The Center for Appropriate Dispute Resolution in Special Education

Supporting the prevention and resolution of disputes through partnership and collaboration

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Literature Articles

This searchable database contains bibliographic information for literature (research-based and policy/practice) relating to dispute resolution in special education.

CADRE is interested in identifying additional articles and publications to include in this database. If you are aware of other such resources, please send an email to cadre@directionservice.org with as much information as possible about the resource (e.g., title, author, source, date), and include a copy of the publication or a URL link, if available. Interested in emerging research and knowledge gaps in IDEA dispute resolution?

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Practice-related (37) Apply Practice-related filter
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Due process hearing (117) Apply Due process hearing filter
Early Dispute Resolution (16) Apply Early Dispute Resolution filter
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Written state complaint (23) Apply Written state complaint filter

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Special Education/IDEA (188) Apply Special Education/IDEA filter
General ADR/Non-IDEA (39) Apply General ADR/Non-IDEA filter
Dissertations (35) Apply Dissertations filter

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Costs/expenses (31) Apply Costs/expenses filter
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Parents/family (189) Apply Parents/family filter
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IEP/IFSP (86) Apply IEP/IFSP filter
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Why Does Collaboration Work? Linking Positive Psychology and Collaboration

This article explores connections between positive psychology, an area of recent attention across disciplines, and the attitudes and behaviors that mark collaborative relationships. Excerpts: "Fredrickson's Broaden-and-Build theory provides a compelling explanation for the promise of collaboration...Learn more

With Parents at the Table: Creating Supports for Children with Disabilities in General Education Classrooms

The focus of this study was a parent-teacher collaborative teaming model in which knowledge and practice of designing and implementing supports was based on a dynamic and creative interaction of people committed to the inclusion of a child with disabilities in a general education setting. The...Learn more

Working With American Indian Students and Families: Disabilities, Issues, and Interventions

[Abstract] Although most American Indian students are educated in the public school system, there is limited literature regarding (a) how general and special educators can effectively meet the unique educational needs of these students or (b) what strategies educators can use while working with...Learn more

Working with families of at-risk and special needs students: A systems change model.

Presents a systems change model for school professionals who work with students who are at-risk or have special needs. Model of communication for use by educators and parents to aid their children. Provides procedures on how to lessen the problems encountered in applying the model such as attitudes...Learn more

Your Kids Have Grown This Summer? Has Their IEP Grown with Them? Steps for Updating Your Child's Individualized Education Plan

The author, a parent of a special needs child, advises parents on monitoring and updating IEPs. She recommends four steps: Read it, Flag new developments, Keep your ear to the ground, and Stay on it. She concludes by counseling, "no matter where your team stands on the issues, try to be as...Learn more

“Appropriate” Decisions Under the Individuals with Disabilities Education Act

This article offers analysis and recommendations concerning impartial hearing officers' (IHOs) decisions under IDEA, specifically in FAPE cases. [Excerpt from introduction] "The article consists of three successive parts. The first part provides observations and recommendations concerning the...Learn more

The CADRE Continuum

The CADRE Continuum offers a searchable database of dispute resolution practices in special education.

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576 Olive St, Suite 300
Eugene, OR 97401 USA
cadre@directionservice.org
General phone: (541) 359-4210
Fax: (458) 215-4957

Funded by the
U.S. Office of Special
Education Programs

This website was developed by CADRE, a project of Direction Service pursuant to Cooperative Agreement CFDA H326X180001 with the Office of Special Education Programs, United States Department of Education, Carmen M. Sánchez, Project Officer. The opinions expressed and materials contained herein do not necessarily reflect the position or policy of the United States Department of Education and you should not assume endorsement by the Federal Government.