In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court’s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools.

中文翻译：

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Endrew 决定对自闭症学生教育的影响：对实践和政策的影响

2017 年，美国最高法院在 Endrew v. Douglas County 案中就残疾学生的适当教育的构成做出了裁决。该案例涉及一名自闭症学生，我们用它为学校和家庭提供与自闭症相关的实践和政策建议。我们分析了 Endrew 之前教育福利标准的法律历史以及法院判决后一年中发生的事情。Endrew 可能不会显着改变与同龄人一起进步的学生的教育，但它提高了像 Endrew 这样的人的期望，他们在独立的教室里或没有取得年级水平的进步。我们建议学校优先考虑行为管理，以促进学业和功能进步，