It’s time to end special education, writes Matt Richmond, co-author of Financing the Education of High-Need Students. The special ed model, developed in the 1970s to end the exclusion of “handicapped” students, is “broken,” he writes.
It assumes that only students diagnosed with a disability have needs that require attention and support. The student who reads poorly due to dyslexia gets special help. The student who reads poorly because his parents didn’t read to him – or his family moved three times when he was in first grade — is out of luck.
Monitor all students’ progress and help those who need it, without requiring them to fall into a disability category, argues Richmond. Response to Intervention is an effective model, ” but current laws limit its potential reach.”
Tearing down the divide between special education and general education would benefit everyone. The disability label is not necessary or helpful; it does not define the needs of a child or his potential — nor does the absence of a medical disability negate a child’s struggles or measure his advantage. Our laws and funding structures have created a line which is harshly demarcated but entirely meaningless. In reality, there are no special-ed kids or general-ed kids; there are simply children who need an education. Each one unique. Each one requiring special attention. And every one deserving it.
The special ed funding formula is badly out of date, writes Clare McCann on The Hill. Federal funds are based on old enrollment numbers: Districts with declining enrollment get more federal dollars per student than growing districts. In addition, small states get more than larger states.
Congress was supposed to reauthorize and revise the Individuals with Disabilities Education Act (IDEA) several years ago.