Mitchell Yell
University of South Carolina
Bio: Mitchell L. Yell, Ph.D., is the Fred and Francis Lester Palmetto Chair in Teacher Education and a Professor in Special Education at the University of South Carolina. He earned his Ph.D. in special education from the University of Minnesota. His professional interests include special education law, IEP development, progress monitoring, and parent involvement in special education. Dr. Yell has published 124 journal articles, 6 textbooks, 32 book chapters, and has conducted numerous workshops on various aspects of special education law, classroom management, and progress monitoring. His textbook, Special Education and the Law, is in its 5th edition. He also had been awarded almost $16 million in grants. Dr. Yell also serves as a State-level due process review officer in South Carolina. Prior to working in higher education, Dr. Yell was a special education teacher in Minnesota for 14 years.
Hello,
I have used your text for years and now have the 5th edition in hard copy. how do i get access to the e-edition?
Phil Weishaar
Associate Professor in Special Education
Southern Illinois University Edwardsville
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Hi Phil, I emailed you a link to the Pearson website where you can order you e-edition. Mitch
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Does IDEA require districts to provide a draft of an eligibility report or a draft of an IEP? The school team prefers to discuss assessment results at the eligibility meeting rather than provide these before the meeting because of fear of misinterpretation and because it is the school’s responsibility to interpret these results. We have found it is best for the whole team to hear that information at the same time and answer questions for all to hear. Parents that have received results beforehand come in with their own interpretations and if they meet with the school psych before the meeting then they either want the school to just gloss over the results and not spend the time needed to clarify the info for all team members or they misunderstand some of the info presented by the school psych in the previous meeting and then claim the school has already made up their mind that the student qualifies or does not qualify. I understand that assessment results must be provided to the parent before an IEP meeting so that they can have meaningful participation but since we hold two different meetings the school feels that we should not have to provide assessment results before the eligibility meeting or be required to provide a draft of an eligibility report or a draft of an IEP especially when the parents has concerns that any decisions on goals are predetermined.
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