Federal Document Addresses IEP Requirements Following Supreme Court Decision In the wake of the unanimous March 2017 U.S. Supreme Court decision clarifying the scope of a free, appropriate public education (FAPE), the U.S. Department of Education has issued a new resource with FAPE questions and answers. The Endrew F. v. Douglas County School District decision requires schools to comply ... News in Brief
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News in Brief  |   February 01, 2018
Federal Document Addresses IEP Requirements Following Supreme Court Decision
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School-Based Settings / Regulatory, Legislative & Advocacy / News in Brief
News in Brief   |   February 01, 2018
Federal Document Addresses IEP Requirements Following Supreme Court Decision
The ASHA Leader, February 2018, Vol. 23, 15. doi:10.1044/leader.NIB3.23022018.15
The ASHA Leader, February 2018, Vol. 23, 15. doi:10.1044/leader.NIB3.23022018.15
In the wake of the unanimous March 2017 U.S. Supreme Court decision clarifying the scope of a free, appropriate public education (FAPE), the U.S. Department of Education has issued a new resource with FAPE questions and answers.
The Endrew F. v. Douglas County School District decision requires schools to comply with the Individuals With Disabilities Education Act (IDEA) by offering each eligible student an IEP that enables the student to make progress. The ruling rejects educational programs that provide a student with the minimum amount of progress (known as the “de minimus” standard for services under IDEA). It emphasizes the requirement that “every child should have the chance to meet challenging objectives.”
The new Q&A includes information for parents, educators and other stakeholders on the issues addressed in the decision. ASHA members working in schools may find several statements particularly relevant:
  • The decision emphasized the individualized decision-making required in the IEP process and the need to ensure that every child should have the chance to meet challenging objectives.

  • The individualized decision-making required in the IEP process requires “careful consideration of the child’s present levels of achievement, disability and potential for growth.”

  • To meet the Endrew F. standard for each child with a disability, the IEP team must implement policies, procedures and practices that identify current levels of academic achievement and functional performance; set measurable annual academic and functional goals; and determine methods of measuring and reporting a child’s progress toward meeting annual goals.

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February 2018
Volume 23, Issue 2