The Endrew F. Case and Its Impact on FAPE: A Guide for Parents of Children with Disabilities
Endrew F. v. Douglas County School District
Understanding the Endrew F. Case and Its Impact on FAPE: A Guide for Parents of Children with Disabilities
The Endrew F. v. Douglas County School District case was a landmark decision by the Supreme Court of the United States that clarified the meaning of the Free Appropriate Public Education (FAPE) requirement under the Individuals with Disabilities Education Act (IDEA). The case has important implications for parents of children with disabilities and the educational institutions that serve them. In this guide, we will explain the key findings of the case and provide practical advice for parents on how to ensure that their child is receiving the appropriate education.
The Endrew F. case involved a child with autism who attended public school in Colorado. Endrew F.'s parents argued that the school district had failed to provide him with a free appropriate public education as required by the IDEA. The school district argued that it had met the FAPE standard by providing Endrew F. with an Individualized Education Program (IEP) that was reasonably calculated to enable him to make some progress.
The Supreme Court disagreed with the school district's interpretation of the FAPE standard. The Court held that the FAPE requirement under the IDEA is not satisfied if the student is only making minimal progress. Instead, the IEP must be reasonably calculated to enable the student to make meaningful progress in light of the student's circumstances.
This decision has important implications for parents of children with disabilities. To ensure that their child is receiving an appropriate education, parents should ask the following questions:
Is the IEP reasonably calculated to enable my child to make meaningful progress? Parents should review the IEP to ensure that it is tailored to their child's specific needs and that it includes measurable goals that are reasonably calculated to enable the child to make meaningful progress. If the IEP is not reasonably calculated to enable the child to make meaningful progress, parents should request a revision of the IEP.
Are accommodations and modifications being provided as required by the IEP? The IEP should specify the accommodations and modifications that the student needs to access the curriculum and make progress. Parents should ensure that these accommodations and modifications are being provided and that they are effective in enabling the child to make progress.
Is the student receiving services and support as specified by the IEP? The IEP should specify the services and support that the student needs to make progress. Parents should ensure that these services and support are being provided and that they are effective in enabling the child to make progress.
Is the student's progress being monitored and reported? IDEA requires that the student's progress be monitored and reported to the parents. This means that the school must collect data on the student's progress and provide regular updates to the parents. Parents should ask if progress reports are being provided on a regular basis.
In addition to these questions, parents should also be aware of their rights under the IDEA. If they believe that their child is not receiving an appropriate education, they should consider requesting an IEP meeting to discuss their concerns. If they are still not satisfied, they can request a due process hearing to resolve the dispute.
The Endrew F. case has clarified the FAPE standard under the IDEA and has important implications for parents of children with disabilities. By asking the right questions and advocating for their child's needs, parents can ensure that their child is receiving an appropriate education and making meaningful progress.