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

Articles

Addressing the Need for Progress in Special Education: Understanding Endrew F. and the Role of Special Educators

Laura Kern, JD, Ph.D., Heather Peshak George, Ph.D., Lauren L. Evanovich, Ph.D., Stephanie Martinez, Ph.D.
  • Laura Kern, JD, Ph.D. (Author) University of South Florida image/svg+xml
    Laura Kern, JD, PhD. is a Research Assistant Professor in the Department of Child and Family Studies in the College of Behavioral and Community Sciences at the University of South Florida.
  • Heather Peshak George, Ph.D. (Author) University of South Florida
    Heather Peshak George, PhD is a Research Professor in the Department of Child and Family Studies in the College of Behavioral and Community Sciences at the University of South Florida.
  • Lauren L. Evanovich, Ph.D. (Author) University of South Florida
    Lauren L. Evanovich, PhD is a Research Assistant Professor in the Department of Child and Family Studies in the College of Behavioral and Community Sciences at the University of South Florida.
  • Stephanie Martinez, Ph.D. (Author) University of South Florida
    Stephanie A. Martinez, PhD is a Research Associate in the Department of Child and Family Studies in the College of Behavioral and Community Sciences at the University of South Florida.
DOI
https://doi.org/10.64546/jaasep.395
Abstract
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).
Keywords
Court Litigation, Educational Legislation, Equal Education, Federal Legislation, Functional Behavioral Assessment, Individualized Education Programs
References

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There are 18 references in total.
How to Cite
Kern, L., George, H. P., Evanovich, L. L., & Martinez, S. (2019). Addressing the Need for Progress in Special Education: Understanding Endrew F. and the Role of Special Educators. Journal of the American Academy of Special Education Professionals, 14(2), 68-81. https://doi.org/10.64546/jaasep.395

Spring/Summer 2019

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  • Article Type Articles
  • Submitted April 10, 2019
  • Published June 15, 2019
  • Issue Spring/Summer 2019
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