Doctor of Education (Ed.D.)
Brenda T. Williams
The purpose of this policy analysis was to examine the responses of selected states to the special education monitoring requirements of the Individuals with Disabilities Education Act of 2004 (IDEA) with particular attention paid to the years after this most recent reauthorization. This study examined the legislative and litigative history of students with disabilities including the gradually increasing role of the federal government in both general and special education.;The various approaches used by the selected states to monitor special education procedures and student outcomes were identified as well as the procedures used by these states in order to remediate non-compliance issues. Information was reviewed in order to determine the extent that selected states met or failed to meet state indicator targets.;Once the non-compliance issues and due process issues had been associated with their respective priority areas, an analysis was made of the relationship between these two variables. It was determined that a correlation was found to exist between due process proceedings and identified areas of non-compliance. Through the use of qualitative and quantitative research methods, the results obtained from this study indicated that the selected states use similar methods for monitoring special education as well as for remediating non-compliance.
© The Author
Blake, Barbara Richmond, "Continuous Improvement Monitoring: An Analysis of State Special Education Compliance Procedures" (2012). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618508.