By Gabby Lyon

Faculty Mentor: Dr. Rosalyn Cooperman

Abstract

The study examines the intersection of federal special education policy within Virginia’s secondary schools, specifically focusing on teachers’ compliance with the Individuals with Disabilities Education Act (IDEA). The study explores educators’ awareness and usage of the Virginia Department of Education’s hearing decisions index, which documents IDEA violations and due process decisions. Through analyzing federal education legislation, state implementation practices, and teacher perspectives, this study reveals critical gaps in educator preparation and resource awareness regarding special education policy compliance. The findings suggest that while the IDEA violations are being tracked and documented, there remains a significant disconnect between available resources and how they are used throughout the classroom. This research contributes to our understanding of how federalism impacts special education policy within the classroom and highlights areas for improving teacher preparation and resource awareness in Virginia’s secondary special education system.