I know the importance of access to inclusive education firsthand. Growing up, I had dyslexia and a Reading Disorder, two learning disabilities that impacted my ability to comprehend written text. For me, it was a tremendous struggle learning to read, and that affected my confidence and the way I related to peers in the classroom. Despite the challenges I faced in my early learning, I was fortunate to attend a school that had specialized services to meet my individual needs and teachers that supported my learning. Through specialized lessons, one-on-one tutoring, and individualized learning strategies, I persevered and became an avid reader by fourth grade. I was able to overcome the specific learning challenges I faced, but remained cognizant of the difference in my learning style and the importance of educators and school systems that recognize the diversity in student’s ways of comprehending lessons. Unfortunately, and all too often, schools do not have the infrastructure to effectively support those in need of special education programs, but 2014 was a year of promise for US disability activists, practitioners, and researchers who won gains in establishing innovative ways to serve students that need help the most.
As a disability advocate, I feel buoyed by the advances and research findings made in 2014 supporting the educational attainment and success of students with a disability. In particular, three progressive initiatives are critical to understanding disability education policy within the United States.
1. The US Government is Changing How they Evaluate Special Education. Currently, the United States has over 6.5 million students with disabilities. The majority of which, according to the Obama administration, are not receiving a quality education. Government figures show that the dropout rate of students with disabilities are double that of nondisabled students. 2014 saw a major shift in how the United States government evaluates federally funded special education programs. Under the implementation of new education guidelines, public schools are required to give proof that students are being given specialized education plans, AND are making academic progress. New benchmarks will measure the achievement standards of special needs students by considering factors of state graduation rates and test scores. The federal government expects state to meet the new requirements in the next three years, or could be faced with losing some special education funding.
2. The Education Department’s Office of Civil Rights considered new guidance in protections of students with disabilities by working to clarify anti-bullying protections for student with disabilities in public schools. In a letter written by Assistant Secretary of Civil Rights Catherine Lhamon during October 2014’s National Bullying Prevention Month, she explained new legal guidance (this is fancy policy wonk talk for ‘giving directions’) regarding anti-bullying legislation that intends to extend protections to more students. Currently, students with disabilities in the United States have the right to a “free and appropriate public education,” according to Lhamon’s letter, but in some cases, bullying can keep individuals from attending school, leading to noncompliance. The clarification of legislation is important in the protection of students with disabilities from bullying.
I am thrilled that the Education Department is working to inform public schools about federal education standards for more inclusive school environments. My wish for 2015? That more students with disabilities will be able to attend public schools without the fear of being bullied-and in reality more students in general going to school without fear of bullying.
3. An important research development on early education inclusion! A study at Ohio State University found that preschool aged children categorized as being special needs learned more when spending time in a mainstreamed classroom setting, as opposed to non-mainstreamed. The study looked at 670 preschool aged children enrolled in 83 different programs. Half of the students were categorized as having a disability. The researcher’s observed classrooms with a combination of mainstream and special education students, as well as classrooms with only students with disabilities that were non-mainstreamed. The findings reported that students with disabilities who were placed among higher-skilled peers had language scores that were 40 percent above those of students with disabilities in non-mainstreamed classrooms by the end of the preschool year.
Further, the study reported that mainstreamed students were not negatively impacted by the presence of special needs student in preschool classrooms, and had the same level of academic and developmental improvement as classes with no special needs students in attendance. The research suggests that all preschoolers could benefit from increased early education inclusion, and with the right support programs in place, mainstream learning opportunities for students with special needs could have significant positive impact.
In 2015, I will be thinking about ways in which I can promote disability rights. By understanding special-needs education, us – as Global Citizens – can support policies that work towards embracing the needs of all students.
Share this article and speak up in the comments about what you will do in 2015 to make that a reality.
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Kathleen Ebbitt