In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

中文翻译：

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Endrew F.诉道格拉斯县学区（2017）：对情绪和行为障碍学生的教育意义

2017年，最高法院对特殊教育案Endrew F.诉道格拉斯县学区作出裁定。在这一重要案件中，高等法院解决了学区满足《残疾人教育法案》（IDEA）规定的免费适当公共教育（FAPE）要求所必需的教育福利程度。该裁决对于情绪和行为障碍领域特别有意义，因为本案的原告Endrew F.表现出严重的学术困难和行为问题。在本文中，我首先分析IDEA对FAPE的定义，以及在学生的个性化教育计划（IEP）中解决学生行为问题以提供FAPE的重要性。其次，我研究了Endrew判决中美国最高法院的裁决，专门解决学区未能解决其IEP中学生行为的影响。第三，我讨论了Endrew裁决对严重行为问题学生制定和实施IEP的意义。最后，我主张对即将进行的IDEA重新授权进行更改，以使法律与该重要裁决的精神和文字保持一致。