In AJT v. Osseo Area Schools, the U.S. Supreme Court addressed an important question about the rights of students with disabilities and the legal standards families must meet when seeking remedies under federal disability laws. The case centers on whether families pursuing claims under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) must prove a higher level of wrongdoing—such as bad faith or gross misjudgment—beyond what is required under IDEA.

The outcome has significant implications for parents seeking accountability when a school fails to provide appropriate supports. At its core, the case highlights the ongoing tension between procedural compliance and meaningful access to education, and it may clarify how difficult it is for families to obtain relief when schools fall short of their obligations.

This inspiring success story follows a young boy who was initially misclassified in a restrictive classroom despite his exceptional talents. Through determined advocacy, he was placed in a full inclusion program—where he thrived academically and personally.

Massachusetts has failed to ensure local school districts are providing special education students with the services and protections they are entitled to under federal law, the US Department of Education has concluded in a long-awaited review.

In a report made public Tuesday night, the Department’s Office of Special Education Programs identified 10 ways the state Education Department is not complying with the Individuals with Disabilities Education Act, the federal law guaranteeing disabled students the right to a free and appropriate public education. Those range in scope from parents not being told the full extent of their rights to students languishing for months without needed support.

by Mandy McLaren, Boston Globe Article from 2/13/25