This Article examines the individualized education program (IEP) requirement of the Individuals with Disabilities Education Act (IDEA) and presents a method for improving the education of students with disabilities in urban settings by appropriately developing IEPs. Part I considers the unique problems facing special educations in urban school districts. Part II presents an overview of the IDEA and its requirement that school districts provide students with a free appropriate public education (FAPE). Part III examines the components of an IEP and the process for developing students’ IEPs—the key vehicle for providing a FAPE. Part IV outlines a process for developing educationally meaningful and legally sound IEPs for students with disabilities. Finally, Part V discusses the important issues in professional development for ensuring that urban school district personnel understand their responsibilities in crafting IEPs.
Mitchell L. Yell, Terrye Conroy, Antonis Katsiyannis, and Tim Conroy,
Individualized Education Programs (IEPS) and Special Education Programming for Students with Disabilities in Urban Schools,
41 Fordham Urb. L.J. 669
Available at: http://ir.lawnet.fordham.edu/ulj/vol41/iss2/7