Opinion ID: 1161864
Heading Depth: 1
Heading Rank: 6

Heading: Free Appropriate Public Education

Text: The EHA requires that in order to qualify for funds under the act a state must demonstrate that it has in effect `a policy that assures all handicapped children the right to a free appropriate public education.' 20 U.S.C. § 1412(1). Association for Retarded Citizens in Colorado v. Frazier, 517 F. Supp. 105, 108 (D.Colo. 1981). [8] Title 20 U.S.C. § 1401(a)(18) (1982 ed. & Supp. IV 1986) defines a free appropriate public education as special education and related services which (A) have been provided at public expense, under public supervision and direction, and without charge, (B) meet the standards of the State educational agency, (C) include an appropriate preschool, elementary, or secondary school education in the State involved, and (D) are provided in conformity with the individualized education program required under section 1414(a)(5) of this title. The term free appropriate public education (the institutionalists and many law journal writers use the acronym FAPE) acquires substance under 20 U.S.C. §§ 1400, et seq. (1976 ed. & Supp. IV 1986) through the utilization of the Individualized Education Program (IEP). [9] An IEP is defined as a written statement for each handicapped child developed in any meeting by a representative of the local educational agency or an intermediate educational unit who shall be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of handicapped children, the teacher, the parents or guardian of such child, and, whenever appropriate, such child, which statement shall include (A) a statement of the present levels of educational performance of such child, (B) a statement of annual goals, including short-term instructional objectives, (C) a statement of the specific educational services to be provided to such child, and the extent to which such child will be able to participate in regular educational programs, (D) the projected date for initiation and anticipated duration of such services, and (E) appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether instructional objectives are being achieved. 20 U.S.C. § 1401(a)(19) (1982 ed. & Supp. IV 1986). To further insure compliance with the IEP mechanism, 20 U.S.C. § 1414(a)(5) (1982 ed. & Supp. IV 1986) requires that local educational agencies review and, if necessary, revise each handicapped child's IEP annually. The prerequisites of a free appropriate public education must be compatible with the precepts of the state educational agency. 20 U.S.C. § 1401(a)(18)(B) (1982 ed. & Supp. IV 1986). Nevertheless, the practices and programs the state educational agency must generate are defined by the EHA. 20 U.S.C. § 1412(2) (1982 ed. & Supp. IV 1986). Among those practices and programs are: (1) an intent to provide full educational opportunity to all handicapped children, 20 U.S.C. § 1412(2)(A) (1982 ed. & Supp. IV 1986); (2) within an established age limit, 20 U.S.C. § 1412(2)(B) (1982 ed. & Supp. IV 1986); and (3) a system which is devised to recognize handicapped children and the limit to which each child may or may not be obtaining relevant special education and associated services, 20 U.S.C. § 1412(2)(C) (1982 ed. & Supp. IV 1986). See also Comment, supra, XIX Land & Water L.Rev. at 228. Now Chief Justice Rehnquist, writing for a majority of the court in Rowley, 458 U.S. at 200, 102 S.Ct. at 3048, expressly rejected the lower court's finding that the Act requires New York to maximize the potential of each handicapped child commensurate with the opportunity provided non handicapped children. The court then went on to hold that as defined in the EHA, a free appropriate public education consists of educational instruction specially designed to meet the unique needs of the handicapped child, supported by such services as are necessary to permit the child to benefit from the instruction. Almost as a checklist for adequacy under the Act, the definition also requires that such instruction and services be provided at public expense and under public supervision, meet the State's educational standards, approximate the grade levels used in the State's regular education, and comport with the child's IEP. Thus, if personalized instruction is being provided with sufficient supportive services to permit the child to benefit from the instruction, and the other items on the definitional checklist are satisfied, then the child is receiving a free appropriate public education as defined by the Act. [Emphasis added.] Id. at 188-89, 102 S.Ct. at 3041-42. The United States Supreme Court, in its view of the EHA, recognizes certain factors, outside the facts of Rowley, that may have influenced the decision. One consideration involved is the long-standing philosophy that education should be left to state control, within constitutional limitations. This conforms to the current trend of minimizing federal involvement in affairs with local disposition. This concern was manifested by limiting review of state and local educational decisions, and is evidenced by the court's reference to San Antonio Independent School Dist. v. Rodriguez, 411 U.S. 1, 42, 93 S.Ct. 1278, 1301, 36 L.Ed.2d 16, reh'g denied 411 U.S. 959, 93 S.Ct. 1919, 36 L.Ed.2d 418 (1973). The emphasis on procedural rights rather than substantive attributes for the individual is clearly defined in majority and dissent. Note, Education  Handicapped Children  The Education for All Handicapped Children Act Entitles Handicapped Children to Individually, Beneficially, Designed Education Program; Reviewing Court to Determine Reasonableness of Program Formulation and Procedural Compliance with Act, 13 Seton Hall L.Rev. 575 (1983). See also Note, Education  Board of Education v. Rowley: The Supreme Court Takes a Conservative Approach to the Education of Handicapped Children, 61 N.C.L.Rev. 881 (1983).