the majority of states lacked easy retrieval and consistency with reporting their own published hearings.