The Supreme Court continues to shape the interpretation and implementation of IDEA and ESSA. From defining FAPE in Rowley v. Board of Ed. to raising expectations for student progress in Endrew F., these cases have strengthened protections for students with disabilities and clarified schools’ responsibilities. Educators who understand these milestone rulings are better able to develop and implement effective IEPs, ensure compliance with federal law, and advocate for equitable educational opportunities (Yell et al., 2007).

Katsiyannis, A., & Yell, M. L. (2000). The Supreme Court and school health services: Cedar Rapids v. Garret F. Exceptional Children, 66(3), 317. https://doi.org/10.1177/001440290006600303

Yell, M. L. (1989). Honig v. Doe: The suspension and expulsion of handicapped students. Exceptional Children, 56(1), 60–69. https://doi.org/10.1177/001440298905600109

Yell, M. L., Katsiyannis, A., & Hazelkorn, M. (2007). Reflections on the 25th anniversary of the U.S. supreme court’s decision in board of education v. Rowley. Focus on Exceptional Children, 39(9), 1–12.

Zirkel, P. A. (2020). An updated primer of special education law. Teaching Exceptional Children, 52(4), 261–265. https://doi.org/10.1177/0040059919878671

Zirkel, P. A., & Yell, M. L. (2024). Indicators of progress in the wake of Endrew F.: The distinction between professional recommendations and judicial rulings. Exceptional Children, 90(2), 110–125. https://doi.org/10.1177/00144029231165500