Special education drains funds. Can we do better?

Special education is a great service for our children and one I utilized when my children were in school. There are children who truly need educational or behavioral assistance but there are many children registered for special education and have an Individual Educational Program (IEP) who may not need such intensive services. A child with ADHD may need extra time but not a full IEP. A child with an intellectual disability may do better by the age 14 volunteering in the community to learn work skills or having a small apprenticeship so they will learn skills to be industrious and happy instead of spending another day in a classroom where he is overwhelmed socially and intellectually.

Due to the significant financial burden of special education, it should be reviewed and reserved for children who truly benefit from these expensive services.

Yes, the federal government and state have rules on the use of special education but there is discernment on who gets an IEP or may only need a 504 plan. The 504 plan provides accommodations but has less review and oversight. This is less costly than a IEP.

The difference between IEP and a 504.

Students with an IEP are given specialized direct instruction usually with a teacher and paraprofessional. The usually have a specific legal disability with may include dyslexia, autism spectrum disorder (ASD), intellectual disability including Downs syndrome, emotional disturbance or other mental health disorders, visual or hearing impairments and orthopedic or muscular diseases that render them immobile. This is usually called "special education". The IEP help identify barriers to education and makes modifications to their learning experience. Sometimes this even may need costly 1:1 instruction. They also have assistive technology such as speech software, adaptive devices and other tools. IEP may identify the need for extended time for tests and learning and small spaces away from the class to learn or take tests. Some students with behavioral disturbances need a place away from other students when they need quiet to calm themselves or "be safe" from other students.

Students with a 504 plan usually need accommodations in test taking or just adaptive tools or devices. Some may need a behavioral plan.

A IEP comes with a team of parents or guardians, special education teachers, general education teachers, school administrator, psychologist, speech therapist, occupational therapist and or physical therapist. They formally sit and meet annually with a longer formal review every three years. The school may call another meeting anytime when there is a failure to progress or meet expected goals. Parents may also call for a meeting if they feel little progress has been made.

A 504 plan can be reviewed periodically but there is no formal meeting structure once set up.

Look at it this way, and IEP provides a specific formal plan with different targeted steps and annual meetings to reach an academic goal or mountain and a 504 provides a little ramp to meet that same goal.

The challenges with cognitive disabilities.

Children and especially young adults with an intellectual or cognitive disabilities can be challenging. God made us all different with different paths or ways of knowledge. Not all students are deemed for the university and that's okay. Some students especially with a lower IQ will become kind, productive and useful members of our community but never drive a car, operate a cash machine or manage people but can perform routine tasks with enthusiasm and diligence. These students can be financially draining to the school as they need to monitor closely and even provide paraprofessionals at their side.

Unfortunately, these students know they can't keep up with the information they learn in the classroom but are forced to sit in with everyone else because of limits on the school with what to do with them. Add in the subtle bullying, social exclusion or just being ignored that hurts their psyche.

By 8th grade many or them have learned as much as the school system can impart and the next 4 years of high school are a torture of boredom. This time threatens their self esteem and stops them from feeling they will ever have a meaningful existence.

Ways to stop this and reduce the cost to the school are meaningful ways to early transition them to community work or volunteer opportunities. This can consist of a waiver that the parents sign "graduating" the student from continued curriculum and therefore the student can now be home with the parent deciding their life plan. Or the school, now free of planning educational courses, can assist in finding occupational or trade experiences for them.

Examples are working in a nursing home or hospital handing out food trays, small restaurant kitchen prep, volunteering at an animal shelter, cleaning cars at the car lot, cleaning a construction site working in the school cafeteria kitchen and many more. Many business in the community need help and age 14 is a great time to start. The Amish do it and they may have much to teach us.

Review of the IEP and 504 plan and the cost of both.

Since there is a large cost difference between the IEP and 504, schools must make sure students are provided services that meet their needs but cost is considered.

Let's talk ADHD.

ADHD or attention deficit hyperactivity disorder is a common neurodevelopmental diagnosis to children in these current times. ADHD comes with patterns of hyperactivity, impulsivity and inattention. It impacts daily function, organization and emotional regulation. Students with ADHD may need to take medication but some may not need it. Like any disease, there are levels of need for care. Some students may just need reminders while others need constant supervision, extra time at tests and redirection. It's important for the parents and schools to identify needs and choose the difference between the need for an IEP or 504 plan. There is a costly difference and all ADHD diagnosis should not be treated the same.

Special education for behavioral needs.

There are a group of student who once past age 14-16 gain no value in school. They show it by repeat tardiness or absences. These students, however much the school spends time talking with parents or calling repeatedly, will not attend or contribute. They may also be disruptive when in school making it hard for other students to learn. These students should be offered a program where they can start in the work force and learn a trade or benefit financially. Again, the Amish may teach us that by age 14, a young man may learn construction, work in a shop or even do farm work. Would it not be better for this student to "graduate" early feeling some success and go off to learn and contribute in the community? Yes, a pilot program would have to be developed and some oversight to administrate to legally do this but how much better for this student and their family.

Special education in summary.

School districts are burdened with large costs providing special education and our district has identified that we have higher than average needs. Special education is also mandated by the state and federal government. We can start by making sure each special education student is provided the right plan for their specific needs and not place a burden on the schools where less is needed. We can also ask the schools to petition the government to implement a targeted pilot program in addressing the needs of students age 14 and above with intellectual disabilities or an identified pattern of a student who would benefit by working rather than academic pursuits.