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Even though special education law is covered in most teacher and administrative certification programs, it is an area that is continually evolving. The results of the 2017 U.S. Supreme Court case "Endrew F. v. Douglas County School District" will have a lasting impact on the future of special education guidelines; the outcomes of this case will also have implications on best practice for students with disabilities. The findings of this case, along with other recent court findings, will be used as a framework to help both teachers and administrators prevent similar situations in their own districts. Specific approaches and strategies will be discussed and detailed resources are provided to help readers remain current with future trends in special education law.

Individualized education programs are considered the cornerstone of the Individuals With Disabilities Education Act and serve as the means to determine whether qualified students with disabilities receive a Free Appropriate Public Education. This article aims to examine a recent circuit court ruling regarding the applicability of retrospective testimony to determine the appropriateness of an individualized education program and to discuss implications for practice. The authors first review case law and provide a summary of the court's rationale. They subsequently discuss implications for practice.

Children with disabilities are at increased risk of health risk factors including obesity, often because of low levels of physical activity and limited participation in sports. However, organized adaptive sports programs are increasingly available for individuals with disabilities. This article provides recommendations for establishing successful adaptive baseball and soccer leagues for children and youth with disabilities in schools and other community-based recreational facilities. In addition, the authors describe lessons learned from 8 years of experience with a university-community partnership in baseball and soccer for individuals with disabilities.

Two federal laws have been extremely important in providing rules and regulations to guide the educational placement of students with disabilities. The Individuals With Disabilities Education Act (IDEA) created a detailed set of guidelines to ensure an appropriate education in the least restrictive setting for students who are eligible for special education programs. Section 504 of the Rehabilitation Act of 1973 also addressed the placement of students with disabilities (Rehabilitation Act. 1973). These laws provide guidance in determining the appropriate placement of students: nevertheless, what constitutes an appropriate placement for an individual student has often proven to be a very difficult issue for school districts. The purpose of this article is to clarify some of the confusion and controversy surrounding the placement of students with disabilities by examining its basis in the IDEA and Section 504, and subsequent legal interpretations by the U.S. Department of Education and in courts across the United States. Based on these considerations, the authors propose recommendations to assist school officials to meet the placement requirements of IDEA and Section 504 in a legally correct and educationally appropriate manner. (Contains 1 table and 1 figure.)

Fifty-eight special education teacher preparation programs participated in this study which examined: (1) existing practices, policies, and levels of satisfaction about special education teacher program assessment activities and (2) methods used to assess student learning outcomes and faculty effectiveness. Internal and external program and faculty assessment activities were reported. Student evaluation was usually by traditional measures. (Contains references.) (DB)

This article reviews and analyzes the functional behavioral assessment (FBA) requirements of the Individuals with Disabilities Education Act (IDEA) of 1997 and its regulations. It explores school district obligations under the law, including the need for training faculty to conduct FBAs, adhere to the procedures of IDEA, and provide quality programs. (Contains references.) (CR)

This article first reviews the primary requirements of the Americans with Disabilities Act (ADA), then examines four recent U.S. Supreme Court cases that helped clarify who is entitled to its protection. The cases are Murphy vs. United Parcel Services, Inc.; Albertsons, Inc. vs. Kirkingburg (1999); Olmstead, Georgia Department of Human Resources vs. L.C. (1999); and Board of Trustees vs. Garrett (2001). (DB)

This article examines the issue of student-on-student sexual harassment in legislation and litigation to determine the effects of the law on school districts. School districts are urged to fashion a student-on-student sexual harassment policy, provide inservice training, investigate complaints of harassment, and take action to resolve sexual harassment complaints. (Contains five references.) (CR)

In 1999 the Supreme Court reaffirmed the responsibility of school districts to provide all necessary health services to students with disabilities as long as those services do not have to be provided by a physician. Analysis focuses on related rulings, facts of the case, related services under the Individuals with Disabilities Education Act, and District/Circuit Court decisions. (DB)

Presents information on the case, Davis versus Monroe County School Board, which deals with sexual harassment, filed in the United States Supreme Court. Provisions of the Education Amendments of 1972; Court's ruling on the case; Implications of the decision.