Being well versed in special education laws and guidelines related to the Individuals with Disabilities Education Act (IDEA) is essential for a school leader. It is imperative that students with disabilities receive an appropriate education and that all teachers adhere to each child’s Individual Education Program (IEP) and behavioral plans.

Part 1: Case Analysis 

Using the “Case Analysis Template,” with your group, address each step of the decision‐making model to render a decision for Case 38.

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CLC – Case 38 Analysis Template

Part 1: Case Analysis

1. Brief summary of the case:

2. Identify the issues to be resolved:

3. Stakeholders involved in the issues:

4. Background information on requirements of the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 as they relate to free and appropriate public education:

5. Additional information needed to make decisions:

6. Community resources (5-8) that can be used by school personnel and families in meeting the needs of students with exceptionalities:

7. Possible solutions to the issues:

8. One solution recommended by the CLC for students with




Read “IEP vs 504,” located on the School Psychologist Files website.



Read “Understanding 504 Plans,” located on the Understood website.



Read “What Is and Isn’t Covered Under FAPE,” by Lee, located on the Understood website.



Review the IDEA website.



Read “10 Ways to be an Effective Advocate for Your Child,” located on the Understood website.


Read “Knowing Your Child’s Rights,” located on the LD Online website.




Case Study 38:

Miguel Hernandez moved to Dover with his parents. He was on the high school football team. Miguel was the most talented quarterback in the state. He was the starting quarterback as a sophomore. On the evening of a game, the stadium was filled to capacity. Near the end of the fourth quarter, Nottingham was behind 21 to 17. On a third down, Miguel passed the football to a wide receiver, who scored a touchdown. As the ball left Miguel’s hand, a defensive lineman tackled him to the ground. Miguel lay motionless. He was transported to the hospital where doctors determined that he had a spinal injury that left him paralyzed from the waist down. He was unable to walk and had months of rehabilitation but kept up with his studies. When doctors agreed that he was ready to return to Nottingham High, Mr. and Mrs. Hernandez made an appointment with the high school councilor Ms. Gusman. Mrs. Hernandez told Ms. Gusman that Miguel would be returning to school in a wheelchair, and would be needing wheelchair accessible classrooms. Ms. Gusman assured Mr. and Mrs. Hernandez that everything would be just fine for him to return to his normal courses. Two weeks later, Miguel returned to school. During first-period, there was an assembly in his honor. Following the assembly, Ms. Gusman requested a meeting with Miguel. She informed him that his schedule had been changed, and he would no longer be enrolled in biology because the classroom was not wheelchair accessible. Instead, Miguel would be enrolled in another science class that would satisfy his science requirement for graduation but would not qualify him for a college preparatory class. The following day, Mrs. Hernandez contacted the principal’s office to schedule an appointment. The administrative assistant mentioned that she seemed upset. At the meeting, Mrs. Hernandez asked why Miguel had been denied access to his biology class and why she and her husband had not been informed. She demanded Miguel be reinstated immediately in the biology class. She said that Miguel planned on attending college following graduation and that he needed to remain in biology because it was a required course for a university that Miguel wanted to attend. Before the meeting with Mrs. Hernandez ended, Mr. Hernandez arrived with an attorney, Howard Kerri. He asked if they were aware of Section 504 of the Rehabilitation Act of 1973 and if they understand the implications of denying his client access to a classroom. His client has the right to a free and appropriate public education. He needs specific services, and these include access to the biology class and anything else we deem necessary to ensure that Miguel’s rights are protected.



Part 2: Rationale

With your group, support the case analysis with a 750-word rationale explaining the decisions you made and how those decisions:

· Support the school’s vision and mission and safeguard the values of democracy, equity, and diversity.

· Promote social justice and ensure that individual student needs inform all aspects of schooling.

· Promote collaboration, trust, learning, and high expectations.

Cite the case and any other source documents as appropriate.

Part 3: Professional Development

Create a 10‐12 slide digital presentation for school faculty and staff on the requirements of IDEA and Section 504 of the Rehabilitation Act of 1973 as they relate to free and appropriate public education.

Use your case study analysis as an example within your presentation. Include a title slide, reference slide, and presenter’s notes.

Cite the case as appropriate and include 2‐3 additional resources to support your findings.

APA style format is required for this assignment, and in‐text citations and references should be presented using documentation guidelines.


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