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FAPE is the acronym for a Free and Appropriate Public Education. It is one of the most misunderstood concepts of the Individuals with Disabilities in Education Act (IDEA). And it often causes the greatest conflict between parents and schools. A required component of IDEA, FAPE mandates that school districts provide access to general education and specialized educational services. It also requires that children with disabilities receive support free of charge as is provided to non-disabled students. It also provides access to general education services for children with disabilities by encouraging that support and related services be provided to children in their general education settings as much as possible.

To that end, today, ED’s Office of Special Education and Rehabilitative Services (OSERS) issued guidance to educators and stakeholders on the matter of bullying of students with disabilities. This guidance provides an overview of school districts’ responsibilities to ensure that students with disabilities who are subject to bullying continue to receive free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). Under IDEA, States and school districts are obligated to ensure that students with disabilities receive FAPE in the least restrictive environment (LRE). This guidance explains that any bullying of a student with disabilities which results in the student not receiving meaningful educational benefit is considered a denial of FAPE. Furthermore, this letter notes that certain changes to an educational program of a student with a disability (e.g., placement in a more restricted “protected” setting to avoid bullying behavior) may constitute a denial of FAPE in the LRE.

We all know it takes a village to raise a child and to make sure that child receives a Free Appropriate Public Education (FAPE); the two most important components in making that happen are the parents and the school.  In order to do that, everyone needs to do be responsible for their role in educating that child as well as work together to address all their areas of need.  I know it’s not an easy task to accomplish; however, the student will have a better opportunity to receive FAPE if both parties work together instead of spending their time working against each other.  Here are some tips that might help to achieve a good working relationship between parents and schools.

"My daughter has made little or no progress after years of special education. Her IEPs contain vague subjective goals and objectives. If our case goes to due process, is the school liable for not providing an appropriate education? Or, is this the responsibility of the parent who signed the IEP?"

School can be a stressful environment for the child and a time of vulnerability. Appropriate accommodations and modifications can reduce stress and can assist in achieving and maintaining educational success. As a parent, you are your child's greatest advocate, supporter, and cheerleader. By becoming knowledgeable regarding educational laws as well as services and programs available within your community, you can ensure that your child receives a Free and Appropriate Public Education (FAPE). There are two primary laws that cover your child's rights to a public education: Individuals with Disability Education Improvement Act (IDEA) Section 504 of the Rehabilitation Act of 1973

Children whose parents are active in any of the branches of the military often have a rather non-traditional educational experience. These children transfer schools often and sometimes attend school overseas. Although military children may not be educated in the U.S., they are still entitled to a Free, Appropriate Public Education (FAPE). The information on the Military and Department of Defense page describe various aspects of a military special education education and the unique issues these children face, including frequent transfers in and out of schools with different levels of instructional programming, and the emotional issues that accompany the deployment of family members.

As a teacher, how can I advocate for a third grade student who receives resource support services, but failed to make any progress in reading or math this year? Her parents paid for a daily specialized reading program for three months. She made astounding progress.

We live in a world of shrinking budgets, reduced staff and limited resources for Public Schools. Schools are fighting to survive let alone trying to educate our children. Add in the fact that 13% of the entire student age population has an Individualized Education Program (IEP) and it’s no wonder that Special Education has once again become the scapegoat of the week. While eligibility, services and placement under an IEP are supposed to be based on need, and not money, that is not always the case. So the ability to motivate a School is one of the most important skills a parent can possess. Let’s start by defining what motivating a school in special education means. It means the ability to get the School on your side so that the IEP Team can tailor an IEP that meets your child’s unique needs and provides a Free Appropriate Public Education (FAPE). 

This is the 29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education (FAPE) to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities.