Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Responding to the Endrew’s Decision: Measuring Meaningful Educational Benefit

  • Deborah W. Hartman (Author) Cedar Crest College image/svg+xml
    Deborah W. Hartman, M.S., B.C.S.E: Deborah W. Hartman is currently a full-time faculty member of Cedar Crest College and teaches graduate and undergraduate courses in special education. Deborah retired from a large urban school district in Pennsylvania as the executive director of special education. She has extensive experience in supervising a full continuum of services including pre-kindergarten through 12th-grade special education and gifted education programs. She also oversaw Section 504 plans, alternative education, incarcerated youth programs, and specialized services including speech, deaf/hard of hearing, blind/vision support, occupational therapy, and school psychology services. Deborah served as a state-level trainer with the Instruction Support Team initiative and the Student Assistance Programs. She currently serves as a state compliance peer monitor assessing Districts’ compliance with the implementation of state and federal regulations of the Individuals with Disabilities Education Act (IDEA). Deborah has worked closely with legal counsel regarding student hearings and has testified, as an expert witness, in federal and state level courts. Deborah is a member of AASEP, NASET, CEC, Kappa Delta Pi, Omega Gamma Chi, and is TESOL Certified.
DOI
https://doi.org/10.64546/jaasep.381
Abstract
The U.S. Supreme Court ruling, of March 2017, favored the plaintiff, Endrew F. in the "Endrew F. v. Douglas County School District" case. This decision strengthens the Rowley decision of 1982 and has raised the bar requiring an increased responsibility for Districts to provide programs to eligible students with disabilities the opportunity to make appropriately ambitious and measured progress. Utilizing methods of progress monitoring and determining the anticipated rate of improvement provides a firmer decision-making process to ensure educational benefit.
Keywords
Academic Ability, Autism, Board of Education Role, Court Litigation, Difficulty Level, Educational Benefits
References

Dunn, J. (2017, Summer). Special education standards: Supreme Court raises level of benefit, Education Next, 17(3), 7.

Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644. doi:10.1598/RT.59.7.3 Intervention Central, (n.d.). Reading Retrieved from http://www.interventioncentral.org/teacher-resources/oral-reading-fluency-passages-generator DOI: https://doi.org/10.1598/RT.59.7.3

Katsiyannis, A., Counts, J., Popham, M., Ryan, J., & Butzer, M. (2016). Litigation and students with disabilities: An overview of Cases from 2015. NASSP Bulletin,100(1), 26-46. DOI: https://doi.org/10.1177/0192636516664827

Lee, A.M., Endrew F. (2017, March 22). Case decided: Supreme Court rules on how much benefit IEPs must provide, In the New (Blog): Understood, Retrieved from https://www.understood.org/en/community-events/blogs/in-the-news/2017/03/22/endrew-f-case-decided-supreme-court-rules-on-how-much-benefit-ieps-must-provide?gclid=CjwKCAjwoNrMBRB4EiwA_ODYv_SdZp0RdAxRu7CD2Zjhf00ViGJFFMmpiV0EvKQEJYu48rdnhDpVThoCQzgQAvD_BwE.

National Center of Education Statistics, (2017). Children with disabilities. The Condition of Children. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp

Samuels, C. A., and Walsh, M., (2017, April 5). High court ruling firms up goal posts on special education rights, Education Week, 36(27), 1.

There are 6 references in total.
How to Cite
Hartman, D. W. (2019). Responding to the Endrew’s Decision: Measuring Meaningful Educational Benefit. Journal of the American Academy of Special Education Professionals, 14(1), 7-12. https://doi.org/10.64546/jaasep.381

Winter 2019

Article Information

  • Article Type Articles
  • Submitted January 8, 2019
  • Published February 15, 2019
  • Issue Winter 2019
  • Section Articles
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