Introduction
Special education refers to specifically designed instruction and support provided to students with disabilities and special needs. The goal of special education is to meet the unique needs of students and provide them support and opportunity to grow in the same way as their peers. This paper aims to provide an in-depth look at different aspects of special education including the history, laws and policies, funding, delivery models and some of the major issues and challenges.
History of Special Education
The history of special education can be traced back way before the enactment of laws and policies that seek to provide equitable education to students with disabilities. As early as the 1800s, schools started emerging to specifically educate students who were deaf, blind and had other disabilities. It was not until the 1970s that major reforms and legislations took place recognizing the rights of students with disabilities to free public education. Key events and milestones include:
In 1975, the US Congress enacted the Education for all Handicapped Children Act (EHA), also known as Public Law (PL) 94-142. This was a landmark legislation that established the right to free appropriate public education for all children with disabilities.
In 1990, the EHA was amended and renamed as the Individuals with Disabilities Education Act (IDEA). IDEA expanded the scope of special education and extended protections and support until grade 12.
The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 were also pivotal in establishing anti-discrimination protections for individuals with disabilities including in education.
Every state now has a department that oversees special education and school districts are required to identify students who need special services through nondiscriminatory evaluations and assessments.
Laws and Policies Governing Special Education
The two key laws that govern how students with disabilities receive free and appropriate public education are IDEA and Section 504 of the Rehabilitation Act.
IDEA guides how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible children with disabilities.
Section 504 prohibits discrimination based on disability and requires schools that receive federal funding to provide reasonable accommodations to students with disabilities.
Both laws have established six core principles for special education – free appropriate public education, least restrictive environment, appropriate evaluation, individualized education program, parental participation and procedural safeguards. Complying with these principles ensures students receive supports tailored to their needs in regular classrooms to the maximum extent possible.
Funding of Special Education
Special education comes with significant costs for school districts. According to National Education Association, the average annual excess cost of educating a student with a disability is $10,000. While the federal government contributes around 10-15% of the total costs, the bulk of funding comes from state and local sources. Key aspects of special education funding include:
Federal funding under IDEA is distributed to the states based on a formula according to the number of students aged 3-21 in each state. States are required to use this funding to support local districts and early intervention programs.
Beyond IDEA grants, some states contribute additional money to local districts through mechanisms like foundation formulas or reimbursements.
Local school districts meet around 80% of excess special education costs through local tax revenues and general fund allocations to special education departments.
Private insurances of families and Medicaid can cover related therapies and services reducing the monetary burden on districts.
Delivery Models of Special Education Services
There are different models through which special education services can be delivered based on the unique needs of each student:
Inclusion or mainstreaming – Students receive most or all their instruction time in regular classrooms with non-disabled peers while getting individualized supports like accommodations and modifications.
Resource rooms – Students receive specialized instruction and support by certified special education teachers for a few periods per day in separate classrooms to work on Individual Education Program (IEP) goals.
Self-contained classrooms – Students requiring intensive support attend full-time special education classes for core subjects taught by special education teachers.
Home/hospital instruction – Short term instruction provided to students unable to attend school full-time due to medical needs or impairment.
Special schools – These schools solely serve students with certain low-incidence disabilities that cannot be served in regular schools.
The IEP team determines the least restrictive environment suitable for every child’s abilities and needs. A continuum of services is available for appropriate delivery of instruction.
Major Issues and Challenges
While special education has come a long way, some issues remain:
Funding gaps continue to exist leaving districts with less resources than needed to fully support students on IEPs beyond the minimum federal requirements.
Shortage of qualified special education teachers to fill all positions in schools has been a persisting challenge impacting the quality of education.
Lack of awareness and acceptance of inclusion as an educational approach by regular classroom teachers has sometimes hindered students’ learning in mainstream classes.
Standardized testing often fails to capture learning progress of all students including those on IEPs struggling with core subjects putting pressure on schools and educators.
Long wait times for evaluations delay timely delivery of special services to students needing support from the early grades.
Disproportional representation of minority students, especially African-American males, in high-incidence disability categories continues to be an equity issue.
Transition to postsecondary education and careers remains tough for many students with IEPs due to lack of opportunities and supports.
Conclusion
While much progress has been made with legislation, accommodating infrastructure and research-based practices, more work is left to fully and equitably meet the learning needs of all students with disabilities. With continued advocacy, community support and investment, the goal of providing high-quality instruction, tailored services and improved life outcomes for all students regardless of ability can hopefully be achieved.
Andrew Stroud