Disabled Students Are Struggling to Get What They Need at School
Why Children with Disabilities Are Missing School and Losing Skills
The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas
How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education
Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education
How teachers can disrupt linear development models and support students with disabilities
New research review questions the evidence for special education inclusion
Rethinking claims of racial bias in special education
Students with disabilities have a right to qualified teachers — but there's a shortage
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Sam lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>Sam has significant disabilities including cri-du-chat syndrome — a rare genetic disorder. He can use a walker for short distances, but he mostly gets around using a wheelchair.\u003c/p>\n\u003cp>Lately, Sam has been bestowing Sign names upon everyone in his house— Sam primarily communicates using American Sign Language (ASL) because he’s partially deaf. His own name translates to “Sam Giggles,” which he does a lot.\u003c/p>\n\u003cp>Since Sam started going to school, Tabitha says he has faced a number of challenges getting the services he needs, including classroom instruction in ASL.\u003c/p>\n\u003cp>“How do you teach a child to learn if they don’t even speak the same language as you, and you haven’t found a way to bridge that gap?” Tabitha asks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On top of language barriers in the classroom, Sam also hasn’t been getting special education support, and he has had trouble accessing the school grounds in his wheelchair. Since February of last year, Sam has been doing virtual school, and before that, he was going to school in-person. At first, the school was unable to provide a wheelchair-accessible bus.\u003c/p>\n\u003cp>“I think that these stories are tragic for the teachers. I think they’re tragic for the students,” Tabitha says. “I think what we’ve failed to do as a society is not make it tragic for the people who are making the decisions.”\u003c/p>\n\u003ch3>Seeking solutions\u003c/h3>\n\u003cp>Tabitha has spent years fighting to get Sam the services he needs to get a free and appropriate public education, which is guaranteed by federal law. Eventually, she turned to the federal government for help and filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>It was a culmination of many things – like the fact that Sam’s school acknowledges that he primarily communicates in ASL, and that his hearing could worsen, but he has yet to receive instruction in his native language.\u003c/p>\n\u003cp>District reports say Sam’s current hearing loss does not meet the state of Georgia’s criteria for “deaf or hard of hearing,” meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>“When I got to the point where I felt like I couldn’t do anything about it and yet I knew the law was on my side. That’s when I decided to file.” Tabitha recalled.\u003c/p>\n\u003cp>She felt like a federal complaint was a last resort to get Sam a quality education. But the investigation into his case has been going on for a year and a half now. It’s time that Sam can’t get back.\u003c/p>\n\u003ch3>Scarce resources\u003c/h3>\n\u003cp>Over the course of a year – in 2022 and 2023 – the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. NPR heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>Catherine Lhamon is the assistant secretary of education for civil rights. She says she shares these families’ frustration about long wait times, but that a thorough investigation involves an often complicated, time-consuming process.\u003c/p>\n\u003cp>Lhamon says that the OCR’s investigators are also overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, and a severe special educator shortage around the country. But it’s also about money.\u003c/p>\n\u003cp>“Last year, Congress flat-funded our office. And that has meant that we are not able to bring on new people even though we are now seeing close to double the cases that we were seeing ten years ago,” Lhamon said.\u003c/p>\n\u003cp>While thousands of cases are dragging through the system, there is one option Lhamon says has made faster resolutions possible: early mediation.\u003c/p>\n\u003cp>Now, parents and districts can more easily choose to meet with an OCR mediator instead of going through a formal investigation.\u003c/p>\n\u003cp>For Tabitha and John, mediation didn’t work in a past state complaint, so they opted for an investigation. Now, because of how long the OCR investigation is taking, Tabitha is considering suing the school district.\u003c/p>\n\u003cp>Some of their concerns with the district have deepened since they filed, but they have seen some progress. Sam’s school eventually provided a wheelchair-accessible bus. Last year, Sam got an ASL interpreter, though the district has since taken that service away. The fight has been draining for Tabitha, but it’s one worth waging, she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If Sam’s future is wide open, that’s my dream. I want him to experience what any six year old gets to experience.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>ADRIAN FLORIDO, HOST:\u003c/p>\n\u003cp>Sam is a 6-year-old with an infectious laugh.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>FLORIDO: He lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #1: Hi, Ms. Keisha (ph). I just put him down and changed his poopy diaper.\u003c/p>\n\u003cp>KEISHA: All right. Excellent.\u003c/p>\n\u003cp>FLORIDO: Sam starts his day with his nurse, Keisha. He refers to her as robot Keisha in American Sign Language, or ASL. It’s how Sam primarily communicates because he’s partially deaf.\u003c/p>\n\u003cp>TABITHA: So he has just related her to one of her – his favorite things.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #2: OK.\u003c/p>\n\u003cp>TABITHA: And so she does the robot dance for him.\u003c/p>\n\u003cp>FLORIDO: That’s Sam’s mom, Tabitha. She’s a full-time parent and former special educator. Since Sam started going to school, he’s faced quite a few challenges getting the services he needs, including instruction in ASL.\u003c/p>\n\u003cp>TABITHA: How do you teach a child to learn if they don’t even speak the same language as you and you haven’t found a way to bridge that gap?\u003c/p>\n\u003cp>FLORIDO: On top of language barriers in the classroom, Sam also hasn’t been getting special education support and has had trouble accessing the school grounds in his wheelchair.\u003c/p>\n\u003cp>TABITHA: I think that these stories are tragic for the teachers. I think they’re tragic for the students. And I think what we failed to do as a society is not make it tragic for the people who are making the decisions.\u003c/p>\n\u003cp>FLORIDO: After years of fighting to get Sam the services he needs to get the public education he’s guaranteed by federal law, Tabitha eventually turned to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>TABITHA: When I got to the point where I felt like I couldn’t do anything about it, and yet I knew the law was on my side, that’s when I decided to file.\u003c/p>\n\u003cp>FLORIDO: Federal law guarantees every student with a disability a free and appropriate public education, which Tabitha feels Sam is being denied. So Tabitha eventually turns to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>TABITHA: When we don’t teach him to read, he doesn’t have the option to be an explorer through reading. When we don’t teach him to access the building and give him the supports he needs, then he doesn’t make those peer buddies, and his world is limited to just his family and not his community. So that’s what I’m doing. I’m opening up the world.\u003c/p>\n\u003cp>FLORIDO: CONSIDER THIS – the federal government is seeing an all-time high of discrimination complaints, many from families of students with disabilities. Coming up, how one mother is fighting for her son to get a quality education.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: From NPR, I’m Adrian Florido.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. Students with disabilities often face a tough time getting the services they need at school. When they can’t get them, many families seek help from the federal government. And right now, the Department of Education is swamped with a record number of discrimination complaints. That backlog is leaving families across the country waiting months, even years, for help. NPR’s Jonaki Mehta visited one such family in central Georgia.\u003c/p>\n\u003cp>(SOUNDBITE OF BIRDS CHIRPING)\u003c/p>\n\u003cp>JONAKI MEHTA, BYLINE: It’s a lazy summer day for many kids in middle Georgia. But one family of 10 is up and at them on a Tuesday morning at 7:30.\u003c/p>\n\u003cp>TABITHA: It’s a messy house – well lived in.\u003c/p>\n\u003cp>MEHTA: Full-time parent and former special education teacher Tabitha calls up to her husband, John.\u003c/p>\n\u003cp>TABITHA: Dad, can you bring Sam down?\u003c/p>\n\u003cp>MEHTA: Their youngest of eight children, Sam, is rubbing his eyes as he comes down the stairs in his father’s arm.\u003c/p>\n\u003cp>TABITHA: Here comes Mr. Sam. Good morning.\u003c/p>\n\u003cp>MEHTA: Sam’s got a busy day ahead. He’ll have a lesson with his new teacher of the deaf and hard of hearing, an occupational therapy session, followed by speech and language pathology. Sam is a smiling, wiggly 6-year-old who loves to dance.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Today, he’s chosen to wear a purple T-shirt with a roaring blue T. rex across the back.\u003c/p>\n\u003cp>TABITHA: Oh, he’s a dinosaur fanatic – anything scary and big and powerful.\u003c/p>\n\u003cp>MEHTA: Sam has significant disabilities, including cri-du-chat syndrome, a rare genetic disorder. He mostly gets around using a wheelchair. Sam’s also partially deaf. His primary language is American Sign Language, or ASL. Lately, he’s been practicing his name. It’s an outward-facing fist stroking one cheek. It stands for Sam giggles, which he does a lot.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Sam lives in a small town, so we’re only using first names in this story, since he and his siblings are minors, and we want to freely discuss Sam’s disabilities. Once Sam is done with his morning routine of nebulizers and medications, he signs the word ball to tell his mom he’s ready for his favorite activity…\u003c/p>\n\u003cp>(SOUNDBITE OF BALLS THUMPING)\u003c/p>\n\u003cp>MEHTA: …Playing in his ball pit. Sam’s parents and nurse can provide him with much of the support he needs at home, but his education has proven to be a huge obstacle. Since February of last year, Sam’s been doing virtual school. Before that, he was going to school in person.\u003c/p>\n\u003cp>TABITHA: But then there were so many issues with transporting. They couldn’t transport his equipment. They couldn’t have his wheelchair.\u003c/p>\n\u003cp>MEHTA: At first, there was no school bus with wheelchair access. At one point, Tabitha says the district asked her to leave Sam’s wheelchair at school throughout the week.\u003c/p>\n\u003cp>TABITHA: Sam’s nurse would have to carry him up the steps, put him into a seat belt. The bus driver and the aide would carry up the bags, you know…\u003c/p>\n\u003cp>MEHTA: And with his medical equipment, that’s a lot of bags. Tabitha would often end up taking Sam to school herself, equipment in tow. The newly built school campus is only a few blocks from their home. But she’d often get there to find the four accessible parking spaces blocked by school police cars. She showed me dozens of pictures and drove me to the school lot.\u003c/p>\n\u003cp>TABITHA: And we find that there’s obstacles every time we come, whether it’s a…\u003c/p>\n\u003cp>MEHTA: Tabitha drives over and shows me a crosswalk with a curb cutout for wheelchair access on one side, but no cutout on the other.\u003c/p>\n\u003cp>TABITHA: So there’s no access for us to cross the street safely.\u003c/p>\n\u003cp>MEHTA: When he was going to school in person, Sam was in a general education classroom along with other pre-K students, but…\u003c/p>\n\u003cp>TABITHA: He was never given a special ed teacher in that class or special ed support.\u003c/p>\n\u003cp>MEHTA: His school district acknowledges that Sam primarily communicates in ASL and that his hearing could worsen, but district reports say Sam’s current hearing loss does not meet Georgia’s criteria for deaf or hard of hearing, meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>TABITHA: It’s that whole theory of he’s not deaf enough. I don’t know if you know how offensive that term is. I’m being told, but he can hear, and I’m saying, but he can’t hear all of it.\u003c/p>\n\u003cp>MEHTA: NPR reached out to the director of special education in the district. She said she couldn’t speak about Sam’s case with me to protect his privacy. But in an email, she said, quote, “the district takes each student’s individual needs into account when developing individual educational programs for students with disabilities.”\u003c/p>\n\u003cp>States and districts have long complained that the onus falls on them for providing services because the federal government has historically failed to provide the funds they promised states for special education. For Tabitha, her frustration led her to file a complaint with the Department of Education’s Office of Civil Rights in December 2022. She had a long list of concerns for Sam, like wheelchair access issues and lack of special ed support.\u003c/p>\n\u003cp>Five months later, OCR told Tabitha they would investigate three things – whether Sam was being denied a free and appropriate public education, which is guaranteed by federal law, whether the playground was inaccessible to disabled people and whether the parking lot was inaccessible.\u003c/p>\n\u003cp>TABITHA: I thought that OCR would be able to handle this, that we would make some forward progress.\u003c/p>\n\u003cp>MEHTA: But the investigation into Sam’s case has been going on for a year and a half now – valuable time in Sam’s young life and his education. Over the course of a year in 2022 and 2023, the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. I heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>CATHERINE LHAMON: I share the frustrations that you’re hearing from families about how long that takes.\u003c/p>\n\u003cp>MEHTA: That’s Catherine Lhamon. She’s the assistant secretary of education for civil rights.\u003c/p>\n\u003cp>LHAMON: And we also owe them careful evaluation of facts to figure out how the law applies to the particular concern, and that is invariably a complicated process.\u003c/p>\n\u003cp>MEHTA: Lhamon says OCR’s investigators are overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, but it’s also about money.\u003c/p>\n\u003cp>LHAMON: Last year, Congress flat-funded our office, and that meant we are not able to bring on new people, even though we are now seeing close to double the cases we were seeing 10 years ago.\u003c/p>\n\u003cp>MEHTA: There is one option Lhamon says has made faster resolutions possible – early mediation. Now, parents and districts can easily opt for a meeting with an OCR mediator instead of a formal investigation. For Tabitha and John, mediation didn’t work out in a past state complaint, so this time, they opted for an investigation. While some of their concerns with the district have deepened since they filed, they have seen some progress.\u003c/p>\n\u003cp>The school eventually provided a bus with wheelchair access. Last year, Sam got an ASL interpreter, though the district has since taken that service away. And just a couple of weeks before I met him, Sam started Zoom lessons with Jessica (ph), a teacher for the deaf and hard of hearing.\u003c/p>\n\u003cp>JESSICA: OK. Your turn to sign.\u003c/p>\n\u003cp>TABITHA: Backpack. Good.\u003c/p>\n\u003cp>JESSICA: Backpack – you remember that.\u003c/p>\n\u003cp>MEHTA: In the lesson I watched, Sam read a story with Jessica and signed his responses to some of her questions.\u003c/p>\n\u003cp>JESSICA: You read today, and you matched.\u003c/p>\n\u003cp>TABITHA: It’s magic. He has learned more sign in the last three weeks faster than he’s ever picked up sign language before.\u003c/p>\n\u003cp>MEHTA: Tabitha says that’s all great, but it’s only for five hours a week.\u003c/p>\n\u003cp>TABITHA: Imagine if that was every day, like it’s supposed to be, and all day, like it’s supposed to be.\u003c/p>\n\u003cp>MEHTA: Now Tabitha is considering suing the school district. But with a single income and a family of 10, she doesn’t know if they can afford a lawyer. This whole process has been draining for her, but Tabitha tears up as she tells me why her fight for Sam matters.\u003c/p>\n\u003cp>TABITHA: (Crying) There’s a certain reality you face where you’re grieving your child, and they’re still here. I totally want to give him everything while he’s with us.\u003c/p>\n\u003cp>MEHTA: What’s your dream for Sam? Like, what do you want for his future?\u003c/p>\n\u003cp>TABITHA: If Sam’s future is wide open, that’s my dream. Like, I want him to experience what every 6-year-old gets to experience.\u003c/p>\n\u003cp>MEHTA: As we drive back from the school, Sam signs to his mom through the rearview mirror.\u003c/p>\n\u003cp>TABITHA: Yes. Signing swim right now – splash, splash, splash.\u003c/p>\n\u003cp>MEHTA: At the small, gated pool in their backyard, off comes Sam’s orthosis braces and shoes.\u003c/p>\n\u003cp>(SOUNDBITE OF VELCRO RIPPING)\u003c/p>\n\u003cp>MEHTA: Off come his socks.\u003c/p>\n\u003cp>TABITHA: Can you help me take off your socks? Put them off.\u003c/p>\n\u003cp>MEHTA: Sam slides to the edge of the water and sticks in his bare feet.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: Kick, kick, kick – fast, fast, fast, fast – (vocalizing).\u003c/p>\n\u003cp>MEHTA: When Tabitha tries to convince him to go inside the house, Sam instead signs what any 6-year-old splashing in a swimming pool on a hot summer day would – more.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: More? You want in more? (Laughter) Just a little bit more, OK?\u003c/p>\n\u003cp>MEHTA: In middle Georgia, I’m Jonaki Mehta, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: This episode was produced by Jonaki Mehta and Marc Rivers. It was edited by Steven Drummond and Adam Raney. Our executive producer is Sami Yenigun. Thanks to our CONSIDER THIS+ listeners, who support the work of NPR journalists and help keep public radio strong. Supporters also hear every episode without messages from sponsors. Learn more at plus.npr.org.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. I’m Adrian Florido.\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n","blocks":[],"excerpt":"The U.S. Department of Education is swamped with a record number of discrimination complaints. The backlog is leaving families across the country waiting months, even years, for help.","status":"publish","parent":0,"modified":1720450659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":117,"wordCount":3224},"headData":{"title":"Disabled Students Are Struggling to Get What They Need at School | KQED","description":"The Department of Education is swamped with a record number of discrimination complaints, leaving families across the country waiting for help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The Department of Education is swamped with a record number of discrimination complaints, leaving families across the country waiting for help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Disabled Students Are Struggling to Get What They Need at School","datePublished":"2024-07-05T19:55:01-07:00","dateModified":"2024-07-08T07:57:39-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Consider This from NPR","nprStoryId":"1198912816","nprHtmlLink":"https://www.npr.org/2024/07/05/1198912816/disabled-students-are-struggling-to-get-what-they-need-at-school","nprRetrievedStory":"1","nprPubDate":"2024-07-05T18:10:03-04:00","nprStoryDate":"2024-07-05T18:10:03-04:00","nprLastModifiedDate":"2024-07-05T20:53:03-04:00","nprAudio":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR2697986272.mp3?d=741&size=11860472&e=1198912816&t=podcast&p=510355","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64176/disabled-students-are-struggling-to-get-what-they-need-at-school","audioUrl":"https://chrt.fm/track/138C95/prfx.byspotify.com/e/play.podtrac.com/npr-510355/traffic.megaphone.fm/NPR2697986272.mp3?d=741&size=11860472&e=1198912816&t=podcast&p=510355","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sam is a smiling, wiggly six-year-old who loves dinosaurs and “anything big and powerful,” says his mother, Tabitha, a full-time parent and former special education teacher. Sam lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>Sam has significant disabilities including cri-du-chat syndrome — a rare genetic disorder. He can use a walker for short distances, but he mostly gets around using a wheelchair.\u003c/p>\n\u003cp>Lately, Sam has been bestowing Sign names upon everyone in his house— Sam primarily communicates using American Sign Language (ASL) because he’s partially deaf. His own name translates to “Sam Giggles,” which he does a lot.\u003c/p>\n\u003cp>Since Sam started going to school, Tabitha says he has faced a number of challenges getting the services he needs, including classroom instruction in ASL.\u003c/p>\n\u003cp>“How do you teach a child to learn if they don’t even speak the same language as you, and you haven’t found a way to bridge that gap?” Tabitha asks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On top of language barriers in the classroom, Sam also hasn’t been getting special education support, and he has had trouble accessing the school grounds in his wheelchair. Since February of last year, Sam has been doing virtual school, and before that, he was going to school in-person. At first, the school was unable to provide a wheelchair-accessible bus.\u003c/p>\n\u003cp>“I think that these stories are tragic for the teachers. I think they’re tragic for the students,” Tabitha says. “I think what we’ve failed to do as a society is not make it tragic for the people who are making the decisions.”\u003c/p>\n\u003ch3>Seeking solutions\u003c/h3>\n\u003cp>Tabitha has spent years fighting to get Sam the services he needs to get a free and appropriate public education, which is guaranteed by federal law. Eventually, she turned to the federal government for help and filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>It was a culmination of many things – like the fact that Sam’s school acknowledges that he primarily communicates in ASL, and that his hearing could worsen, but he has yet to receive instruction in his native language.\u003c/p>\n\u003cp>District reports say Sam’s current hearing loss does not meet the state of Georgia’s criteria for “deaf or hard of hearing,” meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>“When I got to the point where I felt like I couldn’t do anything about it and yet I knew the law was on my side. That’s when I decided to file.” Tabitha recalled.\u003c/p>\n\u003cp>She felt like a federal complaint was a last resort to get Sam a quality education. But the investigation into his case has been going on for a year and a half now. It’s time that Sam can’t get back.\u003c/p>\n\u003ch3>Scarce resources\u003c/h3>\n\u003cp>Over the course of a year – in 2022 and 2023 – the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. NPR heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>Catherine Lhamon is the assistant secretary of education for civil rights. She says she shares these families’ frustration about long wait times, but that a thorough investigation involves an often complicated, time-consuming process.\u003c/p>\n\u003cp>Lhamon says that the OCR’s investigators are also overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, and a severe special educator shortage around the country. But it’s also about money.\u003c/p>\n\u003cp>“Last year, Congress flat-funded our office. And that has meant that we are not able to bring on new people even though we are now seeing close to double the cases that we were seeing ten years ago,” Lhamon said.\u003c/p>\n\u003cp>While thousands of cases are dragging through the system, there is one option Lhamon says has made faster resolutions possible: early mediation.\u003c/p>\n\u003cp>Now, parents and districts can more easily choose to meet with an OCR mediator instead of going through a formal investigation.\u003c/p>\n\u003cp>For Tabitha and John, mediation didn’t work in a past state complaint, so they opted for an investigation. Now, because of how long the OCR investigation is taking, Tabitha is considering suing the school district.\u003c/p>\n\u003cp>Some of their concerns with the district have deepened since they filed, but they have seen some progress. Sam’s school eventually provided a wheelchair-accessible bus. Last year, Sam got an ASL interpreter, though the district has since taken that service away. The fight has been draining for Tabitha, but it’s one worth waging, she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If Sam’s future is wide open, that’s my dream. I want him to experience what any six year old gets to experience.”\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>ADRIAN FLORIDO, HOST:\u003c/p>\n\u003cp>Sam is a 6-year-old with an infectious laugh.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>FLORIDO: He lives with his seven siblings and parents in a small town in central Georgia.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #1: Hi, Ms. Keisha (ph). I just put him down and changed his poopy diaper.\u003c/p>\n\u003cp>KEISHA: All right. Excellent.\u003c/p>\n\u003cp>FLORIDO: Sam starts his day with his nurse, Keisha. He refers to her as robot Keisha in American Sign Language, or ASL. It’s how Sam primarily communicates because he’s partially deaf.\u003c/p>\n\u003cp>TABITHA: So he has just related her to one of her – his favorite things.\u003c/p>\n\u003cp>UNIDENTIFIED PERSON #2: OK.\u003c/p>\n\u003cp>TABITHA: And so she does the robot dance for him.\u003c/p>\n\u003cp>FLORIDO: That’s Sam’s mom, Tabitha. She’s a full-time parent and former special educator. Since Sam started going to school, he’s faced quite a few challenges getting the services he needs, including instruction in ASL.\u003c/p>\n\u003cp>TABITHA: How do you teach a child to learn if they don’t even speak the same language as you and you haven’t found a way to bridge that gap?\u003c/p>\n\u003cp>FLORIDO: On top of language barriers in the classroom, Sam also hasn’t been getting special education support and has had trouble accessing the school grounds in his wheelchair.\u003c/p>\n\u003cp>TABITHA: I think that these stories are tragic for the teachers. I think they’re tragic for the students. And I think what we failed to do as a society is not make it tragic for the people who are making the decisions.\u003c/p>\n\u003cp>FLORIDO: After years of fighting to get Sam the services he needs to get the public education he’s guaranteed by federal law, Tabitha eventually turned to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>TABITHA: When I got to the point where I felt like I couldn’t do anything about it, and yet I knew the law was on my side, that’s when I decided to file.\u003c/p>\n\u003cp>FLORIDO: Federal law guarantees every student with a disability a free and appropriate public education, which Tabitha feels Sam is being denied. So Tabitha eventually turns to the federal government for help. She filed a complaint with the Department of Education’s Office of Civil Rights.\u003c/p>\n\u003cp>TABITHA: When we don’t teach him to read, he doesn’t have the option to be an explorer through reading. When we don’t teach him to access the building and give him the supports he needs, then he doesn’t make those peer buddies, and his world is limited to just his family and not his community. So that’s what I’m doing. I’m opening up the world.\u003c/p>\n\u003cp>FLORIDO: CONSIDER THIS – the federal government is seeing an all-time high of discrimination complaints, many from families of students with disabilities. Coming up, how one mother is fighting for her son to get a quality education.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: From NPR, I’m Adrian Florido.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. Students with disabilities often face a tough time getting the services they need at school. When they can’t get them, many families seek help from the federal government. And right now, the Department of Education is swamped with a record number of discrimination complaints. That backlog is leaving families across the country waiting months, even years, for help. NPR’s Jonaki Mehta visited one such family in central Georgia.\u003c/p>\n\u003cp>(SOUNDBITE OF BIRDS CHIRPING)\u003c/p>\n\u003cp>JONAKI MEHTA, BYLINE: It’s a lazy summer day for many kids in middle Georgia. But one family of 10 is up and at them on a Tuesday morning at 7:30.\u003c/p>\n\u003cp>TABITHA: It’s a messy house – well lived in.\u003c/p>\n\u003cp>MEHTA: Full-time parent and former special education teacher Tabitha calls up to her husband, John.\u003c/p>\n\u003cp>TABITHA: Dad, can you bring Sam down?\u003c/p>\n\u003cp>MEHTA: Their youngest of eight children, Sam, is rubbing his eyes as he comes down the stairs in his father’s arm.\u003c/p>\n\u003cp>TABITHA: Here comes Mr. Sam. Good morning.\u003c/p>\n\u003cp>MEHTA: Sam’s got a busy day ahead. He’ll have a lesson with his new teacher of the deaf and hard of hearing, an occupational therapy session, followed by speech and language pathology. Sam is a smiling, wiggly 6-year-old who loves to dance.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Today, he’s chosen to wear a purple T-shirt with a roaring blue T. rex across the back.\u003c/p>\n\u003cp>TABITHA: Oh, he’s a dinosaur fanatic – anything scary and big and powerful.\u003c/p>\n\u003cp>MEHTA: Sam has significant disabilities, including cri-du-chat syndrome, a rare genetic disorder. He mostly gets around using a wheelchair. Sam’s also partially deaf. His primary language is American Sign Language, or ASL. Lately, he’s been practicing his name. It’s an outward-facing fist stroking one cheek. It stands for Sam giggles, which he does a lot.\u003c/p>\n\u003cp>SAM: (Laughter).\u003c/p>\n\u003cp>MEHTA: Sam lives in a small town, so we’re only using first names in this story, since he and his siblings are minors, and we want to freely discuss Sam’s disabilities. Once Sam is done with his morning routine of nebulizers and medications, he signs the word ball to tell his mom he’s ready for his favorite activity…\u003c/p>\n\u003cp>(SOUNDBITE OF BALLS THUMPING)\u003c/p>\n\u003cp>MEHTA: …Playing in his ball pit. Sam’s parents and nurse can provide him with much of the support he needs at home, but his education has proven to be a huge obstacle. Since February of last year, Sam’s been doing virtual school. Before that, he was going to school in person.\u003c/p>\n\u003cp>TABITHA: But then there were so many issues with transporting. They couldn’t transport his equipment. They couldn’t have his wheelchair.\u003c/p>\n\u003cp>MEHTA: At first, there was no school bus with wheelchair access. At one point, Tabitha says the district asked her to leave Sam’s wheelchair at school throughout the week.\u003c/p>\n\u003cp>TABITHA: Sam’s nurse would have to carry him up the steps, put him into a seat belt. The bus driver and the aide would carry up the bags, you know…\u003c/p>\n\u003cp>MEHTA: And with his medical equipment, that’s a lot of bags. Tabitha would often end up taking Sam to school herself, equipment in tow. The newly built school campus is only a few blocks from their home. But she’d often get there to find the four accessible parking spaces blocked by school police cars. She showed me dozens of pictures and drove me to the school lot.\u003c/p>\n\u003cp>TABITHA: And we find that there’s obstacles every time we come, whether it’s a…\u003c/p>\n\u003cp>MEHTA: Tabitha drives over and shows me a crosswalk with a curb cutout for wheelchair access on one side, but no cutout on the other.\u003c/p>\n\u003cp>TABITHA: So there’s no access for us to cross the street safely.\u003c/p>\n\u003cp>MEHTA: When he was going to school in person, Sam was in a general education classroom along with other pre-K students, but…\u003c/p>\n\u003cp>TABITHA: He was never given a special ed teacher in that class or special ed support.\u003c/p>\n\u003cp>MEHTA: His school district acknowledges that Sam primarily communicates in ASL and that his hearing could worsen, but district reports say Sam’s current hearing loss does not meet Georgia’s criteria for deaf or hard of hearing, meaning they don’t have to provide him instruction in ASL.\u003c/p>\n\u003cp>TABITHA: It’s that whole theory of he’s not deaf enough. I don’t know if you know how offensive that term is. I’m being told, but he can hear, and I’m saying, but he can’t hear all of it.\u003c/p>\n\u003cp>MEHTA: NPR reached out to the director of special education in the district. She said she couldn’t speak about Sam’s case with me to protect his privacy. But in an email, she said, quote, “the district takes each student’s individual needs into account when developing individual educational programs for students with disabilities.”\u003c/p>\n\u003cp>States and districts have long complained that the onus falls on them for providing services because the federal government has historically failed to provide the funds they promised states for special education. For Tabitha, her frustration led her to file a complaint with the Department of Education’s Office of Civil Rights in December 2022. She had a long list of concerns for Sam, like wheelchair access issues and lack of special ed support.\u003c/p>\n\u003cp>Five months later, OCR told Tabitha they would investigate three things – whether Sam was being denied a free and appropriate public education, which is guaranteed by federal law, whether the playground was inaccessible to disabled people and whether the parking lot was inaccessible.\u003c/p>\n\u003cp>TABITHA: I thought that OCR would be able to handle this, that we would make some forward progress.\u003c/p>\n\u003cp>MEHTA: But the investigation into Sam’s case has been going on for a year and a half now – valuable time in Sam’s young life and his education. Over the course of a year in 2022 and 2023, the Department of Education received over 19,000 discrimination complaints based on race, color, national origin, sex, age and disability. I heard from many parents around the country who said their cases took too long to resolve.\u003c/p>\n\u003cp>CATHERINE LHAMON: I share the frustrations that you’re hearing from families about how long that takes.\u003c/p>\n\u003cp>MEHTA: That’s Catherine Lhamon. She’s the assistant secretary of education for civil rights.\u003c/p>\n\u003cp>LHAMON: And we also owe them careful evaluation of facts to figure out how the law applies to the particular concern, and that is invariably a complicated process.\u003c/p>\n\u003cp>MEHTA: Lhamon says OCR’s investigators are overwhelmed, with more than 50 cases each. Part of the problem is a backlog from the pandemic, but it’s also about money.\u003c/p>\n\u003cp>LHAMON: Last year, Congress flat-funded our office, and that meant we are not able to bring on new people, even though we are now seeing close to double the cases we were seeing 10 years ago.\u003c/p>\n\u003cp>MEHTA: There is one option Lhamon says has made faster resolutions possible – early mediation. Now, parents and districts can easily opt for a meeting with an OCR mediator instead of a formal investigation. For Tabitha and John, mediation didn’t work out in a past state complaint, so this time, they opted for an investigation. While some of their concerns with the district have deepened since they filed, they have seen some progress.\u003c/p>\n\u003cp>The school eventually provided a bus with wheelchair access. Last year, Sam got an ASL interpreter, though the district has since taken that service away. And just a couple of weeks before I met him, Sam started Zoom lessons with Jessica (ph), a teacher for the deaf and hard of hearing.\u003c/p>\n\u003cp>JESSICA: OK. Your turn to sign.\u003c/p>\n\u003cp>TABITHA: Backpack. Good.\u003c/p>\n\u003cp>JESSICA: Backpack – you remember that.\u003c/p>\n\u003cp>MEHTA: In the lesson I watched, Sam read a story with Jessica and signed his responses to some of her questions.\u003c/p>\n\u003cp>JESSICA: You read today, and you matched.\u003c/p>\n\u003cp>TABITHA: It’s magic. He has learned more sign in the last three weeks faster than he’s ever picked up sign language before.\u003c/p>\n\u003cp>MEHTA: Tabitha says that’s all great, but it’s only for five hours a week.\u003c/p>\n\u003cp>TABITHA: Imagine if that was every day, like it’s supposed to be, and all day, like it’s supposed to be.\u003c/p>\n\u003cp>MEHTA: Now Tabitha is considering suing the school district. But with a single income and a family of 10, she doesn’t know if they can afford a lawyer. This whole process has been draining for her, but Tabitha tears up as she tells me why her fight for Sam matters.\u003c/p>\n\u003cp>TABITHA: (Crying) There’s a certain reality you face where you’re grieving your child, and they’re still here. I totally want to give him everything while he’s with us.\u003c/p>\n\u003cp>MEHTA: What’s your dream for Sam? Like, what do you want for his future?\u003c/p>\n\u003cp>TABITHA: If Sam’s future is wide open, that’s my dream. Like, I want him to experience what every 6-year-old gets to experience.\u003c/p>\n\u003cp>MEHTA: As we drive back from the school, Sam signs to his mom through the rearview mirror.\u003c/p>\n\u003cp>TABITHA: Yes. Signing swim right now – splash, splash, splash.\u003c/p>\n\u003cp>MEHTA: At the small, gated pool in their backyard, off comes Sam’s orthosis braces and shoes.\u003c/p>\n\u003cp>(SOUNDBITE OF VELCRO RIPPING)\u003c/p>\n\u003cp>MEHTA: Off come his socks.\u003c/p>\n\u003cp>TABITHA: Can you help me take off your socks? Put them off.\u003c/p>\n\u003cp>MEHTA: Sam slides to the edge of the water and sticks in his bare feet.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: Kick, kick, kick – fast, fast, fast, fast – (vocalizing).\u003c/p>\n\u003cp>MEHTA: When Tabitha tries to convince him to go inside the house, Sam instead signs what any 6-year-old splashing in a swimming pool on a hot summer day would – more.\u003c/p>\n\u003cp>(SOUNDBITE OF WATER SPLASHING)\u003c/p>\n\u003cp>TABITHA: More? You want in more? (Laughter) Just a little bit more, OK?\u003c/p>\n\u003cp>MEHTA: In middle Georgia, I’m Jonaki Mehta, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: This episode was produced by Jonaki Mehta and Marc Rivers. It was edited by Steven Drummond and Adam Raney. Our executive producer is Sami Yenigun. Thanks to our CONSIDER THIS+ listeners, who support the work of NPR journalists and help keep public radio strong. Supporters also hear every episode without messages from sponsors. Learn more at plus.npr.org.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003cp>FLORIDO: It’s CONSIDER THIS FROM NPR. I’m Adrian Florido.\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64176/disabled-students-are-struggling-to-get-what-they-need-at-school","authors":["byline_mindshift_64176"],"categories":["mindshift_21512","mindshift_194"],"tags":["mindshift_21635","mindshift_21471","mindshift_21718","mindshift_20934"],"featImg":"mindshift_64177","label":"mindshift"},"mindshift_63797":{"type":"posts","id":"mindshift_63797","meta":{"index":"posts_1716263798","site":"mindshift","id":"63797","score":null,"sort":[1715778446000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1715778446,"format":"standard","title":"Why Children with Disabilities Are Missing School and Losing Skills","headTitle":"Why Children with Disabilities Are Missing School and Losing Skills | KQED","content":"\u003cp>On a recent school day in Del Norte County, Calif., in one of the state’s northernmost school districts, 17-year-old Emma Lenover sits at home on the couch.\u003c/p>\n\u003cp>In some ways, Emma is a typical teen. She loves Disneyland and dance class. But she has already faced more adversity than some classmates will in a lifetime.\u003c/p>\n\u003cp>“All of October and all of November, there was no school because there was no aide,” says Emma’s mother, Melony Lenover, leaning her elbows into the kitchen table.\u003c/p>\n\u003cp>Emma has multiple health conditions, including cerebral palsy. She uses a wheelchair, a feeding tube and is nonverbal. To communicate, she uses a special device, like an iPad, that speaks a word or phrase when she presses the corresponding button. She is also immunocompromised and has mostly done school from home this year, over Zoom, with help from an aide in the classroom. At least, that’s what was supposed to happen.\u003c/p>\n\u003cp>Melony Lenover says her daughter’s special education plan with the district guarantees her a dedicated, one-on-one aide. But the district is in the throes of a special education staffing crisis. In the fall, without an aide, Emma had to stop school. As a result, she missed out on the dance and art classes she loves and regressed on her communication device.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The fact that a district could struggle so mightily with special education staffing that students are missing school – that’s not just a Del Norte problem. \u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">A recent federal survey\u003c/a> of school districts across the U.S. found special education jobs were among the hardest to staff and vacancies were widespread. But what’s happening in Del Norte is extreme. Which is why the Lenovers and five other families are \u003ca href=\"https://wildrivers.lostcoastoutpost.com/2023/dec/22/staffing-shortage-have-been-impacting-dnusd-specia/\">suing the school district\u003c/a>, as well as state education leadership, with help from the Disability Rights Education and Defense Fund.\u003c/p>\n\u003cp>The California Department of Education says it cannot comment on pending litigation.\u003c/p>\n\u003cp>“It’s very, very, very, very difficult when we are trying to bring people on board, trying to provide these services, when we want the best that we can give – cause that’s our job – and we can’t,” says Del Norte Superintendent Jeff Harris. Harris says he cannot comment on the lawsuit, but he acknowledges the staffing crisis in Del Norte is very real.\u003c/p>\n\u003cfigure id=\"attachment_63805\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63805 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped1.jpeg\" alt=\"\" width=\"700\" height=\"524\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped1.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped1-160x120.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Emma Lenover, left, works through a literacy lesson at home with special education teacher Sarah Elston. Emma loves these visits and, on this day, waited anxiously at the picture window for Elston to arrive. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, after the lawsuit was filed, district special educator Sarah Elston told the local \u003ca href=\"https://wildrivers.lostcoastoutpost.com/2023/dec/22/staffing-shortage-have-been-impacting-dnusd-specia/\">Wild Rivers Outpost\u003c/a>: “Just a few days ago I had two or three [aides] call out sick, they weren’t coming to work, and so this starts my morning at 5:30 having to figure out who’s going to be with this student… It is constant crisis management that we do in special education today.”\u003c/p>\n\u003ch3>Del Norte’s isolation makes it more difficult to hire needed staff\u003c/h3>\n\u003cp>The district sits hidden away like a secret between Oregon, the frigid Pacific and some of the largest redwood trees in the world. It’s too isolated and the pay is not competitive enough, Harris says, to attract workers from outside Del Norte. Locally, these aides – like the one Emma requires – earn about as much as they would working at McDonald’s.\u003c/p>\n\u003cp>Harris has even tried hiring contractors from Oregon. But “it’s a two-hour drive from southern Oregon here,” Harris says, “so four hours of the paid contract time was not even serving students.”\u003c/p>\n\u003cp>The district’s hiring process is also too burdensome, according to Harris, taking weeks to fill a job. Hoping to change that, the district declared a special education staffing state of emergency earlier this school year, but the problem remains.\u003c/p>\n\u003cp>In April, the district still had more than 40 special education job openings posted.\u003c/p>\n\u003cp>Melony Lenover says she knows supporting Emma can be challenging. But decades ago, Congress made clear, through the federal \u003ca href=\"https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/9\">Individuals with Disabilities Education Act\u003c/a>, that her daughter is legally entitled to that support.\u003c/p>\n\u003cp>The federal government said it would cover 40% of the cost of providing special education services, but it has never come close to fulfilling that promise. In 2023, the \u003ca href=\"https://www.naesp.org/blog/funding-falls-short-for-students-with-disabilities/#:~:text=From%20its%20inception%2C%20IDEA%20authorized,to%20provide%20special%20education%20services.\">National Association of Elementary School Principals said\u003c/a>, “Since the law was enacted, the closest the federal government has come to reaching the 40 percent commitment was 18 percent in 2004-2006, and current funding is at less than 13 percent.”\u003c/p>\n\u003cp>All this leaves Melony Lenover chafing at what she considers a double standard for children with disabilities.\u003c/p>\n\u003cp>“If it’d been one of my typically-functioning kids who are not in school for two months, [the school district] would be coming after me,” Lenover says.\u003c/p>\n\u003cp>In many places, a child who has missed about 18 school days – far less than Emma – is considered chronically absent. It’s a crisis that triggers a range of emergency interventions. Lenover says Emma’s absences weren’t treated with nearly the same urgency.\u003c/p>\n\u003cp>While Emma Lenover still doesn’t have a dedicated aide, she is finally getting help.\u003c/p>\n\u003cp>“We said as a team, enough is enough,” says Sarah Elston, who is Emma’s special education teacher. “We’re gonna do whatever it takes to get this girl an education.”\u003c/p>\n\u003cp>Elston has been working with her high school principal to patch together as much help as they can for Emma, including shifting a classroom aide to help Emma participate remotely in one of her favorite classes, dance.\u003c/p>\n\u003ch3>How the staffing shortage can become dangerous\u003c/h3>\n\u003cp>Linda Vang is another plaintiff in the Del Norte lawsuit, alongside Emma Lenover’s parents. On a recent Thursday, she sits at her kitchen table, her back to a refrigerator covered with family photos. She grips her phone hard, like a lifeline, watching old videos of her son, Shawn.\u003c/p>\n\u003cp>The cell phone videos show a young boy with a broad smile, being urged by his mother to pull up his socks. Or being taught by his doting sister to ride a scooter. Or dressed up for what appears to be a wedding, and doing the chicken dance. He is a joyful kid.\u003c/p>\n\u003cp>Much has changed since then.\u003c/p>\n\u003cp>Shawn is a pseudonym, chosen by Vang and his attorneys in the lawsuit. We’re not using his real name because Shawn is a minor and his mother asked us to protect his identity.\u003c/p>\n\u003cp>To understand Shawn’s role in the lawsuit – and the depths of Del Norte’s staffing crisis – you have to understand what happened to him on Tuesday, Feb. 28, 2023.\u003c/p>\n\u003cp>He was 15 at the time. Shawn has autism and is nonverbal, and as part of his special education plan, he gets his own, dedicated aide at school. But again, because of Del Norte’s struggles to hire enough special education staff, those aides are often in short supply and undertrained.\u003c/p>\n\u003cp>Shawn’s lead teacher that day, Brittany Wyckoff, says, when he grew frustrated in class, his fill-in aide did not follow procedure. It was snack time, but “this staff said, ‘No, you’re not being calm’ and pulled [the snack] away. So that wasn’t the appropriate way to handle it.”\u003c/p>\n\u003cp>Another staff member later told police Shawn had begun to calm down, but the aide still wouldn’t give him the snack – pistachios. Instead, Wyckoff says, the aide used a firm tone and continued telling Shawn to calm down. Shawn got more agitated, hitting himself in the face.\u003c/p>\n\u003cp>The aide later told police he began to worry Shawn might try to bite him – because Shawn had bitten other staff before. Witnesses told police he warned Shawn, “You will not bite me. You will not bite me.”\u003c/p>\n\u003cp>Wyckoff says standard procedure, when a student gets agitated and potentially violent, is to move classroom furniture – a table, a desk – between your body and the student. Instead, Wyckoff says, this aide moved furniture out of the way. When Shawn moved toward the aide, unobstructed, the aide raised his hands.\u003c/p>\n\u003cp>“The staff member just instantly reached out and choked [Shawn],” Wyckoff remembers. “And full-on, like one hand over the other hand choke.”\u003c/p>\n\u003cp>Multiple staff told police, Shawn had not tried to bite the aide. Wyckoff says she was yelling at the aide to stop and finally pulled him off of Shawn, “who was turning purple.”\u003c/p>\n\u003ch3>How the incident led to missed school\u003c/h3>\n\u003cp>The aide left school after choking Shawn and went to a local bar for a beer, according to the police report. He later told police he’d acted in self-defense. When he was arrested, for child endangerment, and asked why he hadn’t called police himself, the aide said, because he’d been in many similar situations and didn’t think this rose to that level.\u003c/p>\n\u003cp>The district attorney ultimately chose not to file charges.\u003c/p>\n\u003cfigure id=\"attachment_63803\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63803 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped2.jpeg\" alt=\"\" width=\"700\" height=\"524\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped2.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped2-160x120.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Emma, left, works with her sister, Kelsey Mercer, to join one of her favorite school classes, dance, from home. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Linda Vang says the incident changed Shawn. He became less trusting and was scared to return to the classroom. “It is the hardest thing in my life to watch my son go through this.”\u003c/p>\n\u003cp>To make matters worse, after the incident, the school couldn’t provide Shawn with a new aide, and, like Emma Lenover, he couldn’t do school without one. After the encounter, he was forced to miss two months of school – because of the staffing crisis.\u003c/p>\n\u003cp>“It was just week after week, them telling us, ‘There’s no staff. There’s no staff,’ ” Vang remembers. “I feel for him. I’m angry for him. I’m upset for him. It’s hard.”\u003c/p>\n\u003cp>Again, Superintendent Jeff Harris can’t comment on the specifics of the lawsuit, or on the incident involving Shawn, but he defends the district.\u003c/p>\n\u003cp>“We don’t come in everyday going, ‘How can we mess with people’s lives?’ We come in every day going, ‘What can we do \u003cem>today\u003c/em> to make this work?’ ”\u003c/p>\n\u003cp>Shawn, like Emma, lost skills during his time away from school. His mother says he struggled more to control his behavior and was less willing to use his communication device.\u003c/p>\n\u003cp>Shawn is back at school and finally improving, Vang says. He even likes the aide he has now.\u003c/p>\n\u003cp>“It has been very hard the last year. But you know, we’re getting there. You know, I’m doing my best, every single day.”\u003c/p>\n\u003ch3>With inadequate staff, students can lose vital skills\u003c/h3>\n\u003cp>Wyckoff, Shawn’s former teacher, says the staff shortage is so acute that some aides are being hired with little to no special education experience.\u003c/p>\n\u003cp>“They could know absolutely nothing about working with a student with special needs,” Wyckoff says, “and [the district] is like ‘Hey, you’ve gotta work with the most intensively behaviorally challenging student. Good luck!'”\u003c/p>\n\u003cp>Wyckoff says the staff the district \u003cem>is \u003c/em>able to hire need more and better training, too. The stakes are just too high.\u003c/p>\n\u003cp>Superintendent Harris says the district does provide staff training, but he also has to balance that with the need to get staff into classrooms quickly.\u003c/p>\n\u003cp>Veteran special education staff in Del Norte tell NPR they’ve seen what happens when students with disabilities don’t get consistent, quality support: They lose skills.\u003c/p>\n\u003cp>“One particular student, he was doing well,” says Emily Caldwell, a speech-language pathologist in the district. “We were talking about removing his communication device from coming to school because he’s communicating verbally.”\u003c/p>\n\u003cp>Caldwell works with many students who, like Shawn and Emma, use a communication device. This student, though, had been learning to use his own voice. It was a big deal, Caldwell says. But the student began losing those skills as he was shuffled between inexperienced staff.\u003c/p>\n\u003cfigure id=\"attachment_63804\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63804\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped3-1.jpeg\" alt=\"\" width=\"700\" height=\"525\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped3-1.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped3-1-160x120.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Emma, right, communicates with her sisters Ashley Lenover, left, and Kelsey Mercer using body language and a special tablet device. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, “he’s not communicating verbally at school anymore, he’s only using his device and only when prompted,” Caldwell says.\u003c/p>\n\u003cp>“I have a student whose toileting skills have regressed,” says Sarah Elston, Emma’s teacher. “I have more than one student who have lost skills on their [communication] device, that is their only way of communicating with the world.”\u003c/p>\n\u003cp>This sense of loss, Elston says, keeps her up at night.\u003c/p>\n\u003cp>Superintendent Jeff Harris acknowledges the effects of the staffing crisis have been painful.\u003c/p>\n\u003cp>“When you have a child who can’t do something that they were able to do before because they don’t have that consistency, that’s hard. I mean, that’s a knife to the heart.”\u003c/p>\n\u003ch3>Looking forward\u003c/h3>\n\u003cp>The lawsuit against the Del Norte Unified School District and state education officials is ongoing. The families hope it will not only help their children, but also raise awareness around a crisis they know is larger than themselves – and larger than Del Norte.\u003c/p>\n\u003cp>In the meantime, Del Norte teachers are doing everything they can to support their students with disabilities.\u003c/p>\n\u003cp>Elston, Wyckoff and Caldwell all say they have raised alarms with the district around students not getting the support they’re entitled to – and even being mistreated by untrained or inexperienced staff.\u003c/p>\n\u003cp>Caldwell says some veteran staff have quit out of frustration. Though she insists, she’s staying.\u003c/p>\n\u003cp>“I just worry,” Caldwell says, tearing up. “The kids I work with, most of them don’t communicate effectively without support. And so they can’t go home and be like, ‘Hey, Mom, so-and-so held me in a chair today.’ And so I feel like, if I wasn’t there and if I wasn’t being that voice and that advocate, who would be?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Digital story edited by: Nicole Cohen\u003cbr>\nAudio stories produced by: Lauren Migaki\u003cbr>\nAudio stories edited by: Nicole Cohen and Steve Drummond\u003cbr>\nVisual design and development by: LA Johnson\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2478,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":63},"modified":1715867647,"excerpt":"A special education staffing crisis is raging through many U.S. school districts. It's taking a toll on students and families.","headData":{"twImgId":"mindshift_63798","twTitle":"","ogTitle":"","ogImgId":"mindshift_63798","twDescription":"","description":"A special education staffing crisis is raging through many U.S. school districts. It's taking a toll on students and families.","socialDescription":"A special education staffing crisis is raging through many U.S. school districts. It's taking a toll on students and families.","title":"Why Children with Disabilities Are Missing School and Losing Skills | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Children with Disabilities Are Missing School and Losing Skills","datePublished":"2024-05-15T06:07:26-07:00","dateModified":"2024-05-16T06:54:07-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"why-children-with-disabilities-are-missing-school-and-losing-skills","status":"publish","nprByline":"Cory Turner","nprStoryDate":"2024-05-15T05:00:40-04:00","excludeFromSiteSearch":"Include","nprLastModifiedDate":"2024-05-16T08:33:50-04:00","sticky":false,"nprHtmlLink":"https://www.npr.org/2024/05/15/1247795768/children-disabilities-special-education-teacher-shortage","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/05/20240516_me_why_children_with_disabilities_are_missing_school_and_losing_skills.mp3?d=388&size=6212172&e=1247795768&t=progseg&seg=7&p=3","showOnAuthorArchivePages":"No","articleAge":"0","nprStoryId":"1247795768","nprRetrievedStory":"1","nprPubDate":"2024-05-15T05:00:40-04:00","path":"/mindshift/63797/why-children-with-disabilities-are-missing-school-and-losing-skills","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2024/05/20240516_me_why_children_with_disabilities_are_missing_school_and_losing_skills.mp3?d=388&size=6212172&e=1247795768&t=progseg&seg=7&p=3","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a recent school day in Del Norte County, Calif., in one of the state’s northernmost school districts, 17-year-old Emma Lenover sits at home on the couch.\u003c/p>\n\u003cp>In some ways, Emma is a typical teen. She loves Disneyland and dance class. But she has already faced more adversity than some classmates will in a lifetime.\u003c/p>\n\u003cp>“All of October and all of November, there was no school because there was no aide,” says Emma’s mother, Melony Lenover, leaning her elbows into the kitchen table.\u003c/p>\n\u003cp>Emma has multiple health conditions, including cerebral palsy. She uses a wheelchair, a feeding tube and is nonverbal. To communicate, she uses a special device, like an iPad, that speaks a word or phrase when she presses the corresponding button. She is also immunocompromised and has mostly done school from home this year, over Zoom, with help from an aide in the classroom. At least, that’s what was supposed to happen.\u003c/p>\n\u003cp>Melony Lenover says her daughter’s special education plan with the district guarantees her a dedicated, one-on-one aide. But the district is in the throes of a special education staffing crisis. In the fall, without an aide, Emma had to stop school. As a result, she missed out on the dance and art classes she loves and regressed on her communication device.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The fact that a district could struggle so mightily with special education staffing that students are missing school – that’s not just a Del Norte problem. \u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">A recent federal survey\u003c/a> of school districts across the U.S. found special education jobs were among the hardest to staff and vacancies were widespread. But what’s happening in Del Norte is extreme. Which is why the Lenovers and five other families are \u003ca href=\"https://wildrivers.lostcoastoutpost.com/2023/dec/22/staffing-shortage-have-been-impacting-dnusd-specia/\">suing the school district\u003c/a>, as well as state education leadership, with help from the Disability Rights Education and Defense Fund.\u003c/p>\n\u003cp>The California Department of Education says it cannot comment on pending litigation.\u003c/p>\n\u003cp>“It’s very, very, very, very difficult when we are trying to bring people on board, trying to provide these services, when we want the best that we can give – cause that’s our job – and we can’t,” says Del Norte Superintendent Jeff Harris. Harris says he cannot comment on the lawsuit, but he acknowledges the staffing crisis in Del Norte is very real.\u003c/p>\n\u003cfigure id=\"attachment_63805\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63805 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped1.jpeg\" alt=\"\" width=\"700\" height=\"524\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped1.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped1-160x120.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Emma Lenover, left, works through a literacy lesson at home with special education teacher Sarah Elston. Emma loves these visits and, on this day, waited anxiously at the picture window for Elston to arrive. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, after the lawsuit was filed, district special educator Sarah Elston told the local \u003ca href=\"https://wildrivers.lostcoastoutpost.com/2023/dec/22/staffing-shortage-have-been-impacting-dnusd-specia/\">Wild Rivers Outpost\u003c/a>: “Just a few days ago I had two or three [aides] call out sick, they weren’t coming to work, and so this starts my morning at 5:30 having to figure out who’s going to be with this student… It is constant crisis management that we do in special education today.”\u003c/p>\n\u003ch3>Del Norte’s isolation makes it more difficult to hire needed staff\u003c/h3>\n\u003cp>The district sits hidden away like a secret between Oregon, the frigid Pacific and some of the largest redwood trees in the world. It’s too isolated and the pay is not competitive enough, Harris says, to attract workers from outside Del Norte. Locally, these aides – like the one Emma requires – earn about as much as they would working at McDonald’s.\u003c/p>\n\u003cp>Harris has even tried hiring contractors from Oregon. But “it’s a two-hour drive from southern Oregon here,” Harris says, “so four hours of the paid contract time was not even serving students.”\u003c/p>\n\u003cp>The district’s hiring process is also too burdensome, according to Harris, taking weeks to fill a job. Hoping to change that, the district declared a special education staffing state of emergency earlier this school year, but the problem remains.\u003c/p>\n\u003cp>In April, the district still had more than 40 special education job openings posted.\u003c/p>\n\u003cp>Melony Lenover says she knows supporting Emma can be challenging. But decades ago, Congress made clear, through the federal \u003ca href=\"https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401/9\">Individuals with Disabilities Education Act\u003c/a>, that her daughter is legally entitled to that support.\u003c/p>\n\u003cp>The federal government said it would cover 40% of the cost of providing special education services, but it has never come close to fulfilling that promise. In 2023, the \u003ca href=\"https://www.naesp.org/blog/funding-falls-short-for-students-with-disabilities/#:~:text=From%20its%20inception%2C%20IDEA%20authorized,to%20provide%20special%20education%20services.\">National Association of Elementary School Principals said\u003c/a>, “Since the law was enacted, the closest the federal government has come to reaching the 40 percent commitment was 18 percent in 2004-2006, and current funding is at less than 13 percent.”\u003c/p>\n\u003cp>All this leaves Melony Lenover chafing at what she considers a double standard for children with disabilities.\u003c/p>\n\u003cp>“If it’d been one of my typically-functioning kids who are not in school for two months, [the school district] would be coming after me,” Lenover says.\u003c/p>\n\u003cp>In many places, a child who has missed about 18 school days – far less than Emma – is considered chronically absent. It’s a crisis that triggers a range of emergency interventions. Lenover says Emma’s absences weren’t treated with nearly the same urgency.\u003c/p>\n\u003cp>While Emma Lenover still doesn’t have a dedicated aide, she is finally getting help.\u003c/p>\n\u003cp>“We said as a team, enough is enough,” says Sarah Elston, who is Emma’s special education teacher. “We’re gonna do whatever it takes to get this girl an education.”\u003c/p>\n\u003cp>Elston has been working with her high school principal to patch together as much help as they can for Emma, including shifting a classroom aide to help Emma participate remotely in one of her favorite classes, dance.\u003c/p>\n\u003ch3>How the staffing shortage can become dangerous\u003c/h3>\n\u003cp>Linda Vang is another plaintiff in the Del Norte lawsuit, alongside Emma Lenover’s parents. On a recent Thursday, she sits at her kitchen table, her back to a refrigerator covered with family photos. She grips her phone hard, like a lifeline, watching old videos of her son, Shawn.\u003c/p>\n\u003cp>The cell phone videos show a young boy with a broad smile, being urged by his mother to pull up his socks. Or being taught by his doting sister to ride a scooter. Or dressed up for what appears to be a wedding, and doing the chicken dance. He is a joyful kid.\u003c/p>\n\u003cp>Much has changed since then.\u003c/p>\n\u003cp>Shawn is a pseudonym, chosen by Vang and his attorneys in the lawsuit. We’re not using his real name because Shawn is a minor and his mother asked us to protect his identity.\u003c/p>\n\u003cp>To understand Shawn’s role in the lawsuit – and the depths of Del Norte’s staffing crisis – you have to understand what happened to him on Tuesday, Feb. 28, 2023.\u003c/p>\n\u003cp>He was 15 at the time. Shawn has autism and is nonverbal, and as part of his special education plan, he gets his own, dedicated aide at school. But again, because of Del Norte’s struggles to hire enough special education staff, those aides are often in short supply and undertrained.\u003c/p>\n\u003cp>Shawn’s lead teacher that day, Brittany Wyckoff, says, when he grew frustrated in class, his fill-in aide did not follow procedure. It was snack time, but “this staff said, ‘No, you’re not being calm’ and pulled [the snack] away. So that wasn’t the appropriate way to handle it.”\u003c/p>\n\u003cp>Another staff member later told police Shawn had begun to calm down, but the aide still wouldn’t give him the snack – pistachios. Instead, Wyckoff says, the aide used a firm tone and continued telling Shawn to calm down. Shawn got more agitated, hitting himself in the face.\u003c/p>\n\u003cp>The aide later told police he began to worry Shawn might try to bite him – because Shawn had bitten other staff before. Witnesses told police he warned Shawn, “You will not bite me. You will not bite me.”\u003c/p>\n\u003cp>Wyckoff says standard procedure, when a student gets agitated and potentially violent, is to move classroom furniture – a table, a desk – between your body and the student. Instead, Wyckoff says, this aide moved furniture out of the way. When Shawn moved toward the aide, unobstructed, the aide raised his hands.\u003c/p>\n\u003cp>“The staff member just instantly reached out and choked [Shawn],” Wyckoff remembers. “And full-on, like one hand over the other hand choke.”\u003c/p>\n\u003cp>Multiple staff told police, Shawn had not tried to bite the aide. Wyckoff says she was yelling at the aide to stop and finally pulled him off of Shawn, “who was turning purple.”\u003c/p>\n\u003ch3>How the incident led to missed school\u003c/h3>\n\u003cp>The aide left school after choking Shawn and went to a local bar for a beer, according to the police report. He later told police he’d acted in self-defense. When he was arrested, for child endangerment, and asked why he hadn’t called police himself, the aide said, because he’d been in many similar situations and didn’t think this rose to that level.\u003c/p>\n\u003cp>The district attorney ultimately chose not to file charges.\u003c/p>\n\u003cfigure id=\"attachment_63803\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63803 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped2.jpeg\" alt=\"\" width=\"700\" height=\"524\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped2.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped2-160x120.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Emma, left, works with her sister, Kelsey Mercer, to join one of her favorite school classes, dance, from home. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Linda Vang says the incident changed Shawn. He became less trusting and was scared to return to the classroom. “It is the hardest thing in my life to watch my son go through this.”\u003c/p>\n\u003cp>To make matters worse, after the incident, the school couldn’t provide Shawn with a new aide, and, like Emma Lenover, he couldn’t do school without one. After the encounter, he was forced to miss two months of school – because of the staffing crisis.\u003c/p>\n\u003cp>“It was just week after week, them telling us, ‘There’s no staff. There’s no staff,’ ” Vang remembers. “I feel for him. I’m angry for him. I’m upset for him. It’s hard.”\u003c/p>\n\u003cp>Again, Superintendent Jeff Harris can’t comment on the specifics of the lawsuit, or on the incident involving Shawn, but he defends the district.\u003c/p>\n\u003cp>“We don’t come in everyday going, ‘How can we mess with people’s lives?’ We come in every day going, ‘What can we do \u003cem>today\u003c/em> to make this work?’ ”\u003c/p>\n\u003cp>Shawn, like Emma, lost skills during his time away from school. His mother says he struggled more to control his behavior and was less willing to use his communication device.\u003c/p>\n\u003cp>Shawn is back at school and finally improving, Vang says. He even likes the aide he has now.\u003c/p>\n\u003cp>“It has been very hard the last year. But you know, we’re getting there. You know, I’m doing my best, every single day.”\u003c/p>\n\u003ch3>With inadequate staff, students can lose vital skills\u003c/h3>\n\u003cp>Wyckoff, Shawn’s former teacher, says the staff shortage is so acute that some aides are being hired with little to no special education experience.\u003c/p>\n\u003cp>“They could know absolutely nothing about working with a student with special needs,” Wyckoff says, “and [the district] is like ‘Hey, you’ve gotta work with the most intensively behaviorally challenging student. Good luck!'”\u003c/p>\n\u003cp>Wyckoff says the staff the district \u003cem>is \u003c/em>able to hire need more and better training, too. The stakes are just too high.\u003c/p>\n\u003cp>Superintendent Harris says the district does provide staff training, but he also has to balance that with the need to get staff into classrooms quickly.\u003c/p>\n\u003cp>Veteran special education staff in Del Norte tell NPR they’ve seen what happens when students with disabilities don’t get consistent, quality support: They lose skills.\u003c/p>\n\u003cp>“One particular student, he was doing well,” says Emily Caldwell, a speech-language pathologist in the district. “We were talking about removing his communication device from coming to school because he’s communicating verbally.”\u003c/p>\n\u003cp>Caldwell works with many students who, like Shawn and Emma, use a communication device. This student, though, had been learning to use his own voice. It was a big deal, Caldwell says. But the student began losing those skills as he was shuffled between inexperienced staff.\u003c/p>\n\u003cfigure id=\"attachment_63804\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63804\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped3-1.jpeg\" alt=\"\" width=\"700\" height=\"525\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped3-1.jpeg 700w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/sped3-1-160x120.jpeg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Emma, right, communicates with her sisters Ashley Lenover, left, and Kelsey Mercer using body language and a special tablet device. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, “he’s not communicating verbally at school anymore, he’s only using his device and only when prompted,” Caldwell says.\u003c/p>\n\u003cp>“I have a student whose toileting skills have regressed,” says Sarah Elston, Emma’s teacher. “I have more than one student who have lost skills on their [communication] device, that is their only way of communicating with the world.”\u003c/p>\n\u003cp>This sense of loss, Elston says, keeps her up at night.\u003c/p>\n\u003cp>Superintendent Jeff Harris acknowledges the effects of the staffing crisis have been painful.\u003c/p>\n\u003cp>“When you have a child who can’t do something that they were able to do before because they don’t have that consistency, that’s hard. I mean, that’s a knife to the heart.”\u003c/p>\n\u003ch3>Looking forward\u003c/h3>\n\u003cp>The lawsuit against the Del Norte Unified School District and state education officials is ongoing. The families hope it will not only help their children, but also raise awareness around a crisis they know is larger than themselves – and larger than Del Norte.\u003c/p>\n\u003cp>In the meantime, Del Norte teachers are doing everything they can to support their students with disabilities.\u003c/p>\n\u003cp>Elston, Wyckoff and Caldwell all say they have raised alarms with the district around students not getting the support they’re entitled to – and even being mistreated by untrained or inexperienced staff.\u003c/p>\n\u003cp>Caldwell says some veteran staff have quit out of frustration. Though she insists, she’s staying.\u003c/p>\n\u003cp>“I just worry,” Caldwell says, tearing up. “The kids I work with, most of them don’t communicate effectively without support. And so they can’t go home and be like, ‘Hey, Mom, so-and-so held me in a chair today.’ And so I feel like, if I wasn’t there and if I wasn’t being that voice and that advocate, who would be?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Digital story edited by: Nicole Cohen\u003cbr>\nAudio stories produced by: Lauren Migaki\u003cbr>\nAudio stories edited by: Nicole Cohen and Steve Drummond\u003cbr>\nVisual design and development by: LA Johnson\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63797/why-children-with-disabilities-are-missing-school-and-losing-skills","authors":["byline_mindshift_63797"],"categories":["mindshift_21604"],"tags":["mindshift_21146","mindshift_21471","mindshift_20934"],"featImg":"mindshift_63798","label":"mindshift"},"mindshift_63483":{"type":"posts","id":"mindshift_63483","meta":{"index":"posts_1716263798","site":"mindshift","id":"63483","score":null,"sort":[1712570416000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1712570416,"format":"standard","title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","headTitle":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1531,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":30},"modified":1712586004,"excerpt":"Special education teacher vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","socialDescription":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","datePublished":"2024-04-08T03:00:16-07:00","dateModified":"2024-04-08T07:20:04-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63483/the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63483/the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","authors":["byline_mindshift_63483"],"categories":["mindshift_21504"],"tags":["mindshift_20934","mindshift_21567","mindshift_21398","mindshift_21576","mindshift_21461","mindshift_21263"],"featImg":"mindshift_63493","label":"mindshift"},"mindshift_63307":{"type":"posts","id":"mindshift_63307","meta":{"index":"posts_1716263798","site":"mindshift","id":"63307","score":null,"sort":[1710207052000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1710207052,"format":"standard","title":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education","headTitle":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kilpatrick’s concerns is when a student with disabilities becomes \u003c/span>\u003ca href=\"https://hechingerreport.org/students-finishing-high-school-degrees-dont-help-go-college/\">\u003cspan style=\"font-weight: 400\">siloed onto an IEP diploma track\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/more-states-could-drop-their-high-school-exit-exams/2023/11#:~:text=In%20January%2C%20the%20National%20Center,and%20Wyoming%E2%80%94still%20require%20the\">\u003cspan style=\"font-weight: 400\">Nine states require a passing score on the high school exit exam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, \u003c/span>\u003ca href=\"https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx#:~:text=This%20law%20became%20effective%20upon,GHSGT%20is%20no%20longer%20administered.\">\u003cspan style=\"font-weight: 400\">suspended the high school exit exam in 2015\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from \u003c/span>\u003ca href=\"https://sites.ed.gov/idea/\">\u003cspan style=\"font-weight: 400\">IDEA protections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which ensure k-12 students have free access to diagnostic and special education services, to \u003c/span>\u003ca href=\"https://www.ada.gov/\">\u003cspan style=\"font-weight: 400\">ADA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://archive.ada.gov/nprm_adaaa/adaaa-nprm-qa.htm#:~:text=Under%20the%20ADAAA%2C%20the%20focus,severity%20of%20the%20person's%20impairment.\">\u003cspan style=\"font-weight: 400\">ADAAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as \u003c/span>\u003ca href=\"https://www.p2pusa.org/\">\u003cspan style=\"font-weight: 400\">Parent to Parent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":967,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":13},"modified":1713534647,"excerpt":"Low expectations can mean students with disabilities and their families are unprepared for post-secondary education opportunities. Partnerships with school counselors and teachers can help.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Teachers and counselors can work with families to ensure that parents know all the options for their child's post-secondary education and careers.","socialDescription":"Teachers and counselors can work with families to ensure that parents know all the options for their child's post-secondary education and careers.","title":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education","datePublished":"2024-03-11T18:30:52-07:00","dateModified":"2024-04-19T06:50:47-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63307/how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Kilpatrick’s concerns is when a student with disabilities becomes \u003c/span>\u003ca href=\"https://hechingerreport.org/students-finishing-high-school-degrees-dont-help-go-college/\">\u003cspan style=\"font-weight: 400\">siloed onto an IEP diploma track\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/more-states-could-drop-their-high-school-exit-exams/2023/11#:~:text=In%20January%2C%20the%20National%20Center,and%20Wyoming%E2%80%94still%20require%20the\">\u003cspan style=\"font-weight: 400\">Nine states require a passing score on the high school exit exam\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, \u003c/span>\u003ca href=\"https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GHSGT.aspx#:~:text=This%20law%20became%20effective%20upon,GHSGT%20is%20no%20longer%20administered.\">\u003cspan style=\"font-weight: 400\">suspended the high school exit exam in 2015\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from \u003c/span>\u003ca href=\"https://sites.ed.gov/idea/\">\u003cspan style=\"font-weight: 400\">IDEA protections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which ensure k-12 students have free access to diagnostic and special education services, to \u003c/span>\u003ca href=\"https://www.ada.gov/\">\u003cspan style=\"font-weight: 400\">ADA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://archive.ada.gov/nprm_adaaa/adaaa-nprm-qa.htm#:~:text=Under%20the%20ADAAA%2C%20the%20focus,severity%20of%20the%20person's%20impairment.\">\u003cspan style=\"font-weight: 400\">ADAAA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as \u003c/span>\u003ca href=\"https://www.p2pusa.org/\">\u003cspan style=\"font-weight: 400\">Parent to Parent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63307/how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","authors":["11759"],"categories":["mindshift_21579"],"tags":["mindshift_21901","mindshift_21261","mindshift_21189","mindshift_21718","mindshift_21348","mindshift_20922","mindshift_20934"],"featImg":"mindshift_63313","label":"mindshift"},"mindshift_63148":{"type":"posts","id":"mindshift_63148","meta":{"index":"posts_1716263798","site":"mindshift","id":"63148","score":null,"sort":[1709722854000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1709722854,"format":"standard","title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","headTitle":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1279,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":18},"modified":1712330187,"excerpt":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","socialDescription":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","datePublished":"2024-03-06T03:00:54-08:00","dateModified":"2024-04-05T08:16:27-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her recent book, \u003c/span>\u003ca href=\"https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education\">\u003ci>\u003cspan style=\"font-weight: 400\">Partnering with Culturally and Linguistically Diverse Families in Special Education\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">Kristin Vogel-C\u003c/span>\u003cspan style=\"font-weight: 400\">a\u003c/span>\u003cspan style=\"font-weight: 400\">mpbell\u003c/span>\u003cspan style=\"font-weight: 400\"> notes the difficulties that parents of students with disabilities face when there is a language barrier. \u003c/span>\u003ca href=\"https://www.smfcsd.net/our-district/communication/news/default-board-post-page/~board/suptcommsboard-district-news/post/kristin-vogel-campbell-of-smfcsd-recognized-with-national-award-for-equity-in-education\">\u003cspan style=\"font-weight: 400\">Vogel-Campbell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 20-year veteran of special education, has seen a higher level of agency, access and knowledge of the \u003ca href=\"https://www.kqed.org/mindshift/tag/special-education\">special education system\u003c/a> among white and English-speaking parents of children with disabilities. Families that don’t fall into these identities often lack the social and cultural capital to effectively advocate for their children within a bureaucratic system. For example, families who have access to resources like attorneys or legal advocates may be better able to \u003ca href=\"https://www.kqed.org/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs\">ensure their children receive the special education services\u003c/a> they need. “There are free and low-cost advocacy and attorneys, but their bandwidth is totally spread thin,” Vogel-Campbell said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, even though all parents and families have the \u003ca href=\"https://sites.ed.gov/idea/regs/b/d/300.322/e\">right to qualified interpretation\u003c/a>, schools can have difficulty finding interpreters that can accurately convey academic language during meetings about a student’s individualized education plan (IEP). According to Vogel-Campbell, not providing proper interpretation services during communication between educators and parents can break trust and delay the implementation of an IEP.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though not all of these issues are within individual educators’ control, when special education teachers recognize these barriers, they can \u003ca href=\"https://twitter.com/MindShiftKQED/status/1751597264210911576/photo/1\">think creatively\u003c/a> about how to connect with and support families who speak languages other than English. Jeremy Jarvi and Ben Simson, two special education teachers who work with Vogel-Campbell in California’s San Mateo-Foster City School District, shared some of their strategies for doing just that. From using Google Translate, to creating systems of outreach and advocacy, Jarvi, Simson and Vogel-Campbell are dedicated to fostering a welcoming environment for the families of students with disabilities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Overcoming language barriers during the IEP process\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Vogel-Campbell, the IEP process is very structured, and doesn’t provide parents an opportunity to share their specific hopes for their children. Language barriers and lack of trust can exacerbate this issue. For example, when a teacher makes eye contact only with an interpreter, rather than the parent, this doesn’t communicate respect towards the families of the students being discussed, said Vogel-Campbell.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vogel-Campbell’s school district obtains Spanish interpreter services relatively quickly, and is required to offer no-cost interpretation for all non-English speaking parents, she said that it may take up to a month to coordinate an interpreter of languages less frequently spoken in the area. \u003c/span>Vogel-Campbell suggested that educators make small efforts throughout the school year to reach out to parents in their preferred language. For instance, teachers can introduce themselves or greet a family in their native language, even if the rest of the meeting relies on an interpreter. Doing so communicates respect and eagerness to connect with those parents, said Vogel-Campbell. She urged educators to recognize that even if parents don’t understand the dominant language spoken by the teacher it “doesn’t mean that they’re not a source of knowledge and information for their students.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson both regularly use \u003ca href=\"https://translate.google.com/\">Google translate\u003c/a> to communicate with non-English speaking parents. Jarvi, whose classroom consists of nine kindergarten through third graders with moderate to severe disabilities, tries to translate all IEPs using Google Translate. He said that translating it himself for parents is often faster than sending it through the district for a translation, which he said can take up to two weeks to complete. \u003ca href=\"https://edsource.org/2023/immigrant-parents-report-faulty-slow-translation-of-special-education-documents/700531\">Monthslong waits for IEP translations, as well as poor translations, are common across California\u003c/a>, according to EdSource. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi said that the longer parents have to wait for the IEP document, the more drawn out the process is for parental consent, signature and implementation. “We want it to have a quick turnaround for consent and implementation, because the longer it takes for the parent to consent, the less time the child has to meet the goals,” he said. Without an IEP signed by a parent, the educator has to continue curriculum based off of the most recently signed IEP, which can be a year out of date. The quicker special education teachers can sit down with parents with an agreed upon IEP, the less likely students are to fall behind in meeting their curriculum goals whether those are academic or functional life skills.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Communicating effectively with families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi and Simson have implemented similar strategies to close the communication gap between themselves and their students’ parents. Simson, who works with middle school students, uses Google Translate to send and receive text messages and emails to and from parents. His classroom consists of families that speak English and Spanish. He tells parents that he has no problem translating on his end and he lets them take the lead on which language to use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jarvi also uses Google Translate as much as he can to communicate with parents of his students that might speak a primary language at home other than English. Over the years, he has worked with families who speak Khmer, Cambodian, Japanese and Spanish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Continuing to build those relationships with parents, Simson approaches IEP meetings wondering how he can foster an authentic connection with the family to solidify the partnership between educator and parent. He also texts or calls parents every couple of days with positive news about their student and encourages parents to praise their children. If the student has an obstacle to overcome, Simson makes sure to collaborate with parents to come up with a redirection or constructive solution to the problem. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers might interpret parental deference to educators’ ideas as disengagement, but in her book Vogel-Campbell highlighted a diversity of non-Western cultural beliefs that may shape parents’ interactions with the school system. She said it’s important to recognize those differences and emphasize ways that parents can advocate for their children in the U.S. education system. Jarvi, who often speaks with parents who are new to the IEP process, makes sure to \u003ca href=\"https://www.kqed.org/mindshift/52468/helping-families-ask-questions-could-be-your-most-powerful-engagement-tool\">create lasting relationships with parents\u003c/a> in the hopes that they continue advocacy for their children after they leave his classroom. In his weekly communications home, he offers a variety of messaging styles from a traditional email to text messages that consist of a smiley face or frowny face. Although he said it can take some trial and error, Jarvi works to tailor his communication to a parent’s bandwidth and to smooth out any challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Translation resources and multilingual services for families\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogel-Campbell also shared some resources that her district uses for communicating with families speaking different languages. One is \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a communication tool designed for use in K-12 education that educators, administrators and district officials use to translate memos into more than 100 languages. Some teachers in Vogel-Campbell’s district also use \u003c/span>\u003ca href=\"https://www.remind.com/\">\u003cspan style=\"font-weight: 400\">Remind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an education communication platform with two-way texting translation capabilities. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If parents ask educators for resources regarding support and advocacy, Vogel-Campbell recommended the organization \u003c/span>\u003ca href=\"https://supportforfamilies.org/\">\u003cspan style=\"font-weight: 400\">Support For Families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based in San Francisco but offers many online resources, such as introductions to different diagnoses. Vogel-Campbell also recommended connecting families to parent centers that offer multilingual services and resources to families of children with disabilities. Parent centers can be found by location at \u003c/span>\u003ca href=\"https://www.parentcenterhub.org/find-your-center/\">\u003cspan style=\"font-weight: 400\">https://www.parentcenterhub.org/find-your-center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Vogel-Campbell’s district also has recently partnered with \u003c/span>\u003ca href=\"https://www.footsteps2brilliance.com/\">\u003cspan style=\"font-weight: 400\">Footsteps To Brilliance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a bilingual app that can be used by families to continue literacy lessons at home.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63148/creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","authors":["11759"],"categories":["mindshift_21512","mindshift_21385","mindshift_21579","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21471","mindshift_21718","mindshift_20851","mindshift_397","mindshift_21416","mindshift_21707","mindshift_21230","mindshift_163","mindshift_231","mindshift_20934"],"featImg":"mindshift_63153","label":"mindshift"},"mindshift_60092":{"type":"posts","id":"mindshift_60092","meta":{"index":"posts_1716263798","site":"mindshift","id":"60092","score":null,"sort":[1675248942000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1675248942,"format":"standard","title":"How teachers can disrupt linear development models and support students with disabilities","headTitle":"MindShift | KQED News","content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://wwnorton.com/books/9781324016793\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Ableism in Education: Rethinking School Practices and Policies\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Gillian Parekh. Copyright © 2022 by Gillian Parekh. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaches to development that are understood as linear and espoused by developmental psychology are quite popular in traditional schooling. For children who do not meet identified developmental expectations, schools typically respond with stigmatized interventions that can powerfully shape the academic, social, and behavioral expectations of educators (such as many of those offered through special education). Education’s adherence to the principles of linear development falsely assumes a universality in childhood experience. It also simultaneously narrows accepted pedagogical approaches to schooling. Linear and individual notions of developmentalism have been so deeply ingrained in our collective approach to education that its consequences often go unseen or are normalized. But it does not go unexperienced.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60180 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ableism-in-education.jpg\" alt=\"Ableism in Education\" width=\"231\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ableism-in-education.jpg 231w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/ableism-in-education-160x240.jpg 160w\" sizes=\"(max-width: 231px) 100vw, 231px\">In many cases, highly sought-after behavioral, mobility, and psychological interventions have been reconceptualized as harmful toward the body, mind, and psyche of disabled people (Giangreco, 1996; Parens, 2006; Starr, 1982). For many children and their families, there is relentless pressure to pursue normalization through surgeries, therapies, and interventions. But when is “enough, enough?” When do we stop requiring people to conform to a constructed norm? When do we stop pushing for people to walk or talk in normative ways and instead acknowledge and embrace difference? This tension may be one of the most challenging to resolve within disability studies. However, it still remains an important tension for educators to hold in their work with students and their families.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>How Educators Can Adopt More Holistic Developmentalism in Their Work\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, there is an expectation that educators should have a working understanding of developmentalism, one that will inform educators’ approach to classroom strategies, assessment, and behavior management. But educators can resist employing a deficit or pathology-oriented understanding of developmentalism by adopting frameworks that emphasize the relational context between children’s development and the conditions in which they live and grow. When acting on assumptions related to developmental expectations, educators can draw from an array of theories that focus on social-relational and sociocultural approaches such as those forwarded by Vygotsky (Mahn, 1999) and Bronfenbrenner (Bronfenbrenner 1986/1992). There are also Indigenous understandings of childhood development that have a deep appreciation for cultural and historical contexts (ShadowWalker, n.d.). For example, the Public Health Agency of Canada released their report on Indigenous child, youth, and family health and described the rich context in which children’s health and development should be considered:\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003ci>\u003cspan style=\"font-weight: 400\">Young Indigenous children experience many health disparities, which can largely be attributed to the socio-economic, environmental, political and historical conditions in which they live. High quality, holistic and culturally relevant ECD and care programs provide a promising avenue for addressing these health disparities by optimizing Indigenous children’s physical, emotional, psychological, cognitive and spiritual development, giving them the best start in life and ultimately addressing health disparities over the long-term. (Halseth & Greenwood, 2019, p. 7)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Family-centered models of child development and support are a popular approach in the Early Years (Mas et al., 2019). In the United States, the role of families is recognized as integral to early intervention strategies and enshrined in federal law (see IDEA and the development of Individualized Family Service Plan, United States Department of Education, 2017). Despite the holistic frameworks integrated into Early Years services and programs, there does seem to be a shift toward more-linear concepts of developmentalism within public education. This could be in part due to the organization of curricular expectations tied to the linear order of grades, and expectation of a linear trajectory as students move through school. But within those structural constraints, educators are still required to enact their own understanding of development and ability to measure students’ achievement and report on their learning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/GillyParekh\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60195\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-800x533.jpg\" alt=\"Gillian Parekh\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-1920x1280.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Gillian Parekh\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an educator, assistant professor and Canada Research Chair in Inclusion, Disability and Education within the Faculty of Education at York University. As a previous teacher in special education and research coordinator with the Toronto District School Board (TDSB), Gillian has conducted extensive system and school-based research in Toronto in the areas of structural equity, special education, and academic streaming. In particular, her work explores how schools construct and respond to disability as well as how students are organized across programs and systems. She resides in Ontario with her family.\u003c/span>\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":759,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":8},"modified":1672084815,"excerpt":"Schools often adhere to a linear vision of child development, which can result in a deficit-thinking about students with disabilities, writes Gillian Parekh in her book \"Ableism in Education: Rethinking School Practices and Policies.\"","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Schools often adhere to a linear vision of child development, which can result in a deficit-thinking about students with disabilities.","title":"How teachers can disrupt linear development models and support students with disabilities | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teachers can disrupt linear development models and support students with disabilities","datePublished":"2023-02-01T02:55:42-08:00","dateModified":"2022-12-26T12:00:15-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-teachers-can-disrupt-linear-development-models-and-support-students-with-disabilities","status":"publish","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60092/how-teachers-can-disrupt-linear-development-models-and-support-students-with-disabilities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://wwnorton.com/books/9781324016793\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Ableism in Education: Rethinking School Practices and Policies\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Gillian Parekh. Copyright © 2022 by Gillian Parekh. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaches to development that are understood as linear and espoused by developmental psychology are quite popular in traditional schooling. For children who do not meet identified developmental expectations, schools typically respond with stigmatized interventions that can powerfully shape the academic, social, and behavioral expectations of educators (such as many of those offered through special education). Education’s adherence to the principles of linear development falsely assumes a universality in childhood experience. It also simultaneously narrows accepted pedagogical approaches to schooling. Linear and individual notions of developmentalism have been so deeply ingrained in our collective approach to education that its consequences often go unseen or are normalized. But it does not go unexperienced.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60180 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ableism-in-education.jpg\" alt=\"Ableism in Education\" width=\"231\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ableism-in-education.jpg 231w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/ableism-in-education-160x240.jpg 160w\" sizes=\"(max-width: 231px) 100vw, 231px\">In many cases, highly sought-after behavioral, mobility, and psychological interventions have been reconceptualized as harmful toward the body, mind, and psyche of disabled people (Giangreco, 1996; Parens, 2006; Starr, 1982). For many children and their families, there is relentless pressure to pursue normalization through surgeries, therapies, and interventions. But when is “enough, enough?” When do we stop requiring people to conform to a constructed norm? When do we stop pushing for people to walk or talk in normative ways and instead acknowledge and embrace difference? This tension may be one of the most challenging to resolve within disability studies. However, it still remains an important tension for educators to hold in their work with students and their families.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>How Educators Can Adopt More Holistic Developmentalism in Their Work\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, there is an expectation that educators should have a working understanding of developmentalism, one that will inform educators’ approach to classroom strategies, assessment, and behavior management. But educators can resist employing a deficit or pathology-oriented understanding of developmentalism by adopting frameworks that emphasize the relational context between children’s development and the conditions in which they live and grow. When acting on assumptions related to developmental expectations, educators can draw from an array of theories that focus on social-relational and sociocultural approaches such as those forwarded by Vygotsky (Mahn, 1999) and Bronfenbrenner (Bronfenbrenner 1986/1992). There are also Indigenous understandings of childhood development that have a deep appreciation for cultural and historical contexts (ShadowWalker, n.d.). For example, the Public Health Agency of Canada released their report on Indigenous child, youth, and family health and described the rich context in which children’s health and development should be considered:\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003ci>\u003cspan style=\"font-weight: 400\">Young Indigenous children experience many health disparities, which can largely be attributed to the socio-economic, environmental, political and historical conditions in which they live. High quality, holistic and culturally relevant ECD and care programs provide a promising avenue for addressing these health disparities by optimizing Indigenous children’s physical, emotional, psychological, cognitive and spiritual development, giving them the best start in life and ultimately addressing health disparities over the long-term. (Halseth & Greenwood, 2019, p. 7)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Family-centered models of child development and support are a popular approach in the Early Years (Mas et al., 2019). In the United States, the role of families is recognized as integral to early intervention strategies and enshrined in federal law (see IDEA and the development of Individualized Family Service Plan, United States Department of Education, 2017). Despite the holistic frameworks integrated into Early Years services and programs, there does seem to be a shift toward more-linear concepts of developmentalism within public education. This could be in part due to the organization of curricular expectations tied to the linear order of grades, and expectation of a linear trajectory as students move through school. But within those structural constraints, educators are still required to enact their own understanding of development and ability to measure students’ achievement and report on their learning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/GillyParekh\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60195\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-800x533.jpg\" alt=\"Gillian Parekh\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gillian-Parekh-1920x1280.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Gillian Parekh\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an educator, assistant professor and Canada Research Chair in Inclusion, Disability and Education within the Faculty of Education at York University. As a previous teacher in special education and research coordinator with the Toronto District School Board (TDSB), Gillian has conducted extensive system and school-based research in Toronto in the areas of structural equity, special education, and academic streaming. In particular, her work explores how schools construct and respond to disability as well as how students are organized across programs and systems. She resides in Ontario with her family.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60092/how-teachers-can-disrupt-linear-development-models-and-support-students-with-disabilities","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_21488","mindshift_21486","mindshift_21471","mindshift_20934","mindshift_21487"],"featImg":"mindshift_60419","label":"mindshift"},"mindshift_60754":{"type":"posts","id":"mindshift_60754","meta":{"index":"posts_1716263798","site":"mindshift","id":"60754","score":null,"sort":[1673262027000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1673262027,"format":"standard","title":"New research review questions the evidence for special education inclusion","headTitle":"New research review questions the evidence for special education inclusion | KQED","content":"\u003cp>For the past 25 years, U.S. policy has urged schools to \u003ca href=\"https://sites.ed.gov/idea/IDEA-History\" target=\"_blank\" rel=\"noopener noreferrer\">keep students with disabilities in the same classrooms with their general education peers\u003c/a> unless severe disabilities prevent it. It seems a humane policy not to wall off those with disabilities and keep them apart from society. Who would argue against it?\u003c/p>\n\u003cp>Schools have embraced inclusion. According to the most recent data from 2020-21 school year, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\" target=\"_blank\" rel=\"noopener noreferrer\">two thirds of the 7 million students with disabilities who receive special education services spent 80% or more of their time\u003c/a> in traditional classrooms. Separation is less common today; only one out of every eight students with disabilities was taught separately in a special-needs only environment most of the time.\u003c/p>\n\u003cp>But a recent international analysis of all the available research on special education inclusion found inconsistent results. Some children thrived while others did very badly in regular classrooms. Overall, students didn’t benefit academically, psychologically or socially from the practice. Math and reading scores, along with psychosocial measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms.\u003c/p>\n\u003cp>“I was surprised,” said Nina Dalgaard, lead author of the \u003ca href=\"https://www.campbellcollaboration.org/better-evidence/inclusion-children-with-special-educational-needs.html\" target=\"_blank\" rel=\"noopener noreferrer\">inclusion study for the Campbell Collaboration\u003c/a>, a nonprofit organization that reviews research evidence for public policy purposes. “Despite a rather large evidence base, it doesn’t appear that inclusion automatically has positive effects. To the contrary, for some children, it appears that being taught in a segregated setting is actually beneficial.”\u003c/p>\n\u003cp>Many disability advocates balked at the findings, published in December 2022, on social media. An influential lobbying organization, the National Center for Learning Disabilities, said it continues to believe that inclusion is beneficial for students and that this study will “not change” how the disability community advocates for students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students with disabilities have a right to learn alongside their peers, and studies have shown that this is beneficial not only for students with disabilities but also for other students in the classroom,” said Lindsay Kubatzky, the organization’s director of policy and advocacy.\u003c/p>\n\u003cp>“Every student is different, and ‘inclusion’ for one student may look different from others. For some, it could be a classroom separate from their peers, but that is rarely the case.”\u003c/p>\n\u003cp>The Campbell Collaboration study is a meta-analysis, which means it is supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. Dalgaard, a senior researcher at VIVE—The Danish Centre for Social Science Research, initially found over 2,000 studies on special education inclusion. But she threw out 99 percent of them, many of which were quite favorable to inclusion. Most were qualitative studies that described students’ experiences in an inclusion classroom but didn’t rigorously track academic progress. Among those that did monitor math or reading, many of them simply noted how much students improved in an inclusive setting, but didn’t compare those gains with how students might have otherwise fared in a separate special-needs only setting.\u003c/p>\n\u003cp>Fewer than 100 studies had comparison groups, but still most of those didn’t make the cut because the students in inclusive settings were vastly different from those in separate settings. Special education is a particularly difficult area to study because researchers cannot randomly assign students with disabilities to different treatments. Schools tend to keep children with milder disabilities in a regular classroom and teach only those with the most severe disabilities separately. In comparing how both groups fare, it should be no surprise that students with milder disabilities outperform those with more severe disabilities. But that’s not good evidence that inclusion is better. “It’s a serious, confounding bias,” Dalgaard said.\u003c/p>\n\u003cp>In the end, Dalgaard was left with only 15 studies where the severity of the disability was somehow noted so that she could compare apples to apples. These 15 studies covered more than 7,000 students, ages six through 16, across nine countries. Four of the studies were conducted in the United States with the others in Europe.\u003c/p>\n\u003cp>The disabilities in the studies ranged widely, from the most common ones, such as dyslexia, ADHD, speech impairments and autism, to rarer ones, such as Down syndrome and cerebral palsy. Some students had mild versions; others had more severe forms. I asked Dalgaard if she found clues in the results as to which disabilities were more conducive to inclusion. I was curious if children with severe dyslexia, for example, might benefit from separate instruction with specially trained reading teachers for the first couple of years after diagnosis.\u003c/p>\n\u003cp>Dalgaard said there wasn’t enough statistical evidence to untangle when inclusion is most beneficial. But she did notice in the underlying studies that students with autism seem to be better off in a separate setting. For example, their psychosocial scores were higher. But more studies would be needed to confirm this.\u003c/p>\n\u003cp>She also noticed that how a school goes about including students with disabilities mattered. In schools that used a co-teaching model, one regular teacher and one trained in special education, students fared better in inclusion classrooms. Again, more research is needed to confirm this statistically. And, even if co-teaching proves to be effective over multiple studies, not every school can afford to hire two teachers for every classroom. It’s particularly cost-prohibitive in middle and high school as teachers specialize in subjects.\u003c/p>\n\u003cp>Instead, Dalgaard noted that inclusion is often a cost-cutting practice because schools save money when they no longer run separate classrooms or schools for children with disabilities. “In some cases, children with disabilities no longer had access to the same resources. It’s not supposed to happen this way, but it does in some places,” said Dalgaard. “That is probably why the results of the meta-analysis show that some children actually learn more in segregated settings.”\u003c/p>\n\u003cp>I was surprised to learn from Dalgaard that no sound meta-analysis has found “clear” benefits for special education inclusion. Indeed, previous meta-analyses have found exactly the same inconsistent or very small positive results, she said. This latest Campbell Collaboration study was commissioned to see if newer research, published from 2000 to September 2021, would move the dial. It did not.\u003c/p>\n\u003cp>As a nation, we spend an estimated $90 billion a year in federal, state and local taxpayer funds on educating children with disabilities. We ought to know more about how to best help them learn.\u003c/p>\n\u003cp>*Correction: This story has been updated with the correct spelling of Lindsay Kubatzky’s name.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-ponts-new-research-review-questions-the-evidence-for-special-education-inclusion/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1165,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":20},"modified":1707838466,"excerpt":"Two thirds of U.S. students who receive special education services spend most of their time in traditional classrooms. A new international meta-analysis on special education inclusion found inconsistent results.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A new international meta-analysis found inconsistent results for students with disabilities who learn in general education classrooms.","socialDescription":"A new international meta-analysis found inconsistent results for students with disabilities who learn in general education classrooms.","title":"New research review questions the evidence for special education inclusion | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New research review questions the evidence for special education inclusion","datePublished":"2023-01-09T03:00:27-08:00","dateModified":"2024-02-13T07:34:26-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"new-research-review-questions-the-evidence-for-special-education-inclusion","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60754/new-research-review-questions-the-evidence-for-special-education-inclusion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For the past 25 years, U.S. policy has urged schools to \u003ca href=\"https://sites.ed.gov/idea/IDEA-History\" target=\"_blank\" rel=\"noopener noreferrer\">keep students with disabilities in the same classrooms with their general education peers\u003c/a> unless severe disabilities prevent it. It seems a humane policy not to wall off those with disabilities and keep them apart from society. Who would argue against it?\u003c/p>\n\u003cp>Schools have embraced inclusion. According to the most recent data from 2020-21 school year, \u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities\" target=\"_blank\" rel=\"noopener noreferrer\">two thirds of the 7 million students with disabilities who receive special education services spent 80% or more of their time\u003c/a> in traditional classrooms. Separation is less common today; only one out of every eight students with disabilities was taught separately in a special-needs only environment most of the time.\u003c/p>\n\u003cp>But a recent international analysis of all the available research on special education inclusion found inconsistent results. Some children thrived while others did very badly in regular classrooms. Overall, students didn’t benefit academically, psychologically or socially from the practice. Math and reading scores, along with psychosocial measures, were no higher for children with disabilities who learned in general education classrooms, on average, compared to children who learned in separate special education classrooms.\u003c/p>\n\u003cp>“I was surprised,” said Nina Dalgaard, lead author of the \u003ca href=\"https://www.campbellcollaboration.org/better-evidence/inclusion-children-with-special-educational-needs.html\" target=\"_blank\" rel=\"noopener noreferrer\">inclusion study for the Campbell Collaboration\u003c/a>, a nonprofit organization that reviews research evidence for public policy purposes. “Despite a rather large evidence base, it doesn’t appear that inclusion automatically has positive effects. To the contrary, for some children, it appears that being taught in a segregated setting is actually beneficial.”\u003c/p>\n\u003cp>Many disability advocates balked at the findings, published in December 2022, on social media. An influential lobbying organization, the National Center for Learning Disabilities, said it continues to believe that inclusion is beneficial for students and that this study will “not change” how the disability community advocates for students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students with disabilities have a right to learn alongside their peers, and studies have shown that this is beneficial not only for students with disabilities but also for other students in the classroom,” said Lindsay Kubatzky, the organization’s director of policy and advocacy.\u003c/p>\n\u003cp>“Every student is different, and ‘inclusion’ for one student may look different from others. For some, it could be a classroom separate from their peers, but that is rarely the case.”\u003c/p>\n\u003cp>The Campbell Collaboration study is a meta-analysis, which means it is supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. Dalgaard, a senior researcher at VIVE—The Danish Centre for Social Science Research, initially found over 2,000 studies on special education inclusion. But she threw out 99 percent of them, many of which were quite favorable to inclusion. Most were qualitative studies that described students’ experiences in an inclusion classroom but didn’t rigorously track academic progress. Among those that did monitor math or reading, many of them simply noted how much students improved in an inclusive setting, but didn’t compare those gains with how students might have otherwise fared in a separate special-needs only setting.\u003c/p>\n\u003cp>Fewer than 100 studies had comparison groups, but still most of those didn’t make the cut because the students in inclusive settings were vastly different from those in separate settings. Special education is a particularly difficult area to study because researchers cannot randomly assign students with disabilities to different treatments. Schools tend to keep children with milder disabilities in a regular classroom and teach only those with the most severe disabilities separately. In comparing how both groups fare, it should be no surprise that students with milder disabilities outperform those with more severe disabilities. But that’s not good evidence that inclusion is better. “It’s a serious, confounding bias,” Dalgaard said.\u003c/p>\n\u003cp>In the end, Dalgaard was left with only 15 studies where the severity of the disability was somehow noted so that she could compare apples to apples. These 15 studies covered more than 7,000 students, ages six through 16, across nine countries. Four of the studies were conducted in the United States with the others in Europe.\u003c/p>\n\u003cp>The disabilities in the studies ranged widely, from the most common ones, such as dyslexia, ADHD, speech impairments and autism, to rarer ones, such as Down syndrome and cerebral palsy. Some students had mild versions; others had more severe forms. I asked Dalgaard if she found clues in the results as to which disabilities were more conducive to inclusion. I was curious if children with severe dyslexia, for example, might benefit from separate instruction with specially trained reading teachers for the first couple of years after diagnosis.\u003c/p>\n\u003cp>Dalgaard said there wasn’t enough statistical evidence to untangle when inclusion is most beneficial. But she did notice in the underlying studies that students with autism seem to be better off in a separate setting. For example, their psychosocial scores were higher. But more studies would be needed to confirm this.\u003c/p>\n\u003cp>She also noticed that how a school goes about including students with disabilities mattered. In schools that used a co-teaching model, one regular teacher and one trained in special education, students fared better in inclusion classrooms. Again, more research is needed to confirm this statistically. And, even if co-teaching proves to be effective over multiple studies, not every school can afford to hire two teachers for every classroom. It’s particularly cost-prohibitive in middle and high school as teachers specialize in subjects.\u003c/p>\n\u003cp>Instead, Dalgaard noted that inclusion is often a cost-cutting practice because schools save money when they no longer run separate classrooms or schools for children with disabilities. “In some cases, children with disabilities no longer had access to the same resources. It’s not supposed to happen this way, but it does in some places,” said Dalgaard. “That is probably why the results of the meta-analysis show that some children actually learn more in segregated settings.”\u003c/p>\n\u003cp>I was surprised to learn from Dalgaard that no sound meta-analysis has found “clear” benefits for special education inclusion. Indeed, previous meta-analyses have found exactly the same inconsistent or very small positive results, she said. This latest Campbell Collaboration study was commissioned to see if newer research, published from 2000 to September 2021, would move the dial. It did not.\u003c/p>\n\u003cp>As a nation, we spend an estimated $90 billion a year in federal, state and local taxpayer funds on educating children with disabilities. We ought to know more about how to best help them learn.\u003c/p>\n\u003cp>*Correction: This story has been updated with the correct spelling of Lindsay Kubatzky’s name.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-ponts-new-research-review-questions-the-evidence-for-special-education-inclusion/\">\u003cem>special education inclusion\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60754/new-research-review-questions-the-evidence-for-special-education-inclusion","authors":["byline_mindshift_60754"],"categories":["mindshift_21504"],"tags":["mindshift_21471","mindshift_163","mindshift_21521","mindshift_381","mindshift_20934"],"featImg":"mindshift_60758","label":"mindshift"},"mindshift_59473":{"type":"posts","id":"mindshift_59473","meta":{"index":"posts_1716263798","site":"mindshift","id":"59473","score":null,"sort":[1655114582000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1655114582,"format":"standard","disqusTitle":"Rethinking claims of racial bias in special education","title":"Rethinking claims of racial bias in special education","headTitle":"MindShift | KQED News","content":"\u003cp>Across the nation, \u003ca href=\"https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf\">13 percent of Black\u003c/a> students were diagnosed with disabilities at school, far higher than the 9 percent disability rate among white children, according to the most recent tally of the U.S. Department of Education. The disabilities range from dyslexia and speech impairments to emotional and psychological disorders that include hyperactivity and aggression. Many civil rights advocates argue that hundreds of thousands of Black students who don’t have disabilities are misdiagnosed with them, separated from their peers and funneled into low-level classrooms. The federal government monitors this removal and calculated that in 2019, 22 percent of Black students with disabilities were\u003ca href=\"https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf\"> learning outside of a regular classroom\u003c/a> 60 percent or more of the time. Only 16 percent of white children with disabilities were separated from their peers to this extent.\u003c/p>\n\u003cp>But a team of scholars from Pennsylvania State University and the University of California, Irvine, believe that these raw disability numbers are misleading. They argue that the incidence of more severe disabilities is much higher in impoverished populations. Black children are more likely to live in poor communities where premature births, poor nutrition and healthcare, drug addiction, stress and high levels of lead can lead to higher rates of disabilities, and more severe ones. There may genuinely be more need among Black children for intensive services and a different pacing of instruction.\u003c/p>\n\u003cp>“We're not finding evidence that special ed placement is being used as an alternative method of racially segregating students of color,” said Paul Morgan, lead author of the study and a professor of education at Penn State. “The federal regulations don't take into account anything like we were doing here, like are there differences in impairment? Are there differences in the potential need for more intensive services?”\u003c/p>\n\u003cp>Morgan’s views are controversial, and they are at odds with the Department of Education’s directive to make sure that rates of removing children from general education classrooms don't diverge too much by race and ethnicity. Schools that fail are required to fix their inequities by spending a big chunk – 15 percent – of their federal funds designated for helping students with disabilities. This penalty has, in turn, made some schools with high numbers of Black children in special education reluctant to diagnose additional Black children and assign them to special education classes – regardless of a child’s needs, some researchers say.\u003c/p>\n\u003cp>In the study, “\u003ca href=\"https://journals.sagepub.com/doi/10.1177/00222194221094019\">Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?\u003c/a>,” published in the Journal of Learning Disabilities in May 2022, researchers analyzed a nationally representative survey of students who began kindergarten in 1998 and another survey of students who began kindergarten in 2011. Roughly a thousand children in each survey had a disability diagnosis. Their teachers noted whether the student primarily learned in a regular classroom with their peers, or if they were pulled out for special services most of the time and primarily learned in a separate classroom or a separate school for students with special needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Morgan and his colleagues found that Black and white children who had been diagnosed with a disability and posted the same low test scores were equally likely to be removed from a general education classroom and placed in a separate special ed classroom. The main reason that Black children are more likely to be funneled into separate classrooms is because more of them were struggling with reading and math and were among the lowest 10 percent in achievement.\u003c/p>\n\u003cp>Morgan checked the figures for different entry points into special education, at first, third and fifth grades. He found that Black children with disabilities were just as likely as similar white children to be placed outside of general education in almost all cases. The exception was among students in first grade in 2012, where he found that Black children were more likely to be separated from their peers than similar white children. However, this gap in special education placement disappeared as the children aged and was no longer detected at third grade.\u003c/p>\n\u003cp>Daniel Losen, director of the Center for Civil Rights Remedies, an initiative at the Civil Rights Project at the University of California, Los Angeles, is critical of Morgan’s analysis. Losen argues that it’s faulty logic to compare children with the same academic achievement. He points out that children in poverty, regardless of disability status, tend to score lower on tests – in part because per pupil expenditures are lower, their teachers are less experienced and teacher turnover is high. Losen argues that we should fix the underlying reasons why children in poverty score lower and improve schools for low-income Black children rather than put thousands of Black children with low test scores in separate special education classrooms. Another solution, he argues, is to give more support to Black students with disabilities within general education classrooms.\u003c/p>\n\u003cp>Prior research has often found that students with disabilities who remain in their regular grade-level classrooms \u003ca href=\"https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2012.01270.x\">outperformed students who are placed in separate special education classes\u003c/a>. But students who are removed tend to have more severe disabilities and it’s hard to know if they would have done better had they remained with their classmates. One well-designed 2020 study in Indiana found that \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0022466920925033\">inclusion was better\u003c/a> for children with \u003ca href=\"https://iidc.indiana.edu/cell/what-we-do/pdf/Inclusion-Study-Phase2.pdf\">mild disabilities\u003c/a>, but there have also been randomized controlled trials finding that students with disabilities learn a particular topic, such as \u003ca href=\"https://files.eric.ed.gov/fulltext/ED552925.pdf\">fractions, better when they learn it separately\u003c/a>.\u003c/p>\n\u003cp>I talked with other special education experts, several of whom asked not to speak on the record because the combination of race and disabilities has become so controversial. Jeannette Mancilla-Martinez, an associate professor of special education at the Peabody College of Education at Vanderbilt University, agreed to talk on the record and said adjusting the raw data in various ways, as Morgan has done, is an important step in understanding what is going on in special education. Mancilla-Martinez is concerned that in many low-income communities, there is a “wait and see” approach when children are struggling with reading instead of intervening early, when it is most effective. But she also acknowledged that some schools are over-identifying children who don’t really need special education services and stigmatizing them. “That may not be at all what they need, they just may need better opportunities to learn,” said Mancilla-Martinez. She wants researchers to look at what is happening in a more granular way, community by community, instead of just crunching national data.\u003c/p>\n\u003cp>Some academics are questioning whether schools should be focusing so much on the numbers and whether too many or too few students are being identified and where they are being placed.\u003c/p>\n\u003cp>“We need to move beyond this civil rights debate of under-representation and over-representation,” said Catherine Kramarczuk Voulgarides, an assistant professor of special education at the City University of New York —Hunter College. “We know that there's a problem with special education and we need to just think of new ways to address it.”\u003c/p>\n\u003cp>Kramarczuk Voulgarides is organizing a \u003ca href=\"https://education.hunter.cuny.edu/news/spencer-foundation-conference-grant-awarded-to-catherine-voulgarides/\">conference for December 2022\u003c/a> with younger scholars to chart a new way forward in special education. (\u003cem>The Spencer Foundation, which is among the many funders of The Hechinger Report, is funding this conference.\u003c/em>)\u003c/p>\n\u003cp>It’s an issue I’ll be following.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-rethinking-claims-of-racial-bias-in-special-education/\">\u003cem>racial bias in special education\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","disqusIdentifier":"59473 https://ww2.kqed.org/mindshift/?p=59473","disqusUrl":"https://ww2.kqed.org/mindshift/2022/06/13/rethinking-claims-of-racial-bias-in-special-education/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1290,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1655488219,"excerpt":"National study finds Black and white children with the same test scores are equally likely to be removed from regular classrooms.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"National study finds Black and white children with the same test scores are equally likely to be removed from regular classrooms.","title":"Rethinking claims of racial bias in special education - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rethinking claims of racial bias in special education","datePublished":"2022-06-13T03:03:02-07:00","dateModified":"2022-06-17T10:50:19-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"rethinking-claims-of-racial-bias-in-special-education","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59473/rethinking-claims-of-racial-bias-in-special-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Across the nation, \u003ca href=\"https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf\">13 percent of Black\u003c/a> students were diagnosed with disabilities at school, far higher than the 9 percent disability rate among white children, according to the most recent tally of the U.S. Department of Education. The disabilities range from dyslexia and speech impairments to emotional and psychological disorders that include hyperactivity and aggression. Many civil rights advocates argue that hundreds of thousands of Black students who don’t have disabilities are misdiagnosed with them, separated from their peers and funneled into low-level classrooms. The federal government monitors this removal and calculated that in 2019, 22 percent of Black students with disabilities were\u003ca href=\"https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf\"> learning outside of a regular classroom\u003c/a> 60 percent or more of the time. Only 16 percent of white children with disabilities were separated from their peers to this extent.\u003c/p>\n\u003cp>But a team of scholars from Pennsylvania State University and the University of California, Irvine, believe that these raw disability numbers are misleading. They argue that the incidence of more severe disabilities is much higher in impoverished populations. Black children are more likely to live in poor communities where premature births, poor nutrition and healthcare, drug addiction, stress and high levels of lead can lead to higher rates of disabilities, and more severe ones. There may genuinely be more need among Black children for intensive services and a different pacing of instruction.\u003c/p>\n\u003cp>“We're not finding evidence that special ed placement is being used as an alternative method of racially segregating students of color,” said Paul Morgan, lead author of the study and a professor of education at Penn State. “The federal regulations don't take into account anything like we were doing here, like are there differences in impairment? Are there differences in the potential need for more intensive services?”\u003c/p>\n\u003cp>Morgan’s views are controversial, and they are at odds with the Department of Education’s directive to make sure that rates of removing children from general education classrooms don't diverge too much by race and ethnicity. Schools that fail are required to fix their inequities by spending a big chunk – 15 percent – of their federal funds designated for helping students with disabilities. This penalty has, in turn, made some schools with high numbers of Black children in special education reluctant to diagnose additional Black children and assign them to special education classes – regardless of a child’s needs, some researchers say.\u003c/p>\n\u003cp>In the study, “\u003ca href=\"https://journals.sagepub.com/doi/10.1177/00222194221094019\">Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?\u003c/a>,” published in the Journal of Learning Disabilities in May 2022, researchers analyzed a nationally representative survey of students who began kindergarten in 1998 and another survey of students who began kindergarten in 2011. Roughly a thousand children in each survey had a disability diagnosis. Their teachers noted whether the student primarily learned in a regular classroom with their peers, or if they were pulled out for special services most of the time and primarily learned in a separate classroom or a separate school for students with special needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Morgan and his colleagues found that Black and white children who had been diagnosed with a disability and posted the same low test scores were equally likely to be removed from a general education classroom and placed in a separate special ed classroom. The main reason that Black children are more likely to be funneled into separate classrooms is because more of them were struggling with reading and math and were among the lowest 10 percent in achievement.\u003c/p>\n\u003cp>Morgan checked the figures for different entry points into special education, at first, third and fifth grades. He found that Black children with disabilities were just as likely as similar white children to be placed outside of general education in almost all cases. The exception was among students in first grade in 2012, where he found that Black children were more likely to be separated from their peers than similar white children. However, this gap in special education placement disappeared as the children aged and was no longer detected at third grade.\u003c/p>\n\u003cp>Daniel Losen, director of the Center for Civil Rights Remedies, an initiative at the Civil Rights Project at the University of California, Los Angeles, is critical of Morgan’s analysis. Losen argues that it’s faulty logic to compare children with the same academic achievement. He points out that children in poverty, regardless of disability status, tend to score lower on tests – in part because per pupil expenditures are lower, their teachers are less experienced and teacher turnover is high. Losen argues that we should fix the underlying reasons why children in poverty score lower and improve schools for low-income Black children rather than put thousands of Black children with low test scores in separate special education classrooms. Another solution, he argues, is to give more support to Black students with disabilities within general education classrooms.\u003c/p>\n\u003cp>Prior research has often found that students with disabilities who remain in their regular grade-level classrooms \u003ca href=\"https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2012.01270.x\">outperformed students who are placed in separate special education classes\u003c/a>. But students who are removed tend to have more severe disabilities and it’s hard to know if they would have done better had they remained with their classmates. One well-designed 2020 study in Indiana found that \u003ca href=\"https://journals.sagepub.com/doi/10.1177/0022466920925033\">inclusion was better\u003c/a> for children with \u003ca href=\"https://iidc.indiana.edu/cell/what-we-do/pdf/Inclusion-Study-Phase2.pdf\">mild disabilities\u003c/a>, but there have also been randomized controlled trials finding that students with disabilities learn a particular topic, such as \u003ca href=\"https://files.eric.ed.gov/fulltext/ED552925.pdf\">fractions, better when they learn it separately\u003c/a>.\u003c/p>\n\u003cp>I talked with other special education experts, several of whom asked not to speak on the record because the combination of race and disabilities has become so controversial. Jeannette Mancilla-Martinez, an associate professor of special education at the Peabody College of Education at Vanderbilt University, agreed to talk on the record and said adjusting the raw data in various ways, as Morgan has done, is an important step in understanding what is going on in special education. Mancilla-Martinez is concerned that in many low-income communities, there is a “wait and see” approach when children are struggling with reading instead of intervening early, when it is most effective. But she also acknowledged that some schools are over-identifying children who don’t really need special education services and stigmatizing them. “That may not be at all what they need, they just may need better opportunities to learn,” said Mancilla-Martinez. She wants researchers to look at what is happening in a more granular way, community by community, instead of just crunching national data.\u003c/p>\n\u003cp>Some academics are questioning whether schools should be focusing so much on the numbers and whether too many or too few students are being identified and where they are being placed.\u003c/p>\n\u003cp>“We need to move beyond this civil rights debate of under-representation and over-representation,” said Catherine Kramarczuk Voulgarides, an assistant professor of special education at the City University of New York —Hunter College. “We know that there's a problem with special education and we need to just think of new ways to address it.”\u003c/p>\n\u003cp>Kramarczuk Voulgarides is organizing a \u003ca href=\"https://education.hunter.cuny.edu/news/spencer-foundation-conference-grant-awarded-to-catherine-voulgarides/\">conference for December 2022\u003c/a> with younger scholars to chart a new way forward in special education. (\u003cem>The Spencer Foundation, which is among the many funders of The Hechinger Report, is funding this conference.\u003c/em>)\u003c/p>\n\u003cp>It’s an issue I’ll be following.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-rethinking-claims-of-racial-bias-in-special-education/\">\u003cem>racial bias in special education\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59473/rethinking-claims-of-racial-bias-in-special-education","authors":["byline_mindshift_59473"],"categories":["mindshift_192"],"tags":["mindshift_20934"],"featImg":"mindshift_59475","label":"mindshift"},"mindshift_59319":{"type":"posts","id":"mindshift_59319","meta":{"index":"posts_1716263798","site":"mindshift","id":"59319","score":null,"sort":[1650522369000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1650522369,"format":"standard","disqusTitle":"Students with disabilities have a right to qualified teachers — but there's a shortage","title":"Students with disabilities have a right to qualified teachers — but there's a shortage","headTitle":"MindShift | KQED News","content":"\u003cp>At the beginning of the school year, when Becky Ashcraft attended an open house at her 12-year-old daughter's school, she was surprised to find there was no teacher in her daughter's classroom – just a teacher's aid.\u003c/p>\n\u003cp>\"They're like, 'Oh, well, she doesn't have a teacher right now. But, you know, hopefully, we'll get one soon,' \" Ashcraft recalls.\u003c/p>\n\u003cp>Ashcraft's daughter attends a public school in northwest Indiana that exclusively serves students with disabilities. She is on the autism spectrum and doesn't speak. Without an assigned teacher, it was difficult for Ashcraft to know what her daughter did everyday.\u003c/p>\n\u003cp>\"I wonder what actually kind of education she was receiving,\" Ashcraft says.\u003c/p>\n\u003cp>Ashcraft's daughter spent the entire fall semester without an assigned teacher. One other parent at the school told NPR they were in the same position. Ashcraft says the principal told her they were trying to hire someone, but it was difficult to find qualified candidates.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school would not confirm to NPR that Ashcraft's daughter had no teacher, but a spokesperson did say the school has used substitutes to provide special education services amid the shortage of qualified educators.\u003c/p>\n\u003cp>The federal Individuals with Disabilities Education Act guarantees students with disabilities access to fully licensed special educators. But as Ashcraft learned, those teachers can be hard to find. In 2019, 44 states reported special education teacher shortages to the federal government. This school year, that number jumped to 48.\u003c/p>\n\u003cp>When schools can't find qualified teachers, federal law allows them to hire people who aren't fully qualified so long as they're actively pursuing their special education certification. Indiana, California, Virginia and Maryland are among the states that offer provisional licenses to help staff special education classrooms.\u003c/p>\n\u003cp>It's a practice that concerns some special education experts. They worry placing people who aren't fully trained for the job in charge of classrooms could harm some of the most vulnerable students.\u003c/p>\n\u003cp>But given the lack of qualified special education teachers, Ashcraft says she wouldn't mind if her daughter's teacher wasn't fully trained yet.\u003c/p>\n\u003cp>\"Let them work towards that [license], that's wonderful,\" she says. \"But, you know, I guess at this point, you know, we're happy to take anybody.\"\u003c/p>\n\u003ch3>The case against provisional special education licenses\u003c/h3>\n\u003cp>Jacqueline Rodriguez, with the American Association of Colleges for Teacher Education, is alarmed at the number of provisional licenses issued to unqualified special education teachers in recent years — even if those teachers are actively working toward full licensure.\u003c/p>\n\u003cp>\"The band aid has been, let's put somebody who's breathing in front of kids, and hope that everybody survives,\" she says. Her organization focuses on teacher preparation, and has partnered with higher education institutions to improve recruitment of special educators.\u003c/p>\n\u003cp>She worries placing untrained people at the helm of a classroom, and in charge of Individualized Education Programs, is harmful for students.\u003c/p>\n\u003cp>\"This to me is like telling somebody there's a dearth of doctors in neurosurgery, so we would love for you to transition into the field by giving you the opportunity to operate on people while you're taking coursework at night,\" Rodriguez says.\u003c/p>\n\u003cp>She admits it's a provocative analogy, but says teaching is a profession that requires intensive coursework, evaluation and practice. \"And unless you can demonstrate competency, you have no business being a teacher.\"\u003c/p>\n\u003ch3>One district is building a special education teacher pipeline\u003c/h3>\n\u003cp>Shaleta West had zero teaching experience when she was hired as a special educator by Elkhart Community Schools, a district in northern Indiana.\u003c/p>\n\u003cp>She says her first couple weeks in the classroom were overwhelming.\u003c/p>\n\u003cp>\"It was very scary because, you know, I know kids, yes. But when you're trying to teach kids it's a whole other ball game. You can't just play around with them and talk to them and chit chat. You have to teach.\"\u003c/p>\n\u003cp>Her district is helping her work toward her certification at nearby Indiana University South Bend. Elkhart Community Schools pays West's tuition and, in exchange, West has agreed to work for the district for five years.\u003c/p>\n\u003cp>The district also provides West with a mentor — a seasoned special educator who answers questions, offers tips and looks over the complicated paperwork that's legally required for students with disabilities.\u003c/p>\n\u003cp>West says she would have been lost without the mentorship and the university classes.\u003c/p>\n\u003cp>\"To be honest, I don't even know if I would have stayed,\" she explains.\u003c/p>\n\u003cp>\"I knew nothing. I came in without any prior knowledge to what I needed to do on a daily basis.\"\u003c/p>\n\u003cp>Administrator Lindsey Brander oversees the Elkhart schools program that supports West. She says the program has produced about 30 fully qualified special educators over the past four years. This year, it's serving about 10 special educators, all on provisional licenses.\u003c/p>\n\u003cp>\"We are able to recruit our own teachers and train them specifically for our students. So the system is working,\" Brander explains. The challenge, she says, is that it's become increasingly difficult for the district to find people to participate in the program.\u003c/p>\n\u003cp>And even with a new teacher pipeline in place, the district still has 24 special education vacancies.\u003c/p>\n\u003cp>Brander would prefer if all the district's special education teachers were fully qualified the first day they set foot in a classroom.\u003c/p>\n\u003cp>\"But that's not reality. That's not going to happen. Until we fix some of the structural challenges that we have in education, this is how business is done now. This is life in education,\" she says.\u003c/p>\n\u003ch3>How high teacher turnover impacts students\u003c/h3>\n\u003cp>The structural issues contributing to the special educator shortage include heavy workloads and relatively low pay. At Elkhart schools, for example, new special education teachers with bachelor's degrees receive a minimum salary of $41,000, according to district officials.\u003c/p>\n\u003cp>Desiree Carver-Thomas, a researcher with the Learning Policy Institute, says low compensation and long workdays can lead to high turnover, especially in schools that serve students of color and children from low-income households. And when special education teachers leave the profession, the cycle continues.\u003c/p>\n\u003cp>\"Because when turnover rates are so high, schools and districts they're just trying to fill those positions with whomever they can find, often teachers who are not fully prepared,\" Carver-Thomas says.\u003c/p>\n\u003cp>Hiring unprepared teachers can also contribute to high turnover rates, according to \u003ca href=\"https://learningpolicyinstitute.org/product/pace-california-special-education-teacher-shortage-brief\">Carver-Thomas' research\u003c/a>. And it can impact student outcomes.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.npr.org/sections/ed/2018/04/04/590887226/persistent-disparities-in-school-discipline-says-government-watchdog\">NPR has reported\u003c/a>, Black students and students with disabilities are disciplined and referred to law enforcement at higher rates than students without disabilities. Black students \u003cem>with \u003c/em>disabilities are especially vulnerable; federal data shows they have the \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/disabling-inequity-a-look-at-school-discipline-findings-for-students-with-disabilities/\">highest risk for suspension\u003c/a> among all students with disabilities.\u003c/p>\n\u003cp>\"That may be more common when teachers don't have the tools and the experience and the training to respond appropriately,\" Carver-Thomas says.\u003c/p>\n\u003ch3>Schools and families have to make do\u003c/h3>\n\u003cp>The solution to the special educator shortage isn't simple. Carver-Thomas says it will require schools, colleges and governments to work together to boost teacher salaries and improve recruitment, preparation, working conditions and on-the-job support.\u003c/p>\n\u003cp>In the meantime, schools and families will have to make do.\u003c/p>\n\u003cp>In January, Becky Ashcraft learned her northwest Indiana school had found a teacher for her daughter's classroom.\u003c/p>\n\u003cp>She says she's grateful to finally have a fully licensed teacher to tell her about her daughter's school day. And she wishes the special educators that families like hers rely on were valued more.\u003c/p>\n\u003cp>\"We've got to be thankful for the people that do this work,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem> edited this story for broadcast and for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+with+disabilities+have+a+right+to+qualified+teachers+%E2%80%94+but+there%27s+a+shortage&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","disqusIdentifier":"59319 https://ww2.kqed.org/mindshift/?p=59319","disqusUrl":"https://ww2.kqed.org/mindshift/2022/04/20/students-with-disabilities-have-a-right-to-qualified-teachers-but-theres-a-shortage/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1307,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":43},"modified":1650522370,"excerpt":"When schools can't find a licensed special education teacher, they hire people who are willing to do the job, but lack the training. It's a practice that concerns some special education experts. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When schools can't find a licensed special education teacher, they hire people who are willing to do the job, but lack the training. It's a practice that concerns some special education experts. ","title":"Students with disabilities have a right to qualified teachers — but there's a shortage - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students with disabilities have a right to qualified teachers — but there's a shortage","datePublished":"2022-04-20T23:26:09-07:00","dateModified":"2022-04-20T23:26:10-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"students-with-disabilities-have-a-right-to-qualified-teachers-but-theres-a-shortage","status":"publish","nprApiLink":"http://api.npr.org/query?id=1092337446&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprStoryDate":"Wed, 20 Apr 2022 05:01:16 -0400","excludeFromSiteSearch":"Include","nprLastModifiedDate":"Wed, 20 Apr 2022 12:03:33 -0400","nprHtmlLink":"https://www.npr.org/2022/04/20/1092337446/special-education-teacher-shortage?ft=nprml&f=1092337446","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/04/20220420_atc_students_with_disabilities_have_a_right_to_qualified_teachers_but_theres_a_shortage.mp3?orgId=1&topicId=1013&d=474&p=2&story=1092337446&ft=nprml&f=1092337446","nprImageAgency":"NPR","nprAudioM3u":"http://api.npr.org/m3u/11093846933-456bdd.m3u?orgId=1&topicId=1013&d=474&p=2&story=1092337446&ft=nprml&f=1092337446","nprStoryId":"1092337446","nprByline":"Lee V. Gaines","nprImageCredit":"Delphine Lee","showOnAuthorArchivePages":"No","nprRetrievedStory":"1","nprPubDate":"Wed, 20 Apr 2022 16:59:00 -0400","path":"/mindshift/59319/students-with-disabilities-have-a-right-to-qualified-teachers-but-theres-a-shortage","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/04/20220420_atc_students_with_disabilities_have_a_right_to_qualified_teachers_but_theres_a_shortage.mp3?orgId=1&topicId=1013&d=474&p=2&story=1092337446&ft=nprml&f=1092337446","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the beginning of the school year, when Becky Ashcraft attended an open house at her 12-year-old daughter's school, she was surprised to find there was no teacher in her daughter's classroom – just a teacher's aid.\u003c/p>\n\u003cp>\"They're like, 'Oh, well, she doesn't have a teacher right now. But, you know, hopefully, we'll get one soon,' \" Ashcraft recalls.\u003c/p>\n\u003cp>Ashcraft's daughter attends a public school in northwest Indiana that exclusively serves students with disabilities. She is on the autism spectrum and doesn't speak. Without an assigned teacher, it was difficult for Ashcraft to know what her daughter did everyday.\u003c/p>\n\u003cp>\"I wonder what actually kind of education she was receiving,\" Ashcraft says.\u003c/p>\n\u003cp>Ashcraft's daughter spent the entire fall semester without an assigned teacher. One other parent at the school told NPR they were in the same position. Ashcraft says the principal told her they were trying to hire someone, but it was difficult to find qualified candidates.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school would not confirm to NPR that Ashcraft's daughter had no teacher, but a spokesperson did say the school has used substitutes to provide special education services amid the shortage of qualified educators.\u003c/p>\n\u003cp>The federal Individuals with Disabilities Education Act guarantees students with disabilities access to fully licensed special educators. But as Ashcraft learned, those teachers can be hard to find. In 2019, 44 states reported special education teacher shortages to the federal government. This school year, that number jumped to 48.\u003c/p>\n\u003cp>When schools can't find qualified teachers, federal law allows them to hire people who aren't fully qualified so long as they're actively pursuing their special education certification. Indiana, California, Virginia and Maryland are among the states that offer provisional licenses to help staff special education classrooms.\u003c/p>\n\u003cp>It's a practice that concerns some special education experts. They worry placing people who aren't fully trained for the job in charge of classrooms could harm some of the most vulnerable students.\u003c/p>\n\u003cp>But given the lack of qualified special education teachers, Ashcraft says she wouldn't mind if her daughter's teacher wasn't fully trained yet.\u003c/p>\n\u003cp>\"Let them work towards that [license], that's wonderful,\" she says. \"But, you know, I guess at this point, you know, we're happy to take anybody.\"\u003c/p>\n\u003ch3>The case against provisional special education licenses\u003c/h3>\n\u003cp>Jacqueline Rodriguez, with the American Association of Colleges for Teacher Education, is alarmed at the number of provisional licenses issued to unqualified special education teachers in recent years — even if those teachers are actively working toward full licensure.\u003c/p>\n\u003cp>\"The band aid has been, let's put somebody who's breathing in front of kids, and hope that everybody survives,\" she says. Her organization focuses on teacher preparation, and has partnered with higher education institutions to improve recruitment of special educators.\u003c/p>\n\u003cp>She worries placing untrained people at the helm of a classroom, and in charge of Individualized Education Programs, is harmful for students.\u003c/p>\n\u003cp>\"This to me is like telling somebody there's a dearth of doctors in neurosurgery, so we would love for you to transition into the field by giving you the opportunity to operate on people while you're taking coursework at night,\" Rodriguez says.\u003c/p>\n\u003cp>She admits it's a provocative analogy, but says teaching is a profession that requires intensive coursework, evaluation and practice. \"And unless you can demonstrate competency, you have no business being a teacher.\"\u003c/p>\n\u003ch3>One district is building a special education teacher pipeline\u003c/h3>\n\u003cp>Shaleta West had zero teaching experience when she was hired as a special educator by Elkhart Community Schools, a district in northern Indiana.\u003c/p>\n\u003cp>She says her first couple weeks in the classroom were overwhelming.\u003c/p>\n\u003cp>\"It was very scary because, you know, I know kids, yes. But when you're trying to teach kids it's a whole other ball game. You can't just play around with them and talk to them and chit chat. You have to teach.\"\u003c/p>\n\u003cp>Her district is helping her work toward her certification at nearby Indiana University South Bend. Elkhart Community Schools pays West's tuition and, in exchange, West has agreed to work for the district for five years.\u003c/p>\n\u003cp>The district also provides West with a mentor — a seasoned special educator who answers questions, offers tips and looks over the complicated paperwork that's legally required for students with disabilities.\u003c/p>\n\u003cp>West says she would have been lost without the mentorship and the university classes.\u003c/p>\n\u003cp>\"To be honest, I don't even know if I would have stayed,\" she explains.\u003c/p>\n\u003cp>\"I knew nothing. I came in without any prior knowledge to what I needed to do on a daily basis.\"\u003c/p>\n\u003cp>Administrator Lindsey Brander oversees the Elkhart schools program that supports West. She says the program has produced about 30 fully qualified special educators over the past four years. This year, it's serving about 10 special educators, all on provisional licenses.\u003c/p>\n\u003cp>\"We are able to recruit our own teachers and train them specifically for our students. So the system is working,\" Brander explains. The challenge, she says, is that it's become increasingly difficult for the district to find people to participate in the program.\u003c/p>\n\u003cp>And even with a new teacher pipeline in place, the district still has 24 special education vacancies.\u003c/p>\n\u003cp>Brander would prefer if all the district's special education teachers were fully qualified the first day they set foot in a classroom.\u003c/p>\n\u003cp>\"But that's not reality. That's not going to happen. Until we fix some of the structural challenges that we have in education, this is how business is done now. This is life in education,\" she says.\u003c/p>\n\u003ch3>How high teacher turnover impacts students\u003c/h3>\n\u003cp>The structural issues contributing to the special educator shortage include heavy workloads and relatively low pay. At Elkhart schools, for example, new special education teachers with bachelor's degrees receive a minimum salary of $41,000, according to district officials.\u003c/p>\n\u003cp>Desiree Carver-Thomas, a researcher with the Learning Policy Institute, says low compensation and long workdays can lead to high turnover, especially in schools that serve students of color and children from low-income households. And when special education teachers leave the profession, the cycle continues.\u003c/p>\n\u003cp>\"Because when turnover rates are so high, schools and districts they're just trying to fill those positions with whomever they can find, often teachers who are not fully prepared,\" Carver-Thomas says.\u003c/p>\n\u003cp>Hiring unprepared teachers can also contribute to high turnover rates, according to \u003ca href=\"https://learningpolicyinstitute.org/product/pace-california-special-education-teacher-shortage-brief\">Carver-Thomas' research\u003c/a>. And it can impact student outcomes.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.npr.org/sections/ed/2018/04/04/590887226/persistent-disparities-in-school-discipline-says-government-watchdog\">NPR has reported\u003c/a>, Black students and students with disabilities are disciplined and referred to law enforcement at higher rates than students without disabilities. Black students \u003cem>with \u003c/em>disabilities are especially vulnerable; federal data shows they have the \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/disabling-inequity-a-look-at-school-discipline-findings-for-students-with-disabilities/\">highest risk for suspension\u003c/a> among all students with disabilities.\u003c/p>\n\u003cp>\"That may be more common when teachers don't have the tools and the experience and the training to respond appropriately,\" Carver-Thomas says.\u003c/p>\n\u003ch3>Schools and families have to make do\u003c/h3>\n\u003cp>The solution to the special educator shortage isn't simple. Carver-Thomas says it will require schools, colleges and governments to work together to boost teacher salaries and improve recruitment, preparation, working conditions and on-the-job support.\u003c/p>\n\u003cp>In the meantime, schools and families will have to make do.\u003c/p>\n\u003cp>In January, Becky Ashcraft learned her northwest Indiana school had found a teacher for her daughter's classroom.\u003c/p>\n\u003cp>She says she's grateful to finally have a fully licensed teacher to tell her about her daughter's school day. And she wishes the special educators that families like hers rely on were valued more.\u003c/p>\n\u003cp>\"We've got to be thankful for the people that do this work,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/people/348780034/nicole-cohen\">\u003cem>Nicole Cohen\u003c/em>\u003c/a>\u003cem> edited this story for broadcast and for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+with+disabilities+have+a+right+to+qualified+teachers+%E2%80%94+but+there%27s+a+shortage&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59319/students-with-disabilities-have-a-right-to-qualified-teachers-but-theres-a-shortage","authors":["byline_mindshift_59319"],"categories":["mindshift_192"],"tags":["mindshift_20934"],"featImg":"mindshift_59320","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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