McKenna John William, Brigham Frederick J
University of Massachusetts Lowell, Lowell, MA, USA.
George Mason University, Fairfax, VA, USA.
Behav Modif. 2021 Jan;45(1):3-12. doi: 10.1177/0145445519880836. Epub 2019 Oct 8.
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.
自罗利案判决以来，联邦特殊教育服务法规主要关注程序问题，该判决认为个性化教育计划（IEP）只需合理设计以产生教育效益即可。然而，随着最近的恩德鲁·F.案判决，效益的最低门槛发生了变化，因为个性化教育计划必须产生超过最低限度的进步。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要求的个性化教育计划，采用有明确有效性证据的干预措施，有效衡量学生对服务的反应，并与家长/监护人沟通这些信息，以便他们能够积极参与这一过程。本期特刊邀请的稿件包括对个性化教育计划质量的调查；合作教学；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；以及对恩德鲁·F.案对不同残疾学生群体影响的讨论。这些论文讨论了对残疾学生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。
