"Many states can no longer afford to support public
education, public benefits, public services without doing something about the
exorbitant costs that mass incarceration have created."
-Bryan Stevenson
In 2002, I entered graduate school, and was posed with the
following "What's so special about special education?" It seemed a
reasonable question; however, the answer would prove more convoluted and
politically charged than my inexperience could imagine. To expand my
knowledge base, I did what any first year student would do, a quick google
search. The results consistently described special education as a
cesspool of mediocrity that failed to deliver on its promise of closing the
achievement gap. Instead, students were segregated from their higher achieving
peers, provided with a watered down curriculum, and held to a lower set of
expectations. So, if special education has proven to be ineffective, why all
the fuss about these recent budget cuts?
RTI
In reflecting on the last 30 years of public education,
Response to Intervention may prove be the largest paradigm shift to date. While
it is a general education initiative, tiered interventions help remediate all
students' skill deficits. This has forced a change in thinking from a "my
student, to an "our student" perspective. This community based
attitude towards student learning requires collaboration, professional development,
and the talents of special education teachers. Unlike in the past, all
students can work under the guise of special education staff to receive
additional academic or behavioral support. By eliminating these positions,
schools will find themselves with more students requiring special education
services because the impact of RTI will dissipate. The result will be
larger special education classes, a higher student/teacher ratio, and low
academic achievement.
"I" is for Individual
Students who are entitled to special education services have
an Individualized Education Program (IEP). Best practice would indicate
that students with disabilities are most successful when educated with their
non-disabled peers. Ultimately, not all students require pull out instruction,
rather support within the general education setting. This is commonly achieved
through co-teaching, in which there is a general and special education
teacher working in tandem. Specialized instruction is delivered within the
larger classroom, not only to the benefit of students with IEP's, but also for
those who receive tier II interventions. This service delivery model
requires there be sufficient special education staff to provide instruction. In
addition, plans should be individualized; thus, some students may not benefit
from instruction within the general education setting, and require a pull out,
replacement curriculum. Without sufficient staff, teachers can only provide one
type of service delivery, which will likely provide too little, or too much, support
for students. We end up providing instruction based on programs and staffing
challenges, opposed to student need.
Inclusive Education
At our core, Americans feel strongly that children with
developmental disabilities have a right to attend school with their typically
developing peers. While this provides a child with special needs an opportunity
to be part of their community, general education students develop awareness,
empathy, and a sense of of social justice. Children with developmental
disabilities require a substantial amount of adult attention and time. With
cuts to special education, these students are at risk for being unable to access
the curriculum due to limited support, or even worse, no longer attending their
neighborhood schools.
The Bottom Line $$$
We can pay for public education, or build more jails.
Regardless, the money will be spent. What do we want our legacy to be? In
my opinion, the cost of developing passionate, empathetic, energetic adults is
priceless.
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