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Given that parental participation is such a critical feature of IDEA (20 U.S.C. § 1400[c][5][B]), the question of who is a parent often presents a challenge. Specifically, with regard to educational decisions, states may include more options under the definition of a parent than those provided in the Individuals with Disabilities Education Act (IDEA). Navigating the process in involving parents, particularly who has authority to make educational decisions on behalf of a child with a disability in light of multiple definitions and complicated court-sanctioned custody decisions, may present complex challenges for schools. It is abundantly clear through legislative provisions and related hearings that parents play a critical role in ensuring that a child with a disability is not denied free appropriate public education (FAPE). The brief review of hearing decisions presented in this article points to the necessity to examine carefully who is the designated parent to make educational decisions--or whether both can. This examination, however, involves IDEA provisions, family court decisions, and relevant state laws.

Juvenile delinquency in the United States has been a persistent concern for decades. Consequently, because more juveniles have been referred to juvenile court and the arrest rate of preteen offenders has increased to almost three times that of older youth, the persistent and often controversial issue of the capacity of juvenile offenders to waive their rights (Miranda rights) and stand trial is particularly important. This article provides a brief overview of the psychological, legal, and educational issues relating to juveniles' understanding of their Miranda rights, with a particular focus on juveniles with disabilities. (Contains 2 tables.)

Parental participation is a crucial component of the Individuals with Disabilities Education Act. When developing students’ Individualized Education Programs (IEPs), school-based teams must place a high priority on involving students’ parents in a collaborative effort to develop their children’s educational programs and determine their placements. In this article, we examine Doug C. v. Hawaii Department of Education, a case in which the U.S. Court of Appeals for the Ninth Circuit reaffirmed the central role of parents in the IEP decision-making process. This column outlines the facts of this case and discusses implications of this decision for school district personnel and IEP team members. [ABSTRACT FROM AUTHOR]

• Participation in sports and extracurricular activities can be an important part of school life for students. • Unfortunately, students with disabilities have often been denied an opportunity to participate in sports and other extracurricular activities in schools. • On January 25, 2013, the Office of Civil Rights in the U.S. Department of Education issued a "Dear Colleague" letter that addressed school districts obligations under Section 504 regarding the participation of students with disabilities in extracurricular activities. • The purpose of the Dear Colleague letter was to clarify that Section 504 of the Rehabilitation Act of 1973 requires that students with disabilities be provided with equal access to extracurricular athletic activities. • A Dear Colleague letter fromthe Department of Education serves as a reminder to school district officials about their obligations under the law, in this instance Section 504, and reinforces Department of Education priorities. • Because special education administrators often assume responsibility for implementing and enforcing Section 504 in their school districts, it is important that they understand the guidance provided in this document. [ABSTRACT FROM AUTHOR]

Interventions based on the results of functional behavioral assessment (FBA) have been the topic of extensive research and, in certain cases, mandated for students with disabilities under the Individuals With Disabilities Education Act. There exist a wide variety of methods for conducting such assessments, with little consensus in the field. The purpose of this study was to conduct a review and meta-analysis of single-case design studies focusing on interventions based on the assessment of contextual variables (i.e., circumstances that form the setting for the behaviors). Results indicated that although most studies demonstrated positive effects that were corroborated by a variety of effect size measures, few met the majority of evidence-based quality indicators. Implications for future research are provided. [ABSTRACT FROM PUBLISHER]

The article discusses the informed consent and functional behavioral assessment (FBA) for schools in the U.S. that have misbehaving students. It states that FBA's must be conducted at a time a student is placed in an interim alternative educational setting for violations. It mentions that the FBA can be conducted in a proactive manner.