There are numerous problems inherent to special education. I will describe a few of the more obvious difficulties.
1. The majority of school administrators and general education teachers have no training in special education. Particularly at the secondary level, many teachers resent the fact that special education students are placed in their classes. That is because they have not been properly prepared for inclusion of special education students.
2. Most special education teachers are insufficiently trained. They are expected to be “experts” in cognitive, affective, and physical disabilities, as well as child development and instruction. In most cases, a Master’s degree just doesn’t cut it.
3. In New York State, approximately 12% of students are classified for special education, although in urban areas the percentage may be very high, perhaps 20% or more. Most classified kids have mild disabilities, and more than a few are classified simply because they are unmotivated or “slow learners.” Educational classifications are so broad as to be nearly meaningless.
4. Many special education teachers are overwhelmed. That is because they are responsible for a high number of classified students, each one of whom has his/her own Individual Eduction Program (IEP).
Since the IEP determines the skills a classified child needs to master, and since each student has his/her own IEP, it is difficult for teachers to provide coherent, group classroom instruction. “Differentiated instruction” is simply not feasible given individual student needs and the limited preparation time provided to most teachers.
5. Although many children do need the special education services they receive, a significant minority of kids get more than they need. Some get less. Those who get more than they need usually have parents who are insisting upon certain services, thinking “more is better.” That may not be the case.
6. School districts generally strive to develop programs that will help classified kids, but typically have to cater to certain parents who fail to recognize that “free, appropriate, public education (FAPE)” means something less than “the best.” Public schools are bureaucratic institutions that aim for equitable treatment of kids, and should.
Significant funds are expended by districts trying to ward off what are often frivolous lawsuits. Many attorneys initiate impartial hearings against districts only with the intention of settling the matter after collecting some easy money.
7. Some attorneys and “child advocates” really are nobly committed to their work. Some are involved for the money or have an ax to grind. Parents usually have a hard time telling the difference.
8. At base, special education is legally-driven, not educationally-driven. Special education law has been drafted by attorneys, not educators. IEPs are legal documents that often bear little relationship to classroom realities. The law changes constantly, and it is humanly impossible to keep up with it.
9. Many services rendered to classified kids have no empirical basis, but are provided because (a) they have historically been available, and (b) parents want them. And, many services that have only temporary impact are provided for the same reasons: Applied Behavior Analysis (ABA), for example.
10. Even “useful” services may be provided long past the time they are effective. For example, some kids receive occupational therapy (OT) or physical therapy (PT) while making negligible progress.
I think we need to take a long, hard look at special education and — as a society — at what comprises a “disability.” We need to develop more (and better) instructional/vocational programs for kids who do not benefit from traditional, academic fare. Since child mental health concerns have reached crisis proportions, we also need to integrate mental health into schools to a far greater degree.
I have posted a link to my own blog. I intended to re-post this statement there.
