Endrew vs. Rowley: Understanding the Components of an Educational Program

This article discusses the components of an educational program and the differences between Endrew vs. Rowley. It explains the role of parents, research, and progress in special education. The article also covers the factors that need to be considered when discussing progress and child's circumstances.

Running Head: ENDREW VS. ROWLEY 1
Endrew vs. Rowley
Student’s Name
Institutional Affiliation

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PART A
What components make up an Educational Program?
There are three components of a good educational program; personalized unbiased
evaluation, IEP progress and enactment, and LRE placement founded on research and high
prospects.
How does Rowley address Educational Program?
Rowley address educational program in a way that the Local Education Agencies (LEAs)
must emphasize the Individuals with Disabilities Education Act (IDEA’s) process for developing
the Individualized Education Program (IEP) for students. The substantive standard of the court
was for a personalized education program for all students and one that is reasonably calculated.
What changed or was added with Endrew?
Endrew made an additional progress dimension to the meaning attached to an educational
program.
PART B
What makes up reasonably calculated?
Reasonably calculated is made up by educators providing reasons for certain decisions
(judgments) about students’ IEP, placement and associated services.
What is the role of the parent?
The role of the parent is taking part in mandatory conferences in order to part and person
of the education journey of his or her child in decision making matters regarding how the child
learns and particularly how the child develops IEPs.
What is the role of research?
The role of research is ensuring that professionals in special education are competently
skilled and equipped with the right knowledge in a move to advance the educational and
purposeful performance.
How is reasonably calculated different in Rowley vs. Endrew?
Reasonably calculated first differs in Endrew vs. Rowley in the meaning of the word
“appropriate”. In Rowley, by a state providing personalized instructions and support services for

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academic improvement in a child, it satisfies its obligation to provide a free appropriate public
education (FAPE). Endrew’s definition tied the Rowley’s definition to IDEA and paraphrasing.
Again, “confer” and “permit” in Rowley become “enable” in Endrew and “benefit” becomes
“progress” in Endrew. Endrew’s words are therefore stronger in establishing better standards for
progress.
PART C
What needs to considered when discussing progress and why?
In discussing progress the student’s principle of placement must be considered in least
restrictive environment (LRE). The reason for this is ensuring that the child taking part in grade
level curriculum has an appropriate education program with appropriate progress that is
reasonably calculated to enable the child to passes to the next grade.
How is progress discussed in Rowley and how did Endrew improve this?
Rowley discusses de minimis progress as a derivation of the substantive standard of
“benefit”. Endrew improves this by reinterpreting the Rowley’s argument into developing an
education program that enables the child to make progress and even by showing the
improvements for students with incapacities and their relatives.
What three factors are associated with the progress under Endrew?
The factors are placement of student, curriculum delivered, and the circumstances of the
child.
How are low and high expectations impacted by Endrew?
Endrews impact high and low expectations by incorporating two terms into the IDEA’s
findings about these expectations. The words are “appropriately ambitious” and “challenging
objectives”.
PART D
What does Child’s Circumstance mean?

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Child circumstance is a term that describes why there is a modification of public
education in a move to ensure appropriate progress depending with the conditions of the child. It
serves the need for individualized educational programs.
What factors are considered when addressing the child’s circumstances?
Factors are the way the child behaves and how that impact learning in other children, the
needs attached to use of language linked to lack of proficiency in English understanding or
speech, the need for Braille or other interventions, language and communication needs linked to
disabilities of sight or hearing, and the need for support in the use of expertise devices or
services.
What are the differences between Rowley and Endrew concerning child’s circumstances?
In Endrew, the modifier “appropriate” in the IDEA addressing child circumstances does
not come before but after child’s circumstances, but in Rowley it comes before. Moreover, in
Endrew depend entirely on the IDEA’s definition of child’s circumstances.

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References
Turnbull, H. R., Turnbull, A. P., & Cooper, D. H. (2018). The Supreme Court, Endrew, and the
appropriate education of students with disabilities. Exceptional Children, 84(2), 124-140.
doi: 10.1177/0014402917734150