Case Study

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Running head: HENDRICK HUDSON DISTRICT BOE, et al. V. ROWLEY

Case Study: Hendrick Hudson District Board of Education, et al, v. Rowley

Case Study: Hendrick Hudson District Board of Education, et al, v. Rowley

In the landmark case of Hendrick Hudson District Board of Education v. Rowley, I believe the Supreme Court’s decision to deny Amy the assistance of an interpreter was fair for several reasons. First of all, she was previously given the services of an interpreter and she did not use them. Instead of relying on the interpreter, Amy used lip reading and asked teachers to repeat instructions. Second, Amy was passing from grade to grade without the use an interpreter. Third, Amy was performing better than the average child in her class without the use of an interpreter. IDEA was meant to provide access to a free and appropriate education, and apparently, even without the services of an interpreter, Amy was receiving a meaningful and appropriate education if she was performing better than average students without disabilities in her classes. Fourth, Amy found a way to “adapt” and “overcome” her disability so to speak. Providing her with an interpreter would see to decrease the level of independence she has been able to achieve/maintain through using lip reading and asking for instructions to be repeated. This is an important skill for her to maintain, as she may not always have an interpreter available in all life situations (i.e., ordering dinner at a restaurant, asking for assistance for a salesclerk, etc).

When courts are reviewing situations involving the appropriateness of an educational program and related services, it is important that they make their decisions based on educational benefit derived versus students’ potential for several reasons. First of all, there are too many factor involved that can affect whether a student is performing at their potential (i.e., lack of sleep, skipping a meal, not feeling well,...
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