Department of Communication Sciences and Special Education, University of Georgia, 517 Aderhold Hall, Athens, GA, USA.
Emeritus Professor of Education Law, College of Education, Lehigh University, Bethlehem, PA, USA.
Ann Dyslexia. 2021 Oct;71(3):483-500. doi: 10.1007/s11881-021-00230-4. Epub 2021 May 5.
The Individuals with Disabilities Education Act grants dissatisfied parents of students with disabilities the right to pursue legal remedies. In 2007, Rose and Zirkel found that parents of students with reading disabilities seeking Orton-Gillingham (OG) instruction under the IDEA's central obligation for a free appropriate public education (FAPE) were largely unsuccessful in their complaints. Since that review, various factors had the potential to influence the frequency and outcomes of OG-related case law-namely, the peer-reviewed research requirement of the IDEA and growing awareness of the need for specialized reading instruction. Our updated analysis of OG-related case law revealed an increase in the number of cases but similar district-favored outcomes identified by Rose and Zirkel. In particular, the relaxed substantive FAPE standard and deference to local and state authorities diminished the likelihood of parents prevailing in their requests. Implications for parents, school district personnel, special education professionals, and education researchers are presented.
《残疾人教育法案》赋予了对残疾学生教育不满意的家长寻求法律救济的权利。2007 年，Rose 和 Zirkel 发现，根据《残疾人教育法案》为提供免费适当公共教育（FAPE）所规定的核心义务，寻求 Orton-Gillingham（OG）教学的阅读障碍学生的家长，在他们的投诉中大多没有成功。自那次审查以来，各种因素有可能影响 OG 相关判例法的频率和结果，即《 IDEA》的同行评审研究要求以及对特殊阅读教学需求的认识不断提高。我们对 OG 相关判例法的更新分析显示，案件数量有所增加，但 Rose 和 Zirkel 确定的地区有利结果仍然相似。特别是，宽松的实质性 FAPE 标准和对地方和州当局的尊重，降低了家长在请求中获胜的可能性。为家长、学区人员、特殊教育专业人员和教育研究人员提出了相关建议。
