A STATEWIDE STUDY OF FAPE AND SCHOOL DISCIPLINE POLICIES

Telephone interviews were conducted with 141 randomly selected special education coordinators, principals, and special and general education teachers to explore their knowledge, experience, and opinions about c ommon practice related to the mandate for a free and appropriate publi c education (FAPE), Individualized Education Programs (IEPs), and scho ol discipline procedures. Qualitative research methods were used to id entify themes common across interviews. Both the IEP documents and pro cess were viewed as too cumbersome and procedural to be used as a ''wo rkable'' plan for intervention, especially for behavioral or social/em otional concerns. Educators reported that they did not always review I EPs to make discipline decisions. Findings are discussed with regard t o FAPE.