This article delineates the four successive dimensions of the Individuals With Disabilities Education Act’s (IDEA) central obligation of “free appropriation public education” that the courts have developed thus far: (a) procedural, (b) substantive, (c) incomplete implementation of the last individualized education program (IEP), and (d) incomplete implementation of the next IEP. This current snapshot cites illustrative cases and, to the extent available, empirical analyses. The final recommendation warns against lowering practice and policies to the minimum legal standards for each of these four “faces,” instead using them as organizing counter-markers for a proactive professional orientation.

本文描述了《残疾人教育法》(IDEA) 迄今为止法院制定的“免费拨款公共教育”中心义务的四个连续方面：(a) 程序性，(b) 实质性，(c) 不完全执行上一次个性化教育计划 (IEP)，以及 (d) 下一次 IEP 未完成。当前的快照引用了说明性案例，并在可用的范围内引用了实证分析。最终建议警告不要将实践和政策降低到这四个“面孔”中的每一个的最低法律标准，而是将它们用作积极主动的专业方向的组织反标。