IEP and Free Appropriate Public Education

IEP and Free Appropriate Public Education 

A central tenant of an Individualized Education Program (IEP) is the concept of providing a free, appropriate public education (FAPE) for students with disabilities. While FAPE is mandated by the Individuals with Disabilities Education Act (IDEA), its definition has been debated and its proper application into a child’s IEP has often been contested. The goal of this course is to help educators in K – 12 settings understand the importance of FAPE and how to best ensure its application within a child’s IEP. This course will cover the legislative history of providing FAPE to students with disabilities, and will include case examples of IEPs that effectively and ineffectively provide students with FAPE. This course will also describe the benefits of providing FAPE for students with disabilities, as well as consequences that may occur if a FAPE is not recognized in a student’s IEP.


Hours: 2.00


Certificates provided by accrediting body (0 Match)

Course Details

Course Code: REL-IDD-0-SPED10
Hours: 2
Type: Online Course
Content Expiration Date: 2/28/2023
Learning Objectives:
Define the meaning of a free appropriate public education (FAPE).
Recognize the origin of FAPE in special education legislation, including federal court cases that defined FAPE in its application.
Identify strategies for ensuring a FAPE within a child’s IEP.
Describe courses of action that are available for parents and students if FAPE is not provided.

Section 1: Introduction A. About This Course B. Learning Objectives Section 2: Introduction to FAPE A. Jesse’s IEP Meeting B. Free Appropriate Public Education C. History of Education for Individuals with Disabilities D. The Road to IDEA E. Definition of FAPE F. Least Restrictive Environment G. Review H. Summary Section 3: Determining FAPE for Students with Disabilities A. Diving Deeper into FAPE B. Defining “Free” C. Public D. What is an “Appropriate” Education? E. Check Your Knowledge F. Board of Education v. Rowley G. Defining FAPE After Rowley H. Changes to IDEA and FAPE I. Increasing Expectations J. Review K. Summary Section 4: Ensuring FAPE for Students A. IEPs and FAPE B. Peer-Reviewed Research C. Procedural Violations and FAPE D. Recommendations for Educators E. Review F. Summary Section 5: Due Process for Complaints Regarding FAPE A. Due Process Complaints B. Who Has Rights Under IDEA? C. Filing a Due Process Complaint D. After a Due Process Complaint is Filed E. Resolution and Due Process Hearings F. Rights and Rules of a Due Process Hearing G. Important Considerations about Due Process Complaints H. Review I. Summary Section 6: Conclusion A. Summary B. Course Contributors C. Resources D. References E. Congratulations! F. Exam

Staff Writer: Nellie Galindo, MSW, MSPH
Nellie Galindo received her Masters of Social Work and Masters of Science in Public Health from the University of North Carolina at Chapel Hill. She has worked with individuals with disabilities in several different settings, including working as a direct service provider for individuals with mental illness and leading a youth program for young adults with disabilities. She has facilitated and created trainings for individuals with intellectual and developmental disabilities in the areas of self-advocacy, healthy relationships, sexual health education, and violence and abuse prevention. Mrs. Galindo has worked in state government assisting individuals with disabilities obtain accessible health information in their communities, as well as utilizing the Americans with Disabilities Act to ensure equal access to healthcare services. Disclosure: Nellie Galindo, MSW, MSPH has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Rhonda Davin, Ph.D., BCBA-D
Dr. Rhonda Davin is a Board Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large scale organizational change efforts in the area of Positive Behavior Supports. Disclosure: Rhonda Davin, Ph.D., BCBA-D has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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