The Erosion of FAPE for Students with LD

Abstract

How schoolsfulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general education peers. Students with learning disabilities (LD) in particular are impacted by these reforms. The notion of their individually‐appropriate education has been slowly eroded as limitations in special education practices and the goals of education reform have been responded to. As special education intentions and practices advance, stakeholders have a responsibility to protect the FAPE of students with LD, to ensure meeting these students’ individualized learning needs.

Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

“…In general, students diagnosed with LDs are estimated to be between 5% and 15% of the population and might fail more often in courses than the general education students [ 3 ]. In Israel, since 1998, and with the recent revision of the Special Education Law (2018) prioritizing inclusion in in mainstream schools for students with special needs, the Ministry of Education has intensively supported the policy of inclusion.…”

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

“…When these teachers are then spread thin with the expectation to support all students, it may end up that students with disabilities are not provided the appropriate education they need to receive meaningful educational benefit (Dewey et al, 2017;see Endrew F. v. Douglas County School District, 2017). Hence, students who have disabilities such as LD may be supported in meeting general education curricular demands but not in their individually appropriate education as called for in the IDEA (Calhoon et al, 2019). The debate D. Fuchs et al (2010) described between those who favor providing supports within or outside of special education systems is unresolved, with the state models indicating both approaches are in practice.…”