Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress. To ensure sufficient progress toward the achievement of ambitious goals, schools must develop IEPs that meet procedural and substantive requirements, employ interventions with clear evidence of effectiveness, effectively measure student response to services, and to communicate this information with parents/guardians so that they can actively participate in this process. Manuscripts invited for this special issue include investigations of IEP quality; co-teaching; intervention studies in reading, writing, and mathematics; meta-analytic findings regarding social studies education; and a discussion of the implications of Endrew F. for different student disability populations. These papers discuss challenges faced by stakeholders with vested interests in students with disabilities as well as areas of continued development and refinement in evidence-based practice.

中文翻译：

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不仅仅是微不足道：后 Endrew F. 时代的 FAPE。

自 Rowley 裁决以来，特殊教育服务的联邦法规主要关注程序问题，该裁决认为个性化教育计划 (IEP) 只需合理计算即可产生教育效益。然而，最近 Endrew F. 的决定改变了福利的最低门槛，因为 IEP 必须产生超过最低限度的进展。为确保在实现宏伟目标方面取得足够进展，学校必须制定符合程序和实质性要求的 IEP，采用具有明确证据的干预措施，有效衡量学生对服务的反应，并与家长/监护人交流此信息，以便他们能够积极参与这个过程。本期特刊邀请的稿件包括对 IEP 质量的调查；共同教学；阅读、写作和数学方面的干预研究；关于社会研究教育的元分析结果；以及 Endrew F. 对不同学生残疾群体的影响的讨论。这些论文讨论了在残疾学生中具有既得利益的利益相关者所面临的挑战，以及循证实践中持续发展和完善的领域。