Abstract
AbstractIn Endrew F. v Douglas County School District RE‐1, the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer educational benefit that is more than de minimis. Endrew offers an opportunity for the special education community to consider whether students with learning disabilities have access to a full continuum of services, including individualized, data‐driven, and intensive interventions. We examine predominant models of service delivery, highlight concerns that these are insufficient, and envision an improved continuum of services better aligned with the raised expectations of Endrew. We also highlight important barriers that need to be addressed before an improved continuum can be implemented in many schools in the United States.
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