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
‘This is not inclusive.’ Some students with disabilities are going without as districts scale back virtual programs
What Lessons Does Special Education Hold for Improving Personalized Learning?
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Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63483":{"type":"posts","id":"mindshift_63483","meta":{"index":"posts_1591205157","site":"mindshift","id":"63483","score":null,"sort":[1712570416000]},"guestAuthors":[],"slug":"the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","publishDate":1712570416,"format":"standard","headTitle":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"Special education teacher vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","status":"publish","parent":0,"modified":1712586004,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1531},"headData":{"title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","description":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","datePublished":"2024-04-08T10:00:16.000Z","dateModified":"2024-04-08T14:20:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","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_1591205157","site":"mindshift","id":"63307","score":null,"sort":[1710207052000]},"guestAuthors":[],"slug":"how-thoughtful-post-secondary-planning-can-raise-expectations-for-students-in-special-education","title":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education","publishDate":1710207052,"format":"standard","headTitle":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"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.","status":"publish","parent":0,"modified":1713534647,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":967},"headData":{"title":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education | KQED","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.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","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.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Thoughtful Post-Secondary Planning Can Raise Expectations for Students in Special Education","datePublished":"2024-03-12T01:30:52.000Z","dateModified":"2024-04-19T13:50:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","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_1591205157","site":"mindshift","id":"63148","score":null,"sort":[1709722854000]},"guestAuthors":[],"slug":"creating-a-welcoming-environment-for-linguistically-diverse-families-of-students-in-special-education","title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","publishDate":1709722854,"format":"standard","headTitle":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","status":"publish","parent":0,"modified":1712330187,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1279},"headData":{"title":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education | KQED","description":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers recognize the barriers for non-English-speaking families in special education, they can think creatively about outreach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creating a Welcoming Environment for Linguistically Diverse Families of Students in Special Education","datePublished":"2024-03-06T11:00:54.000Z","dateModified":"2024-04-05T15:16:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","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_1591205157","site":"mindshift","id":"60092","score":null,"sort":[1675248942000]},"guestAuthors":[],"slug":"how-teachers-can-disrupt-linear-development-models-and-support-students-with-disabilities","title":"How teachers can disrupt linear development models and support students with disabilities","publishDate":1675248942,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"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.\"","status":"publish","parent":0,"modified":1672084815,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":759},"headData":{"title":"How teachers can disrupt linear development models and support students with disabilities | KQED","description":"Schools often adhere to a linear vision of child development, which can result in a deficit-thinking about students with disabilities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How teachers can disrupt linear development models and support students with disabilities","datePublished":"2023-02-01T10:55:42.000Z","dateModified":"2022-12-26T20:00:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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_1591205157","site":"mindshift","id":"60754","score":null,"sort":[1673262027000]},"guestAuthors":[],"slug":"new-research-review-questions-the-evidence-for-special-education-inclusion","title":"New research review questions the evidence for special education inclusion","publishDate":1673262027,"format":"standard","headTitle":"New research review questions the evidence for special education inclusion | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"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.","status":"publish","parent":0,"modified":1707838466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1165},"headData":{"title":"New research review questions the evidence for special education inclusion | KQED","description":"A new international meta-analysis found inconsistent results for students with disabilities who learn in general education classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new international meta-analysis found inconsistent results for students with disabilities who learn in general education classrooms.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New research review questions the evidence for special education inclusion","datePublished":"2023-01-09T11:00:27.000Z","dateModified":"2024-02-13T15:34:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","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_1591205157","site":"mindshift","id":"59473","score":null,"sort":[1655114582000]},"guestAuthors":[],"slug":"rethinking-claims-of-racial-bias-in-special-education","title":"Rethinking claims of racial bias in special education","publishDate":1655114582,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"National study finds Black and white children with the same test scores are equally likely to be removed from regular classrooms.","status":"publish","parent":0,"modified":1655488219,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1290},"headData":{"title":"Rethinking claims of racial bias in special education - MindShift","description":"National study finds Black and white children with the same test scores are equally likely to be removed from regular classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rethinking claims of racial bias in special education","datePublished":"2022-06-13T10:03:02.000Z","dateModified":"2022-06-17T17:50:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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/","disqusTitle":"Rethinking claims of racial bias in special education","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_1591205157","site":"mindshift","id":"59319","score":null,"sort":[1650522369000]},"guestAuthors":[],"slug":"students-with-disabilities-have-a-right-to-qualified-teachers-but-theres-a-shortage","title":"Students with disabilities have a right to qualified teachers — but there's a shortage","publishDate":1650522369,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"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. ","status":"publish","parent":0,"modified":1650522370,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1307},"headData":{"title":"Students with disabilities have a right to qualified teachers — but there's a shortage - MindShift","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. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students with disabilities have a right to qualified teachers — but there's a shortage","datePublished":"2022-04-21T06:26:09.000Z","dateModified":"2022-04-21T06:26:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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/","disqusTitle":"Students with disabilities have a right to qualified teachers — but there's a shortage","nprImageCredit":"Delphine Lee","nprByline":"Lee V. Gaines","nprImageAgency":"NPR","nprStoryId":"1092337446","nprApiLink":"http://api.npr.org/query?id=1092337446&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/04/20/1092337446/special-education-teacher-shortage?ft=nprml&f=1092337446","nprRetrievedStory":"1","nprPubDate":"Wed, 20 Apr 2022 16:59:00 -0400","nprStoryDate":"Wed, 20 Apr 2022 05:01:16 -0400","nprLastModifiedDate":"Wed, 20 Apr 2022 12:03:33 -0400","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","nprAudioM3u":"http://api.npr.org/m3u/11093846933-456bdd.m3u?orgId=1&topicId=1013&d=474&p=2&story=1092337446&ft=nprml&f=1092337446","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","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"},"mindshift_58633":{"type":"posts","id":"mindshift_58633","meta":{"index":"posts_1591205157","site":"mindshift","id":"58633","score":null,"sort":[1634280575000]},"guestAuthors":[],"slug":"this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs","title":"‘This is not inclusive.’ Some students with disabilities are going without as districts scale back virtual programs","publishDate":1634280575,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ctime>Oct 14, 4:46pm EDT\u003c/time>\u003c/p>\n\u003cp>As the new school year approached, Susan Graham wanted to know: Would her California school district have a remote learning option for her fifth grader?\u003c/p>\n\u003cp>State lawmakers put \u003ca href=\"https://edsource.org/2021/california-directs-districts-to-offer-remote-independent-study-this-fall/657578\">strict limits\u003c/a> on virtual learning this year, so her son’s district wasn’t offering daily classes over Zoom anymore. Instead, the district had an “independent study” program. Graham hoped it could work as a stopgap until her 10-year-old, who has Down syndrome and a respiratory condition, could be vaccinated against COVID.\u003c/p>\n\u003cp>At a virtual town hall about the remote program, though, she was told it was a “general education” program only. If her son enrolled, he would lose access to modified lessons, speech therapy, and occupational therapy.\u003c/p>\n\u003cp>“I was pretty stunned,” Graham said. “This is not inclusive.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School districts don’t have to offer virtual learning this year, and most have \u003ca href=\"https://www.chalkbeat.org/2021/9/2/22654905/virtual-school-option-standalone-interest-dips\">scaled back their virtual offerings\u003c/a> to encourage students to return to in-person school. But where virtual school is available, some students with disabilities are finding it’s closed to them — or they are being asked to \u003ca href=\"https://www.latimes.com/california/story/2021-09-27/independent-study-california-lausd\">give up certain kinds of support\u003c/a> to enroll.\u003c/p>\n\u003cp>That’s left families, advocates, lawyers, and school districts disagreeing on a key question: With schools open nationwide, what exactly must districts provide online?\u003c/p>\n\u003cp>Federal officials have stressed the importance of in-person learning for students with disabilities, many of whom have \u003ca href=\"https://www.chalkbeat.org/2020/10/22/21529431/students-with-disabilities-return-to-schools-more-learning-and-needed-services-not-normal-yet\">struggled to learn online\u003c/a> while trading hands-on services for virtual stand-ins. “The best thing we could do for students with disabilities is the same thing we can do for all students — get them back in the classroom,” Secretary of Education Miguel Cardona \u003ca href=\"https://www.help.senate.gov/hearings/school-reopening-during-covid-19-supporting-students-educators-and-families\">said at a Senate hearing\u003c/a> last month.\u003c/p>\n\u003cp>In a lengthy \u003ca href=\"https://sites.ed.gov/idea/idea-files/return-to-school-roadmap-development-and-implementation-of-ieps/#_Toc83713882,citem_53a6-0311\">guidance document\u003c/a>, the federal education department recently told districts that if they open a virtual program to all students, the district “must ensure that a child with a disability whose needs can be met through virtual learning” receives all of the services they’re legally entitled to. That leaves districts with some discretion to decide who those students are.\u003c/p>\n\u003cp>But across the country, lawyers say districts are inappropriately excluding students and saying their needs cannot be met online, including many students who received special education services virtually last year.\u003c/p>\n\u003cp>A Maryland attorney recently filed a civil rights complaint with the U.S. Department of Education after Baltimore County schools denied a third grader with Down syndrome access to the district’s virtual school. In California, attorneys \u003ca href=\"https://www.disabilityrightsca.org/press-release/complaint-filed-on-behalf-of-students-with-disabilities-for-discrimination-from-new\">filed a complaint\u003c/a> with the U.S. Department of Justice and a federal lawsuit over instances in which students with disabilities, including Graham’s son, were denied access to independent study programs or were told they’d have to give up their services to enroll.\u003c/p>\n\u003cp>If a district declines to modify lessons or add staff to make a virtual program work for all, “That’s a choice,” said Leslie Seid Margolis, the managing attorney at Disability Rights Maryland, who is representing several families who were told their children with disabilities couldn’t be served in virtual programs this year. “And it’s a choice that has a discriminatory impact on kids who may need those supplementary aids and services.”\u003c/p>\n\u003cp>School officials, for their part, \u003ca href=\"https://calmatters.org/education/k-12-education/2021/09/special-education/\">are wary\u003c/a> of letting students with disabilities attend virtual programs that they believe will be inferior to in-person school or that they can’t staff appropriately while also serving students in person. \u003ca href=\"https://www.chalkbeat.org/2021/9/23/22689774/teacher-vacancies-shortages-covid\">Special education teachers\u003c/a> and \u003ca href=\"https://www.bridgemi.com/talent-education/michigan-schools-cant-fill-teacher-aide-jobs-there-are-no-applicants\">paraprofessionals\u003c/a> have been among the hardest positions for schools to fill this school year, adding to the challenge.\u003c/p>\n\u003cp>Detroit, for example, offered a virtual program that includes live instruction to any student who wanted to learn online this year. But the district turned down some students with disabilities who had needs the district didn’t think it could meet in the virtual school. Many who were denied entry previously attended centers that offer specialized support.\u003c/p>\n\u003cp>“We did not want to violate IEPs,” Superintendent Nikolai Vitti said in a statement, referring to the plans that spell out a student’s accommodations and services. “Some children’s needs, whether it be instructional or physical, cannot be met through virtual learning.”\u003c/p>\n\u003cp>Philadelphia \u003ca href=\"https://philadelphia.chalkbeat.org/2021/8/11/22620931/heres-what-we-know-about-philadelphias-remote-school-option\">expanded its virtual school\u003c/a> to every grade except pre-kindergarten this year, and \u003ca href=\"https://pva.philasd.org/ktofiveintakeform/#PVAFAQ\">the district says\u003c/a> the virtual school does offer certain services, like speech therapy, and employs special education teachers who can modify lessons. Some virtual students can receive specialized services through an outside agency.\u003c/p>\n\u003cp>But Anna Perng, who advocates for Philadelphia students through the Chinatown Disability Advocacy Project, said when she attended a meeting with a family seeking to enroll their child in the district’s virtual school, the family’s request for their child’s usual one-on-one aide was turned down. In an email, spokesperson Marissa Orbanek said that if the district determines that a student’s needs can’t be met virtually, the available option is to attend “in-person, in the currently assigned school.”\u003c/p>\n\u003cp>Students who’ve been admitted to virtual programs expecting to receive extra help from teachers and paraprofessionals have gone without that support, too.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22926587/National_20211014_DETOnlineLearning_Di_AmondMoore_003.JPG\">Di’Amond Moore / Detroit Free Press\u003cfigcaption>Students like 12-year-old Tyliya Wilson in Detroit are still waiting to receive their required services virtually.\u003c/figcaption>\u003c/figure>\n\u003cp>Twelve-year-old Tyliya Wilson is supposed to get five hours of extra help each week with a teacher, according to her learning plan. Last year, she met with a teacher every day over video chat, and the teacher would pop into Tyliya’s other virtual classes to check on her.\u003c/p>\n\u003cp>But over the last five weeks in Detroit’s virtual school, Tyliya has seen such a teacher just a handful of times to get help retaking a test.\u003c/p>\n\u003cp>“It’s kind of hard, like when I need some help with my work,” Tyliya said. “Sometimes I ask my teachers, but it’s a bunch of kids in my class so they can’t help all the students.”\u003c/p>\n\u003cp>Detroit officials told her mother, Aliya Moore, that they intend to provide her daughter’s services, emails show, but Moore was told it won’t be until November that Tyliya will receive extra time with a teacher. The district struggled to \u003ca href=\"https://detroit.chalkbeat.org/2021/9/29/22701319/first-month-of-classes-in-detroit-sees-virtual-school-challenges-demand-for-hourly-employees\">adequately staff the virtual school\u003c/a>, Moore was told, after more students enrolled than were expected.\u003c/p>\n\u003cp>When Maria Juarez enrolled her 10-year-old in her Texas district’s virtual program, she was initially told that her daughter would receive her services after school. Her fifth grader has an emotional disability and attention-deficit hyperactivity disorder and is entitled to extra help from a teacher and visual charts to help with math skills like subtraction and division.\u003c/p>\n\u003cp>But so far, she’s gotten none of that. Juarez says she was later told her daughter’s needs are too complex for the virtual program. (Her district, Arlington Independent schools, did not respond to a request for comment.)\u003c/p>\n\u003cp>“I am just so lost right now because she needs the help,” Juarez said. “Whether you’re virtual or you’re in class, you should be offered the same education.”\u003c/p>\n\u003cp>Some say the continued demand for virtual learning was foreseeable, especially since some students with disabilities have medical conditions that make them more vulnerable to COVID and there is no vaccine for children under 12 yet. On top of that, school districts received extra \u003ca href=\"https://www2.ed.gov/policy/speced/leg/arp/index.html\">COVID relief funding\u003c/a> specifically to help students with disabilities.\u003c/p>\n\u003cp>“I don’t understand how after 18 months of this, that schools were not better prepared to offer virtual options to students with disabilities,” said Selene Almazan, the legal director at the Council of Parent Attorneys and Advocates. “I really don’t.”\u003c/p>\n\u003cp>Some families who were told their district’s virtual option wasn’t a good match for their child’s needs \u003ca href=\"https://co.chalkbeat.org/2021/9/3/22656415/denver-virtual-school-students-with-disabilities\">have been directed\u003c/a> to \u003ca href=\"https://www.palmbeachpost.com/story/news/education/2021/07/23/ese-students-struggling-find-virtual-options-could-violate-their-rights/7769465002/\">home and hospital instruction\u003c/a>, programs typically reserved for students with a short-term medical condition. These programs offer \u003ca href=\"https://www.timesfreepress.com/news/local/story/2021/sep/26/few-school-options-kids-disabilities-during-c/554879/?bcsubid=9ecb0787-4dfd-4f92-9dda-6fc4e2506c32&pbdialog=reg-wall-login-created-tfp\">significantly less instruction\u003c/a> than a regular school day and usually don’t provide interaction with peers.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22926585/National_20211014_DETOnlineLearning_Di_AmondMoore_001.JPG\">Di’Amond Moore / Detroit Free Press\u003cfigcaption>Tyliya Wilson’s mother gives her extra work for times when teachers have been missing from her virtual classes.\u003c/figcaption>\u003c/figure>\n\u003cp>Allegra and Arik Marcell’s 9-year-old son, who has Down syndrome, went a month without school after Baltimore County schools told the family the district’s virtual program wasn’t a fit for their son’s needs. Recently, their son has been meeting with a virtual tutor for about eight hours a week through the district’s home and hospital program, and he’s started receiving virtual speech and occupational therapy, too.\u003c/p>\n\u003cp>Still, the Marcells worry their son is falling behind, as he’s often given assignments below his grade level.\u003c/p>\n\u003cp>The third grader has an active imagination, but without classmates, he’s spending a lot of time in his own private world. “He’s extremely isolated,” Arik Marcell said.\u003c/p>\n\u003cp>Charles Herndon, a spokesperson for Baltimore County schools, said the district doesn’t comment on cases involving specific students or families due to privacy concerns. The county’s virtual learning program is open to students with disabilities, he said in a statement, but it’s up to the team that works on the student’s learning plan to decide whether that’s an appropriate placement.\u003c/p>\n\u003cp>For students who’ve been shut out of both virtual and home and hospital programs, there are few other remote options.\u003c/p>\n\u003cp>In California, Graham hired a private tutor to work a few hours a week with her son, after deciding not to give up his services to enroll in their district’s independent study and being denied home and hospital services. Now she’s waiting for the legal process to play out.\u003c/p>\n\u003cp>In the meantime, she’s worried her son is missing out on lessons that would help him write independently and refine his motor skills.\u003c/p>\n\u003cp>“He’s not progressing,” she said. “Trying to step in and do those specialty things — my toolbox is very limited.”\u003c/p>\n\u003cp>\u003cem>This story was updated to include a response from Baltimore County schools.\u003c/em>\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fwww.chalkbeat.org%2F2021%2F10%2F14%2F22726271%2Fstudents-with-disabilities-denied-virtual-special-education\" alt=\"\">\u003c/p>\n\n","blocks":[],"excerpt":"Since school buildings reopened and in-person learning restarted, students with disabilities who need to learn online are facing difficulties.","status":"publish","parent":0,"modified":1634280575,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1789},"headData":{"title":"‘This is not inclusive.’ Some students with disabilities are going without as districts scale back virtual programs - MindShift","description":"Since school buildings reopened and in-person learning restarted, students with disabilities who need to learn online are facing difficulties.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"‘This is not inclusive.’ Some students with disabilities are going without as districts scale back virtual programs","datePublished":"2021-10-15T06:49:35.000Z","dateModified":"2021-10-15T06:49:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58633 https://ww2.kqed.org/mindshift/?p=58633","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/14/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs/","disqusTitle":"‘This is not inclusive.’ Some students with disabilities are going without as districts scale back virtual programs","nprByline":"Kalyn Belsha, \u003ca href=\"https://www.chalkbeat.org/2021/10/14/22726271/students-with-disabilities-denied-virtual-special-education\">Chalkbeat\u003c/a>","path":"/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ctime>Oct 14, 4:46pm EDT\u003c/time>\u003c/p>\n\u003cp>As the new school year approached, Susan Graham wanted to know: Would her California school district have a remote learning option for her fifth grader?\u003c/p>\n\u003cp>State lawmakers put \u003ca href=\"https://edsource.org/2021/california-directs-districts-to-offer-remote-independent-study-this-fall/657578\">strict limits\u003c/a> on virtual learning this year, so her son’s district wasn’t offering daily classes over Zoom anymore. Instead, the district had an “independent study” program. Graham hoped it could work as a stopgap until her 10-year-old, who has Down syndrome and a respiratory condition, could be vaccinated against COVID.\u003c/p>\n\u003cp>At a virtual town hall about the remote program, though, she was told it was a “general education” program only. If her son enrolled, he would lose access to modified lessons, speech therapy, and occupational therapy.\u003c/p>\n\u003cp>“I was pretty stunned,” Graham said. “This is not inclusive.”\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>School districts don’t have to offer virtual learning this year, and most have \u003ca href=\"https://www.chalkbeat.org/2021/9/2/22654905/virtual-school-option-standalone-interest-dips\">scaled back their virtual offerings\u003c/a> to encourage students to return to in-person school. But where virtual school is available, some students with disabilities are finding it’s closed to them — or they are being asked to \u003ca href=\"https://www.latimes.com/california/story/2021-09-27/independent-study-california-lausd\">give up certain kinds of support\u003c/a> to enroll.\u003c/p>\n\u003cp>That’s left families, advocates, lawyers, and school districts disagreeing on a key question: With schools open nationwide, what exactly must districts provide online?\u003c/p>\n\u003cp>Federal officials have stressed the importance of in-person learning for students with disabilities, many of whom have \u003ca href=\"https://www.chalkbeat.org/2020/10/22/21529431/students-with-disabilities-return-to-schools-more-learning-and-needed-services-not-normal-yet\">struggled to learn online\u003c/a> while trading hands-on services for virtual stand-ins. “The best thing we could do for students with disabilities is the same thing we can do for all students — get them back in the classroom,” Secretary of Education Miguel Cardona \u003ca href=\"https://www.help.senate.gov/hearings/school-reopening-during-covid-19-supporting-students-educators-and-families\">said at a Senate hearing\u003c/a> last month.\u003c/p>\n\u003cp>In a lengthy \u003ca href=\"https://sites.ed.gov/idea/idea-files/return-to-school-roadmap-development-and-implementation-of-ieps/#_Toc83713882,citem_53a6-0311\">guidance document\u003c/a>, the federal education department recently told districts that if they open a virtual program to all students, the district “must ensure that a child with a disability whose needs can be met through virtual learning” receives all of the services they’re legally entitled to. That leaves districts with some discretion to decide who those students are.\u003c/p>\n\u003cp>But across the country, lawyers say districts are inappropriately excluding students and saying their needs cannot be met online, including many students who received special education services virtually last year.\u003c/p>\n\u003cp>A Maryland attorney recently filed a civil rights complaint with the U.S. Department of Education after Baltimore County schools denied a third grader with Down syndrome access to the district’s virtual school. In California, attorneys \u003ca href=\"https://www.disabilityrightsca.org/press-release/complaint-filed-on-behalf-of-students-with-disabilities-for-discrimination-from-new\">filed a complaint\u003c/a> with the U.S. Department of Justice and a federal lawsuit over instances in which students with disabilities, including Graham’s son, were denied access to independent study programs or were told they’d have to give up their services to enroll.\u003c/p>\n\u003cp>If a district declines to modify lessons or add staff to make a virtual program work for all, “That’s a choice,” said Leslie Seid Margolis, the managing attorney at Disability Rights Maryland, who is representing several families who were told their children with disabilities couldn’t be served in virtual programs this year. “And it’s a choice that has a discriminatory impact on kids who may need those supplementary aids and services.”\u003c/p>\n\u003cp>School officials, for their part, \u003ca href=\"https://calmatters.org/education/k-12-education/2021/09/special-education/\">are wary\u003c/a> of letting students with disabilities attend virtual programs that they believe will be inferior to in-person school or that they can’t staff appropriately while also serving students in person. \u003ca href=\"https://www.chalkbeat.org/2021/9/23/22689774/teacher-vacancies-shortages-covid\">Special education teachers\u003c/a> and \u003ca href=\"https://www.bridgemi.com/talent-education/michigan-schools-cant-fill-teacher-aide-jobs-there-are-no-applicants\">paraprofessionals\u003c/a> have been among the hardest positions for schools to fill this school year, adding to the challenge.\u003c/p>\n\u003cp>Detroit, for example, offered a virtual program that includes live instruction to any student who wanted to learn online this year. But the district turned down some students with disabilities who had needs the district didn’t think it could meet in the virtual school. Many who were denied entry previously attended centers that offer specialized support.\u003c/p>\n\u003cp>“We did not want to violate IEPs,” Superintendent Nikolai Vitti said in a statement, referring to the plans that spell out a student’s accommodations and services. “Some children’s needs, whether it be instructional or physical, cannot be met through virtual learning.”\u003c/p>\n\u003cp>Philadelphia \u003ca href=\"https://philadelphia.chalkbeat.org/2021/8/11/22620931/heres-what-we-know-about-philadelphias-remote-school-option\">expanded its virtual school\u003c/a> to every grade except pre-kindergarten this year, and \u003ca href=\"https://pva.philasd.org/ktofiveintakeform/#PVAFAQ\">the district says\u003c/a> the virtual school does offer certain services, like speech therapy, and employs special education teachers who can modify lessons. Some virtual students can receive specialized services through an outside agency.\u003c/p>\n\u003cp>But Anna Perng, who advocates for Philadelphia students through the Chinatown Disability Advocacy Project, said when she attended a meeting with a family seeking to enroll their child in the district’s virtual school, the family’s request for their child’s usual one-on-one aide was turned down. In an email, spokesperson Marissa Orbanek said that if the district determines that a student’s needs can’t be met virtually, the available option is to attend “in-person, in the currently assigned school.”\u003c/p>\n\u003cp>Students who’ve been admitted to virtual programs expecting to receive extra help from teachers and paraprofessionals have gone without that support, too.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22926587/National_20211014_DETOnlineLearning_Di_AmondMoore_003.JPG\">Di’Amond Moore / Detroit Free Press\u003cfigcaption>Students like 12-year-old Tyliya Wilson in Detroit are still waiting to receive their required services virtually.\u003c/figcaption>\u003c/figure>\n\u003cp>Twelve-year-old Tyliya Wilson is supposed to get five hours of extra help each week with a teacher, according to her learning plan. Last year, she met with a teacher every day over video chat, and the teacher would pop into Tyliya’s other virtual classes to check on her.\u003c/p>\n\u003cp>But over the last five weeks in Detroit’s virtual school, Tyliya has seen such a teacher just a handful of times to get help retaking a test.\u003c/p>\n\u003cp>“It’s kind of hard, like when I need some help with my work,” Tyliya said. “Sometimes I ask my teachers, but it’s a bunch of kids in my class so they can’t help all the students.”\u003c/p>\n\u003cp>Detroit officials told her mother, Aliya Moore, that they intend to provide her daughter’s services, emails show, but Moore was told it won’t be until November that Tyliya will receive extra time with a teacher. The district struggled to \u003ca href=\"https://detroit.chalkbeat.org/2021/9/29/22701319/first-month-of-classes-in-detroit-sees-virtual-school-challenges-demand-for-hourly-employees\">adequately staff the virtual school\u003c/a>, Moore was told, after more students enrolled than were expected.\u003c/p>\n\u003cp>When Maria Juarez enrolled her 10-year-old in her Texas district’s virtual program, she was initially told that her daughter would receive her services after school. Her fifth grader has an emotional disability and attention-deficit hyperactivity disorder and is entitled to extra help from a teacher and visual charts to help with math skills like subtraction and division.\u003c/p>\n\u003cp>But so far, she’s gotten none of that. Juarez says she was later told her daughter’s needs are too complex for the virtual program. (Her district, Arlington Independent schools, did not respond to a request for comment.)\u003c/p>\n\u003cp>“I am just so lost right now because she needs the help,” Juarez said. “Whether you’re virtual or you’re in class, you should be offered the same education.”\u003c/p>\n\u003cp>Some say the continued demand for virtual learning was foreseeable, especially since some students with disabilities have medical conditions that make them more vulnerable to COVID and there is no vaccine for children under 12 yet. On top of that, school districts received extra \u003ca href=\"https://www2.ed.gov/policy/speced/leg/arp/index.html\">COVID relief funding\u003c/a> specifically to help students with disabilities.\u003c/p>\n\u003cp>“I don’t understand how after 18 months of this, that schools were not better prepared to offer virtual options to students with disabilities,” said Selene Almazan, the legal director at the Council of Parent Attorneys and Advocates. “I really don’t.”\u003c/p>\n\u003cp>Some families who were told their district’s virtual option wasn’t a good match for their child’s needs \u003ca href=\"https://co.chalkbeat.org/2021/9/3/22656415/denver-virtual-school-students-with-disabilities\">have been directed\u003c/a> to \u003ca href=\"https://www.palmbeachpost.com/story/news/education/2021/07/23/ese-students-struggling-find-virtual-options-could-violate-their-rights/7769465002/\">home and hospital instruction\u003c/a>, programs typically reserved for students with a short-term medical condition. These programs offer \u003ca href=\"https://www.timesfreepress.com/news/local/story/2021/sep/26/few-school-options-kids-disabilities-during-c/554879/?bcsubid=9ecb0787-4dfd-4f92-9dda-6fc4e2506c32&pbdialog=reg-wall-login-created-tfp\">significantly less instruction\u003c/a> than a regular school day and usually don’t provide interaction with peers.\u003c/p>\n\u003cfigure>\u003cimg src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/22926585/National_20211014_DETOnlineLearning_Di_AmondMoore_001.JPG\">Di’Amond Moore / Detroit Free Press\u003cfigcaption>Tyliya Wilson’s mother gives her extra work for times when teachers have been missing from her virtual classes.\u003c/figcaption>\u003c/figure>\n\u003cp>Allegra and Arik Marcell’s 9-year-old son, who has Down syndrome, went a month without school after Baltimore County schools told the family the district’s virtual program wasn’t a fit for their son’s needs. Recently, their son has been meeting with a virtual tutor for about eight hours a week through the district’s home and hospital program, and he’s started receiving virtual speech and occupational therapy, too.\u003c/p>\n\u003cp>Still, the Marcells worry their son is falling behind, as he’s often given assignments below his grade level.\u003c/p>\n\u003cp>The third grader has an active imagination, but without classmates, he’s spending a lot of time in his own private world. “He’s extremely isolated,” Arik Marcell said.\u003c/p>\n\u003cp>Charles Herndon, a spokesperson for Baltimore County schools, said the district doesn’t comment on cases involving specific students or families due to privacy concerns. The county’s virtual learning program is open to students with disabilities, he said in a statement, but it’s up to the team that works on the student’s learning plan to decide whether that’s an appropriate placement.\u003c/p>\n\u003cp>For students who’ve been shut out of both virtual and home and hospital programs, there are few other remote options.\u003c/p>\n\u003cp>In California, Graham hired a private tutor to work a few hours a week with her son, after deciding not to give up his services to enroll in their district’s independent study and being denied home and hospital services. Now she’s waiting for the legal process to play out.\u003c/p>\n\u003cp>In the meantime, she’s worried her son is missing out on lessons that would help him write independently and refine his motor skills.\u003c/p>\n\u003cp>“He’s not progressing,” she said. “Trying to step in and do those specialty things — my toolbox is very limited.”\u003c/p>\n\u003cp>\u003cem>This story was updated to include a response from Baltimore County schools.\u003c/em>\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\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>\u003cimg src=\"http://www.itjon.com/phppt/pixel.php?a=https%3A%2F%2Fwww.chalkbeat.org%2F2021%2F10%2F14%2F22726271%2Fstudents-with-disabilities-denied-virtual-special-education\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58633/this-is-not-inclusive-some-students-with-disabilities-are-going-without-as-districts-scale-back-virtual-programs","authors":["byline_mindshift_58633"],"categories":["mindshift_192"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_21347","mindshift_20934"],"featImg":"mindshift_58636","label":"mindshift"},"mindshift_57291":{"type":"posts","id":"mindshift_57291","meta":{"index":"posts_1591205157","site":"mindshift","id":"57291","score":null,"sort":[1611652346000]},"guestAuthors":[],"slug":"what-lessons-does-special-education-hold-for-improving-personalized-learning","title":"What Lessons Does Special Education Hold for Improving Personalized Learning?","publishDate":1611652346,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"As educators seek to help students recover learning lost in the pandemic, they are turning to more personalized methods and finding inspiration in special education. But if anything, special education demonstrates the challenges of individualizing instruction. How can we apply lessons from special education, such as the use of Individual Education Programs, or IEPs, to personalized learning?","status":"publish","parent":0,"modified":1611652465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":4264},"headData":{"title":"What Lessons Does Special Education Hold for Improving Personalized Learning? - MindShift","description":"As educators seek to help students recover learning lost in the pandemic, they are turning to more personalized methods and finding inspiration in special education. But if anything, special education demonstrates the challenges of individualizing instruction. How can we apply lessons from special education, such as the use of Individual Education Programs, or IEPs, to personalized learning?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Lessons Does Special Education Hold for Improving Personalized Learning?","datePublished":"2021-01-26T09:12:26.000Z","dateModified":"2021-01-26T09:14:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57291 https://ww2.kqed.org/mindshift/?p=57291","disqusUrl":"https://ww2.kqed.org/mindshift/2021/01/26/what-lessons-does-special-education-hold-for-improving-personalized-learning/","disqusTitle":"What Lessons Does Special Education Hold for Improving Personalized Learning?","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Sarah Gonser, The Hechinger Report\u003c/a>","path":"/mindshift/57291/what-lessons-does-special-education-hold-for-improving-personalized-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\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>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\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>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57291/what-lessons-does-special-education-hold-for-improving-personalized-learning","authors":["byline_mindshift_57291"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20935","mindshift_421","mindshift_20934"],"featImg":"mindshift_57299","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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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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