Tried and Testified: Special Education Teachers’ Experience of Due Process Hearings

Abstract

Due process hearings (DPHs) are an integral part of the special education legal process under the Individuals with Disabilities Education Act (2004), but their impact on special education teachers has not been extensively studied. This study investigates how participating in DPHs affects teachers’ professional behaviors and personal attitudes. Using a survey of over 30 special educators with an average of 19 years of experience, the responses highlight the significant emotional, mental, and physical toll of testifying in a DPH, including stress, health issues, and job resignations. Findings also reveal that inadequate preparation for DPHs increases teachers’ workloads, negatively impacting lesson planning, service delivery, and collaboration. The results underscore the need for improved teacher preparation on special education law and DPH proceedings, with implications for educator training, administrative support, and policy development.