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It's time to fund Special Education based on what students actually need
//business-finance.news-articles.net/content/202 .. cation-based-on-what-students-actually-need.html
Published in Business and Finance on Tuesday, August 5th 2025 at 13:56 GMT by Michigan Advance🞛 This publication is a summary or evaluation of another publication 🞛 This publication contains editorial commentary or bias from the source
As a parent of a child with a disability, a longtime educator, and an advocate for students with disabilities, I've seen firsthand how Michigan's current special education funding system falls short. It falls short of what schools need, and most importantly, it falls short of what students deserve. That's why I'm proud to support the [ ]
The article paints a stark picture of a national crisis within special education programs in U.S. public schools, arguing that decades of underfunding and shifting responsibilities have created a system failing both students with disabilities and the educators tasked with supporting them. It’s not simply a matter of insufficient resources; it's a systemic breakdown rooted in legal promises made and largely unfulfilled.
The core issue stems from the Individuals with Disabilities Education Act (IDEA), passed in 1975, which guarantees free and appropriate public education (FAPE) for all children with disabilities. IDEA mandates that schools provide individualized education programs (IEPs) tailored to each student’s needs, including specialized instruction, related services like speech therapy or occupational therapy, and assistive technology. Crucially, the law stipulated that the federal government would cover 40% of these costs.
However, this promise has never been fully realized. The federal share consistently hovers around 14%, leaving states and local school districts to shoulder the vast majority – often exceeding 90% – of the financial burden. This shortfall has created a cascading effect of problems across the country.
The article highlights how schools are increasingly resorting to cost-cutting measures that directly harm students. These include reducing access to crucial therapies, increasing class sizes for special education students (often with one teacher responsible for a disproportionately large number of children with varying needs), and limiting the availability of paraprofessionals or aides who provide essential support in classrooms and during transitions. The pressure to reduce costs also leads to schools pushing students out of specialized programs and into general education settings without adequate preparation or support, effectively denying them the services they are legally entitled to.
Beyond the immediate impact on students, the article emphasizes the toll this crisis is taking on special education teachers. Burnout rates among these educators are exceptionally high due to overwhelming workloads, inadequate training, and a constant feeling of being unable to adequately meet their students’ needs. Many experienced teachers are leaving the profession altogether, while fewer qualified individuals are entering it, creating a severe shortage that further exacerbates the problem. The article cites anecdotes from teachers describing feelings of guilt, frustration, and powerlessness as they witness their students struggling due to lack of resources.
The consequences extend beyond individual classrooms and schools. The article points out that inadequate special education services can lead to increased behavioral problems, higher rates of suspension and expulsion (disproportionately affecting students with disabilities), and poorer long-term outcomes for these individuals – impacting their future educational attainment, employment prospects, and overall quality of life. It also contributes to a cycle of poverty and inequality, as children with disabilities from disadvantaged backgrounds are often the most underserved by the current system.
The article doesn't just diagnose the problem; it proposes potential solutions. A significant increase in federal funding for IDEA is presented as the primary necessity. The author argues that restoring the original promise of 40% federal contribution would be a crucial first step. However, simply throwing money at the problem isn’t enough. The article also calls for systemic reforms to address how funds are distributed and utilized. This includes ensuring equitable funding across states and districts, providing more professional development opportunities for special education teachers, reducing administrative burdens that divert resources away from direct student support, and fostering greater collaboration between schools, families, and community organizations.
Furthermore, the piece suggests a re-evaluation of accountability measures within IDEA. Current systems often focus on standardized test scores, which are not always an accurate reflection of a student’s progress or the effectiveness of their IEP. A shift towards more holistic assessments that consider individual growth and development is advocated for. The article also touches upon the need to address the shortage of qualified special education professionals through recruitment initiatives, loan forgiveness programs, and improved compensation packages.
Ultimately, the article argues that investing in special education isn't just a matter of fulfilling legal obligations; it’s an investment in the future – ensuring that all children, regardless of their disabilities, have the opportunity to reach their full potential and contribute meaningfully to society. It frames the issue not as a cost but as a moral imperative and a vital component of a truly equitable education system. The article concludes with a sense of urgency, emphasizing that continued inaction will only deepen the crisis and further disadvantage vulnerable students.
Read the Full Michigan Advance Article at:
[ https://www.yahoo.com/news/articles/time-fund-special-education-based-100035417.html ]
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