An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism

Abstract

Developing appropriate programs for students with autism has been an increasingly complex task for parents, schools, and other stakeholders. Parents of students with autism have challenged the appropriateness of proposed school district programs, and these disputes represent the fastest growing and most expensive area of litigation in special education. In this article, 68 hearings and cases were reviewed. The article discusses the outcomes of administrative and judicial decisions related to appropriate programs for children with autism. Three primary factors were identified: Individualized education program (IEP) goals must be matched to evaluation data, IEP team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving identified IEP goals. Implications for school teams are discussed.

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