shared meaning of FAPE : reconciling parent and school district perspectives toward policy

The federal Individuals with Disabilities Education Act (IDEA) entitles students with a disability to a free appropriate public education (FAPE). The FAPE entitlement is broadly defined in IDEA and the word ‘appropriate’ in the acronym is not defined in the law. Any existing standards, understandings, and meanings of FAPE are defined primarily by litigation and judicial decisions. The research literature specifically around a meaning of ‘appropriate’ and a shared meaning of FAPE is non-existent. The lack of a shared meaning of FAPE throughout the special education system creates the opportunity for poor student programming and the potential to instigate conflict. This study uses a constructivist grounded theory approach to answer research questions about: The foundational components of FAPE that contribute to positive educational outcomes for students with disabilities enrolled in public schools; the relationship of the individualized education program to the basic components of FAPE as it relates to appropriateness and its positive impact on student educational outcomes; and, the points of convergence and divergence between parents and school district personnel around the meaning of ‘appropriate.’ The study proposes that the place to find any existing shared meaning of FAPE, and build on that shared meaning, is in the dynamic between parents and school district personnel currently involved with the public school special education system on a day to day basis. With data collected through mixed methods, semi-structured interviews and survey, the research compares parent and school district personnel perspectives on FAPE and concludes that a foundation exists for the construction in context of a shared meaning of FAPE. Points of convergence around a shared meaning of FAPE include student success, individualization, placement, and engagement with general education and non-disabled peers. The study includes recommendations for policy improvements intended to directly impact FAPE for students with disabilities.