The Capacity to Achieve a Fair and Appropriate Public Education (FAPE

Public charter schools often struggle with the capacity of provide a Free Appropriate Education (FAPE) within the least restrictive environment (LRE). The elements of capacity that are necessary to provide include (1) special education knowledge, (2) student motivation and readiness to learn, (3) curriculum materials for both students and teachers, (4) numbers and kinds of people who influence FAPE, (5) number and quality of social relationships, (6) material and non-material resources, and (7) organization and allocation of resources. In order to examine these salient elements of capacity and how they influence the effective implementation of FAPE, the lens of implementation theory was used as a framework that includes motivation, pressure, capacity, and support. All four elements are integral addressing the needs of students with disabilities within the charter environment. This study examines the relationship between the special education capacity needs of charter schools and the resources, supports, and services with their Charter Special Education Local Plan Area (SELPA). The research within this dissertation demonstrates that charter schools face a number of challenges in addressing the needs of their special education populations in all of the areas of capacity enumerated above within the framework of implementation theory.