Showing posts with label dispute resolution. Show all posts
Showing posts with label dispute resolution. Show all posts

Wednesday, June 22, 2011

Why Attorneys are Helpful (sometimes!)

I recently discovered a study that analyzed outcomes in due process hearings in Illinois, and whether or not outcomes were correlated with the parent having an attorney (the school board always has an attorney).

Dr. Melanie Archer looked at approximately 350 due process hearings in Illinois between 1997-2002.  The first thing to note is the relatively low rate of due process hearings compared to the overall number of children receiving special education services (about 300,000) - that's less than 0.2%.  So the next time a school district attorney complains about how special education is the "next big litigation explosion", take it with a grain of salt.

And then there's the question of outcomes - who wins?  Not the parents!  Parents lose 70% of the time. Twenty hearing officers made between 4 and 28 decisions during this time, with some officers never finding in favor of parents.

Friday, June 3, 2011

The Medical Malpractice Analogy, or, a Question of Trust

I recently heard a presentation about the importance of trust in the school district-parent relationship, especially when it involves a child receiving special education services.  Parents of kids with special needs are relying on the school to provide the services set forth in the child's IEP, and to provide their child with FAPE (a fair and appropriate public education).  If the system breaks down - the child isn't receiving the specified type, or amount, of services; the school isn't implementing the specified accommodations or behavior plan; the child is being "taught" by an unskilled aide in a trailer on the edge of campus (no really) - then that trust between the school and the parent is destroyed.  Even if the situation is resolved through an IEP meeting, or mediation or other dispute resolution process, how can the parents trust the school again?

The dynamic has permanently changed.  This particular parent, who may have been easygoing before, is going to be more demanding, more insistent on record keeping, and less trustful.  How can the school rebuild the trust?