Overview
Assignment 3: Applied Legal Policy Project (200 points)
Purpose: Apply legal knowledge to real or hypothetical policy analysis; How do the Rowley/Endrew substantive prong and the “in conformity with” rational in Van Duyn support IDEA’s FAPE mission and what are the practical implications of each.
Description: This capstone project invites students to investigate the gaps between law, practice, and expectations affecting students with disabilities, their families and their school district since Rowley.
Directions: Students will (without identifying information) share the facts surrounding two ongoing IEP team disputes with families in which a student’s right to a FAPE was at issue (including implementation issues) and then:
- Explore the allegations of both the families and the school? What were their respective responses. Frame each from a legal perspective not from an educational perspective. What is the difference and why does that matter?
- Has the issue been resolved? If so, does the resolution further your understanding of how the law works? Explain. If the issue is not resolved, based on your understanding of the Rowley/Endrew/Van Duyn case law how do you think the issue should be resolved from a legal perspective and why?
- Next, Analyze the practical policy implications for local school district policies that arise out of the legal holdings and rationales expressed in Rowley/Endrew and Van Duyn?
- Develop a policy recommendation(s) to assist the parties in addressing future conflict. Share reflections for future practical implementation.