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Use os filtros para chegar às questões que interessam. Cada resultado abre em uma página própria com enunciado, alternativas e gabarito.
CJ. Politicopatas. Disponível em:
http://f.i.uol.com.br/folha/cartum/images/17214223.jpeg Acesso em ago.
2017
Nas três primeiras falas das personagens da tira Politicopatas, de CJ, o verbo ir é empregado em locuções verbais, ou seja, funciona como auxiliar do verbo principal.
Considerando os verbos principais estudar, brincar, dar, assinale a alternativa que equivale à substituição das locuções verbais da tirinha pelos verbos principais, de acordo com a norma padrão da língua portuguesa.
CJ. Politicopatas. Disponível em:
http://f.i.uol.com.br/folha/cartum/images/17214223.jpeg Acesso em ago.
2017
VÍCIO EM INTERNET
“Poucos artigos sérios usam a palavra ‘vício’ para falar de tecnologia. É comum ver eufemismos como ‘compulsão’ ou ‘uso exagerado’. Vício é palavra ainda rara. Ou ao menos era. Na edição de janeiro de 2015, a revista ‘Wired’ (influente publicação sobre tecnologia) não hesitou em usar a palavra ‘viciante’ (‘addictive’), da seguinte forma: ‘Facebook’, ‘Twitter’, ‘Instagram’, 'World of Warcraft', 'Angry Birds'. Os produtos tecnológicos de maior sucesso têm uma coisa em comum: eles são viciantes".
O texto comenta a obra do consultor Nir Eyal, especializado em aconselhar empresas e designers a tornarem seus produtos mais viciantes. Eyal é autor do livro "Hooked: How to Build Habit-Forming Products" (Fisgado: como construir produtos que formam hábitos) e roda o mundo auxiliando a "fisgar" usuários e não soltálos mais. Ele gosta de descrever sua área como "engenharia de comportamento", profissão que não faria feio nos livros de ficção científica de William Gibson ou Philip K. Dick.
Em seu livro, Eyal cria um sistema a partir de autores polêmicos como B. Frederic Skinner, inventor da "caixa de Skinner". Nela é colocado um pombo que, para se alimentar, precisa puxar uma alavanca. Skinner demonstrou que, se a comida aparece todas as vezes em que o pombo aciona a alavanca, o bicho se torna preguiçoso e apenas a puxa quando sente fome.
Lemos, Ronaldo. “Vício em Internet”. In Folha de São Paulo, publicada on line, em 03/02/2015. Disponível em: http://m.folha.uol.com.br/colunas/ronaldolemos/ 2015/02/1584272-vicio-em-internet.shtml?mobile Acesso em: ago. 2017.
VELHAS PIADAS PROVOCAM DEBATE SOBRE RACISMO ENTRE DESCENDENTES DE ASIÁTICOS
Quando tinha onze anos, o cineasta Leonardo Hwan voltava da escola com um amigo em São Paulo, quando um homem de cerca de trinta anos se aproximou, deu um susto nos garotos e gritou que eles deveriam "voltar para o país deles".
"Nunca esqueci. Fiquei muito assustado", diz Leonardo, 27, que é brasileiro e descendente de tawaineses. Hoje ele conta essa história para explicar porque fazer a piada do "pastel de flango" ou gritar "abre o olho, japonês" para descendentes de asiáticos é ofensivo. E ele tem que explicar diversas vezes.
"É racista, é xenófobo. Não é 'apenas uma piada'. Você está fazendo o mesmo que o cara: está dizendo que a pessoa não pertence, que ela é estrangeira, que não é bem-vinda", diz Leonardo.
Ele critica uma postagem do prefeito de São Paulo, João Doria, que escreveu a legenda "acelela" em vez de "acelera" (seu slogan) em uma foto durante uma visita à China [...].
"Quando você diz 'acelela', está tirando sarro não dos chineses de lá, mas dos imigrantes daqui, para quem a questão da língua e da adaptação é uma dificuldade real, e para descendentes que lutam há anos para serem aceitos", afirma Leonardo.
[...]
Disponível em:
https://estilo.uol.com.br/comportamento/noticias/bbc/2017/08/04/ velhas-piadas-provocam-debate-sobre-racismo-entre-descendentes-deasiaticos.htm Acesso em: ago. 2017.
Maurício de Sousa. Disponível em aliteranda.files.w ordpress.com.
Acesso em: nov. 2015.
Considere o seguinte trecho: “[...] e então, adicionam-se duas colheres de açúcar mascavo e mexe-se a calda por dois minutos [...]”.
A partir das palavras em destaque e das noções de variação linguística, assinale a alternativa correta.
Maurício de Sousa. Disponível em aliteranda.files.w ordpress.com.
Acesso em: nov. 2015.
Na leitura da tirinha há uma quebra de expectativa que produz um efeito humorístico.
Assinale a alternativa que corresponde a este funcionamento.
O setor de Recursos Humanos (RH) de uma empresa torna público o seletivo para uma vaga de assessoria, informando que apenas dois candidatos foram aprovados: um homem e uma mulher.
Como houve empate de notas, competências, habilidades e idade, o diretor do RH, ao ser questionado sobre os critérios de desempate, atestou:
- Aprovo o rapaz! Ela é inteligente, mas é mulher.
Com base na anedota acima, reflita:
Em Ela é inteligente, mas é mulher, o termo mas é uma conjunção. Do ponto de vista gramatical, a conjunção é uma palavra invariável que conecta orações, alterando o sentido do enunciado, a depender do seu uso.
Texto 01
Óbito do Autor
“Algum tempo hesitei se devia abrir estas memórias pelo princípio ou pelo fim, isto é, se poria em primeiro lugar o meu nascimento ou a minha morte. Suposto o uso vulgar seja começar pelo nascimento, duas considerações me levaram a adotar diferente método: a primeira é que eu não sou propriamente um autor defunto, mas um defunto autor, para quem a campa foi outro berço; a segunda é que o escrito ficaria assim mais galante e mais novo. Moisés, que também contou a sua morte, não a pôs no introito, mas no cabo: diferença radical entre este livro e o Pentateuco.”
Texto 02
Origem, Nascimento e Batizado
“Era no tempo do rei.
Uma das quatro esquinas que formam as ruas do Ouvidor e da Quitanda, cortando-se mutuamente, chamava-se nesse tempo O canto dos meirinhos; e bem lhe assentava o nome, porque era aí o lugar de encontro favorito de todos os indivíduos dessa classe (que gozava então de não pequena consideração). Os meirinhos de hoje não são mais do que a sombra caricata dos meirinhos do tempo do rei; estes eram gente temível e temida, respeitável e respeitada; formavam um dos extremos da formidável cadeia judiciária que envolvia todo o Rio de Janeiro no tempo em que a demanda era entre nós um elemento de vida: o extremo oposto eram os desembargadores. Ora, os extremos se tocam, e estes, tocando-se, fechavam o círculo dentro do qual se passavam os terríveis combates das citações, provarás, razões principais e finais, e todos esses trejeitos judiciais que se chamava o processo. Daí sua influência moral.”
ASSIS, Machado. Memórias póstumas de Brás Cubas. 2. ed. São Paulo: Martin Claret, 2010. p. 17. (Coleção a obra-prima de cada autor).
ALMEIDA, Manuel Antônio de. Memórias de um sargento de
milícias. 4. ed. São Paulo: Martin Claret, 2010. p. 13. (Coleção a obra-prima de cada autor).
“Estou sentado junto da janela olhando a chuva que cai há três dias. Que saudade me fazia o molhado tintintinar do chuvisco. A terra perfumegante semelha a mulher em véspera de carícia. Há quantos anos não chovia assim? De tanto durar, a seca foi emudecendo a nossa miséria. O céu olhava o sucessivo falecimento da terra, e em espelho, se via morrer. A gente se indaguava: será que ainda podemos recomeçar, será que a alegria ainda tem cabimento?
Agora, a chuva cai, cantarosa, abençoada. O chão, esse indigente indígena, vai ganhando variedades de belezas. Estou espreitando a rua como se estivesse à janela do meu inteiro país. Enquanto, lá fora, se repletam os charcos a velha Tristereza vai arrumando o quarto.”
COUTO, Mia. “Chuva: a abensonhada”. In: Estórias abensonhadas. São Paulo: Companhia das Letras, 2012. p. 43.
Há mais de 20 anos (a primeira edição é de 1994), Mia Couto publicou o livro Estórias abensonhadas, uma coletânea de 26 contos. As estórias transitam entre os temas de fins da guerra, de tradições moçambicanas e de utopias que povoam aquele momento do país. Neste livro, no conto Chuva: a abensonhada, o autor articula esses temas numa linguagem poética e criativa, instaurando assim uma nova realidade, desafiando a lógica que predomina na relação entre as pessoas e o mundo.
Considerando o conto Chuva: a abensonhada,
assinale a alternativa correta.
Texto 01
O tempo é
O tempo é qualquer coisa
que ninguém toma nas mãos
e beija no mesmo instante
(ou um instante depois).
Texto 02
PERSONA, Lucinda Nogueira. Entre uma noite e outra. Cuiabá, MT: Entrelinhas, 2014. p. 33.
A persistência da memória. Salvador Dali. Disponível em:
noticias.universia.com/ destaques/noticias/2012/01/07/903289/conhecaa-persistencia-da-memoria-salvador-dali.html Acesso em: fev. 2018.
DIFFERENCE BETWEEN AMERICAN AND BRITISH
VERSIONS OF HARRY POTTER SERIES
Philosopher’s vs. Sorcerer
When Scholastic was publishing Harry Potter and the Philosopher’s Stone in America, they decided to rename the book Harry Potter and the Sorcerer’s Stone. They claimed that the American and British uses of the word philosopher were a bit different, so therefore sorcerer was a more appropriate word. Any true Harry Potter fan, American or British, Australian or Hungarian, I’m sure will agree with MuggleMix when we say that decision should not have been made the reasons are:
1) J.K. Rowling said so therefore it must be true. She says that if she was in a better position, she would have disagreed at the time.
2) It belittles Americans, making it seem as if they do not understand what the word “philosopher” means. Americans are smarter than that.
3) Sorcerer is unspecific. The stone could have belonged to anybody with magical powers in the book. But the British name defines who the stone belongs to and gives the name an entirely different meaning. Sorcerer is a very different word to philosopher.
4) The stone is referred to as the “Philosopher’s Stone” throughout J.K. Rowling’s original version, never the “Sorcerer’s Stone”, so why should the most central object of the book be labeled something completely different in the book title, even if its just being published in a different place?
5) How is the word “philosopher” in Britain different from the word “sorcerer” in America?
6) Philosopher’s Stone is actually a historical object that people used to search for, while the Sorcerer’s Stone has no factual background in real life.
Ah well…
Other terminology
There are some other minor changes that occurred in case Americans got confused. Some ones, such as turning “mum” into “mom” and “trainers” into “sneakers”, J.K. Rowling refused to let happen. However, she allowed some changes to be made that, if they were not made, would befuddle the readers:
UK: Skip – US: Dumpster
UK: Minister for Magic – US: Minister of Magic
[…]
UK: Car park – US: Parking lot
[…]
Disponível em http://w w w .fanpop.com/clubs/harry-potter/articles/4309/title/difference-between-american-british-versions-harry-potter-series. Acesso em nov. 2015.
DIFFERENCE BETWEEN AMERICAN AND BRITISH
VERSIONS OF HARRY POTTER SERIES
Philosopher’s vs. Sorcerer
When Scholastic was publishing Harry Potter and the Philosopher’s Stone in America, they decided to rename the book Harry Potter and the Sorcerer’s Stone. They claimed that the American and British uses of the word philosopher were a bit different, so therefore sorcerer was a more appropriate word. Any true Harry Potter fan, American or British, Australian or Hungarian, I’m sure will agree with MuggleMix when we say that decision should not have been made the reasons are:
1) J.K. Rowling said so therefore it must be true. She says that if she was in a better position, she would have disagreed at the time.
2) It belittles Americans, making it seem as if they do not understand what the word “philosopher” means. Americans are smarter than that.
3) Sorcerer is unspecific. The stone could have belonged to anybody with magical powers in the book. But the British name defines who the stone belongs to and gives the name an entirely different meaning. Sorcerer is a very different word to philosopher.
4) The stone is referred to as the “Philosopher’s Stone” throughout J.K. Rowling’s original version, never the “Sorcerer’s Stone”, so why should the most central object of the book be labeled something completely different in the book title, even if its just being published in a different place?
5) How is the word “philosopher” in Britain different from the word “sorcerer” in America?
6) Philosopher’s Stone is actually a historical object that people used to search for, while the Sorcerer’s Stone has no factual background in real life.
Ah well…
Other terminology
There are some other minor changes that occurred in case Americans got confused. Some ones, such as turning “mum” into “mom” and “trainers” into “sneakers”, J.K. Rowling refused to let happen. However, she allowed some changes to be made that, if they were not made, would befuddle the readers:
UK: Skip – US: Dumpster
UK: Minister for Magic – US: Minister of Magic
[…]
UK: Car park – US: Parking lot
[…]
Disponível em http://w w w .fanpop.com/clubs/harry-potter/articles/4309/title/difference-between-american-british-versions-harry-potter-series. Acesso em nov. 2015.
Com base no texto, analise as afirmativas.
I. A palavra ‘filosofal’ aparece como ‘sorcerer’, na edição americana do livro “Harry Potter e a pedra filosofal” (editora Scholastic), e ‘philosopher’, na edição britânica (editora Bloomsbury), porque a editora americana achou que a palavra ‘sorcerer’ daria mais credibilidade à obra.
II. Um dos argumentos do texto contrários à mudança do título em inglês, de ‘philosopher’ para ‘sorcerer’, é a de que os editores estariam menosprezando a capacidade de compreensão dos americanos, já que a alegação foi a de que o uso da palavra ‘philosopher’ tem pequenas variações no inglês britânico e no norteamericano.
III. A autora do livro, J.K. Rowling, confirmou que a mudança ocorreu porque o uso da palavra ‘philosopher’ difere na cultura norte-americana e na britânica e que, por esse motivo, ela concordou com a editora Scholastic.
IV. O autor do artigo argumenta que o termo ‘sorcerer’ (em inglês americano) deixa em aberto quem seria o dono da pedra na estória, enquanto o termo ‘philosopher’ (em inglês britânico) é mais específico, definindo, deste modo, quem é o dono da pedra.
V. Houve trocas de algumas outras palavras no livro, porque são usadas de modo diferente pelos norte-americanos e pelos ingleses, por exemplo, cab (Br) mudou para taxi (Am), sneakers (Br) mudou para tennis shoes (Am), dust (Br) mudou para garbage (Am), etc.
Com base no texto e nas afirmativas, assinale a
alternativa correta.
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities> 30.03.2018
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities> 30.03.2018
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities> 30.03.2018
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities> 30.03.2018
Responda a questão de acordo com o texto de Lauren Camera.
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with major implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
*reimbursement – a sum paid to cover money that has been spent or lost.
In:<https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilities> 30.03.2018
