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ERIC Number: EJ1254196
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
EISSN: EISSN-2325-7466
Addressing the Need for Progress in Special Education: Understanding Endrew F. and the Role of Special Educators
Kern, Laura; George, Heather Peshak; Evanovich, Lauren L.; Martinez, Stephanie
Journal of the American Academy of Special Education Professionals, p68-81 Spr-Sum 2019
The Supreme Court case of "Endrew F. v. Douglas County District RE"-1 (2017) has renewed interest in the Free and Appropriate Public Education (FAPE) mandate of the Individuals with Disabilities Act (IDEA). The court's ruling expands the term "appropriate" to a consideration of progress for academics and behavior. This shift has significance to many who work with students with disabilities in schools. Specifically, special educators will need to ensure that they are assessing and monitoring academics and behavioral, such as incorporating functional behavior assessments (FBAs) into the development of appropriate behavior intervention plans (BIPs) and considering overall progress during Individualized Education Programs (IEP) development. This paper will address the history of IDEA, its connection with FAPE, and discuss the seminal cases of "Rowley" and "Endrew F. and their implications for IEP teams. Considerations and recommendations for addressing FAPE for students will be provided, focusing on implications for the IEP, Multi-tiered Systems of Support (MTSS), and Behavior Intervention Plans (BIPs).
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Board of Education v Rowley
Grant or Contract Numbers: N/A