In this chapter we consider the Individuals with Disabilities Education Improvement Act’s (IDEA 2004) provision that requires that students’ special education services in their individualized education programs be based on peer-reviewed research (PRR). We begin by reviewing federal legislation (i.e., Educational Sciences Reform Act, 2002, IDEA 2004; No Child Left Behind Act, 2001; Reading Excellence Act, 1998), which influenced the PRR principle and eventually the PRR language in IDEA. Next, we examine the US Department of Education’s interpretation of PRR in IDEA 2004 and review administrative hearings and court cases that have further clarified the PRR requirement. Finally, we make recommendations for teachers and administrators working to meet the PRR requirement when developing intervention plans for students with disabilities.
Yell, M. and Rozalski, M. (2013), "Chapter 7 The Peer-Reviewed Requirement of the IDEA: An Examination of Law and Policy", Cook, B., Tankersley, M. and Landrum, T. (Ed.) Evidence-Based Practices (Advances in Learning and Behavioral Disabilities, Vol. 26), Emerald Group Publishing Limited, Bingley, pp. 149-172. https://doi.org/10.1108/S0735-004X(2013)0000026009Download as .RIS
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