The Effect of “Measurable and Rigorous” State Performance Goals for Addressing “FAPE within the LRE for School-Aged Students”

Marks, Susan U; Kurth, Jennifer A.; Pirtle, Jody

dc.contributor.author	Marks, Susan U
dc.contributor.author	Kurth, Jennifer A.
dc.contributor.author	Pirtle, Jody
dc.date.accessioned	2020-01-24T16:44:44Z
dc.date.available	2020-01-24T16:44:44Z
dc.date.issued	2013
dc.identifier.citation	Marks, S., Kurth, J., & Pirtle, J. (2013). The effect of "measurable and rigorous" state performance goals for addressing "free and appropriate public education within the least restrictive environment". Inclusion, 1(3), 209-217. doi: 10.1352/2326-6988-1.3.209	en_US
dc.identifier.uri	http://hdl.handle.net/1808/29922
dc.publisher	American Association on Intellectual and Developmental Disabilities	en_US
dc.title	The Effect of “Measurable and Rigorous” State Performance Goals for Addressing “FAPE within the LRE for School-Aged Students”	en_US
dc.type	Article	en_US
kusw.kuauthor	Kurth, Jennifer A.
kusw.kudepartment	Special Education	en_US
dc.identifier.doi	10.1352/2326-6988-1.3.209	en_US
dc.identifier.orcid	https://orcid.org/0000-0002-5947-7642	en_US
kusw.oaversion	Scholarly/refereed, author accepted manuscript	en_US
kusw.oapolicy	This item meets KU Open Access policy criteria.	en_US
dc.rights.accessrights	openAccess	en_US

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