The testimony of educators is crucial in legal disputes over special education programs. Both university professors and teachers may testify as ordinary witnesses, or as experts in the field. It is important for educators to understand the function of expert testimony and the ethical issues raised when the role of an expert is assumed in court. Without the leadership of educators serving as expert witnesses, the courts will continue to define the requirements of special education in terms that do not necessarily reflect the needs of children with disabilities. This article considers those issues and presents guidelines for effective testimony in the context of special education.
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References
1.
Board of Education of the Hendrick Hudson Central School District v. Amy Rowley, 458 U.S. 176 (1982).
2.
Federal Rules of Evidence, Pub. L. No. 93-595, 88 Stat. 1926 (1975).
3.
Hanson M. (1993). Believe it or not: How much of an expert does an expert witness have to be?American Bar Association Journal , 7964-68.
4.
Martin, R. (1991. Extraordinary children, ordinary lives: Stories behind special education case law. Champaign, IL: Research Press.
5.
Snell, M.E., & Eichner, S.J. (1989). Integration for students with profound disability . In F. Brown & D. H. Lehr (Eds.) Persons with profound disabilities: Issues and paractices (pp. 109-138). Baltimore: Paul H. Brookes.
