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PLEASE READ THIS INTRODUCTION!!
The purpose of this manual is to assist instructors in using the textbook The Law and
Special Education (3rd ed). The manual includes:
• A sample NCATE formatted syllabus
• Suggestions on using cooperative learning groups, an exercise in briefing a case, a
project to have students investigate education law in their own state, and an
Internet scavenger hunt.
• Test questions for each chapter (True or False, Multiple Choice, Short Answer,
and Essay)
• Powerpoint presentations for every chapter.
• Final examination essay questions
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Sample NCATE style syllabus
Course Title:
Course Number:
I. Descriptive Information
A. Catalog description: Analysis of legislation, litigation, and administrative rulings
related to special education. The course will emphasize on the development of legally
sound policies and procedures to ensure an appropriate education for students with
disabilities.
B. Course credit:
C. Prerequisites:
D. Intended audience: Doctoral students in special education, preservice or inservice
teachers, counselors, psychologists, special and regular education administrators, and
related services personnel.
E. Instructor:
Office:
Hours:
Phone Number:
E-mail:
II. Statement of Course Goals and Objectives
A. Goal: To provide students with information about legal issues in special education with
an emphasis on developing legally sound and educationally useful policies and
procedures
B. Objectives: At the completions of this course, students will be able to:
1. Describe federal and state legal systems.
2. Describe the major provisions of the Individuals with Disabilities Education Act (IDEA),
Section 504 of the Rehabilitation Act, the Family Education and Privacy Act, the No
Child left Behind Act of 2001, and other federal and state laws affecting the education of
students with disabilities.
3. Identify and explain the major principles of the IDEA.
4. Identify and explain the major litigation leading to the passage of the IDEA.
III.
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Required Texts & Readings
Yell, M. L. (2012). The Law and Special Education (3rd ed.). Upper Saddle River, NJ:
Merrill/Pearson Education.
IV. Academic Course Requirements
A. Successful Completion of Daily Tests (100 pts.). At the beginning of each class period
an examination covering the days assigned readings and the previous weeks lectures will
be given. Tests will be in a true & false, multiple choice, short answer, and short essay
B. Mid-Term Examination (100 points). The midterm test will cover readings and lectures
from the first half of the course. Students will take this test individually.
C. Final Examination (100 points). A final test will be given during the last class meeting.
The test will involve short essays and applications covering key concepts taught in the
course.
D. Successful Completion of a Scholarly Paper (100 pts.). Doctoral students will be
required to write a scholarly paper on some aspect of special education law. The paper,
which will be between 15 and 20 pages, can be on any topic in special education law or a
E. Briefing Cases (100 pts.). Students will brief ten cases dealing with special education.
A form for briefing cases is attached to this syllabus.
F. Class Participation (50 points). A case will be assigned for briefing and discussing
during each class period. The case will be discussed in class during the following week.
G. Extra Credit. Students will receive 5 extra credit points for membership in the Council
for Exceptional Children or similar professional organization.
V. Administrative Course Requirements
A. Attendance: Students are expected to attend all class meetings. If you are unable to
attend a class prior arrangements must be made with the instructor.
B. Class participation: Students are encouraged and expected to participate in class
discussions.
C. Class Meetings:
VI.
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Evaluation and Grading
A. Grades: Grades will be based on the successful completion of all course requirements.
Grades will be assigned in accordance with the following percentile values: A–90%;
B–80%; C–70%
VII. Major Topics of the Course
• The American Legal System
• Legal Research (law library and the internet)
• History of special education law
VIII. Mode of Instruction
Lecture–50%
Class discussion–25%
Cooperative learning groups–25%
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Cooperative Learning Groups for Analyzing Cases or Articles
Three cooperative learning strategies for deriving the maximum benefit from the case
briefing exercise are Jigsaw, Jigsaw II, and Response Groups. Combining the first two of these
strategies, original Jigsaw or Jigsaw II, and the third strategy, Response Groups, have proven to
be very effective in class trials.
Jigsaw (Aronson, Blaney, Stephan, Sikes, & Snapp 1979).
To do the original Jigsaw with the case briefing exercise, choose a case reading or article
and divide it into three or four sections (depending on the size of the groups that you want).
Each student in a group would get a different section to read. For example; in group A there are
Following a period of time in which the students read the case and take notes, students
will meet with students in other groups who have the same reading (these groups should not be
too large). These are called expert groups and their goal will be to prepare a lesson on their
Jigsaw II (Slavin, 1985).
Jigsaw II is similar to the original Jigsaw except that all students in a group read the
entire case. Instead of a section of the case, each student is given an expert group assignment.
These are four or five questions that the student is to key in on in reading the case. Usually these
questions are written in such a manner that the students must draw on the entire case to come up
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Response Groups (Bower, Lobdell, Swenson, 1994).
A third strategy that can be used in conjunction with either the original Jigsaw or Jigsaw
II is Response Groups. In using response groups, first teach the basic facts in a case in a manner
you chose (lecture or either of the two Jigsaw strategies). Assign students to groups of three or
four. The groups would be given several issues to discuss. The issues should be stated in the
The original Jigsaw and Jigsaw II are excellent cooperative group strategies for
presenting the basic facts. Response groups are excellent in that the procedure leads to
discussion and argument of those basic facts.
References
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Internet Scavenger Hunt
The purpose of the Internet scavenger hunt is to have students locate legal information on
the Internet. A few examples are listed below:
1. Find the following blog: Special Education Law Blog by Charles P. Fox.
2. Using the Wrightslaw website find the blog The Wrightslaw Way.
3. Go to the U.S. Department of Education website and find the website “Building the Legacy:
IDEA 2004.”
4. Enter the Part B section of the website and under News” click on the link “this publication”
that was released on June 2010.
5. From the Part B section of the Building the Legacy website click on the “Presentations”
under the section titled “Check These Out.”
6. Go to the Cornucopia of Disability Information website. (Use Goggle to find the new URL,
the one in the text is no good). Go to CODI Directory & click on “College.”
7. Go to the link titled “CODI Archives” (Center of the page). Click on the link “College
8. Find the website of the National Center on Response to Intervention. Click on “Events” and
select “Webinars.”
9. From this event download the “Webinar Powerpoint.” Answer the following question based
on the fourth slide of the Powerpoint.
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Case Briefing Exercise
The purpose of this exercise is to teach students how to analyze a case. Assign students a
case to read and brief either individually or in a group. When they have completed reading the
case, have them answer the following questions. Additionally students can pose further
questions that have yet to be answered. Students can the report on the case to the rest of the
class.
1. Facts: Explain the essential facts of the case. Tell the story of the case.
2. Decision in administrative hearings and the lower courts: State the decision in administrative
hearings and in the lower court(s).
3. Rationale: This is a very important part of the case brief. You must explain the gist of the
court ruling, (i.e., why the court arrived at its holding).
4. Holding: The ruling of the court.
5. Scope of the holding: Identify the jurisdiction of the court and the population addressed by
the court.
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Investigating Education Law in Your State
State Law Projects
As mentioned in chapter 1, education is primarily a matter left to the states. To gain a
thorough knowledge of special education law and education law, therefore, students should
investigate their state’s laws, regulations, rules, and guidelines that implement the Individuals
with Disabilities Education Act, No Child Left Behind, and other education-related matters. This
information can be found on websites of state departments of education and state law and
regulation sections in law libraries. Having students investigate laws in your state, complete
projects, and report to class is an important way for students to gain a complete understanding of
education law.
For example, students could locate information, write a report, and make a presentation to
the class on the following subjects regarding their state’s education law:
Special Education
• The state’s special education law.
• The state’s definition of Free Appropriate Public Education.
• State requirements regarding the Individualized Education Programs.
• State guidelines for disciplining students with disabilities.
• State policies for assessing students with disabilities on statewide assessments.
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General Education
• The state’s academic content standards.
• The state’s student proficiency standards in reading, math, and other areas.
• The state’s method for assessing student proficiency.
• Additional measures assessed by the state that are not required by NCLB (e.g., social
studies).