What does it mean that more students are in special ed?
In 1985-6, there were 425 students in special education programs in Iowa City, IA (making up 5 percent of a total of 8.500 students enrolled). Now there 1,562 students out of a total enrollment of more than 11,200, or 14 percent (the state average for Iowa is 13.5 percent). Jane Fry, district director of special services, attributes the increase not only to earlier diagnosis and “changing demographics,” but also to “advances in medical technology that are allowing more children to survive birth defects and difficulties.” A story in the December 10th Press-Citizen quotes her as saying “‘We have kids coming in with medical needs who 20 to 25 years ago wouldn’t have survived.’” In the 2005-2006 school year, the school district spent over $16 million on special education (about $10,500 per special ed student; the districts spends $4948 on a non-special ed student).
Some might see those numbers as why we need to reduce the numbers of students needing special ed services.
But I think it a sign that (if I may be optimistic for a moment) we are getting a bit better at identifying and helping students who need it. And with that said, there is always more that we can do.
6 opinions for What does it mean that more students are in special ed?
Daisy
Dec 10, 2006 at 4:20 pm
Portions of IDEA and NCLB limit the numbers (or percentages) of students allowed to be enrolled in special education. These limits make no alloweances for changes in medicine, demographics, or expectations. It’s discouraging to identify a student who needs help, only to be told there’s no more room at the inn.
Kristina Chew, PhD
Dec 10, 2006 at 7:23 pm
What does a school district then do in such a case?
Shawn
Dec 10, 2006 at 11:18 pm
So where does Ms. Fry get her statistics? The percentage of children in special education in her district increased by 180 percent in twenty years. By attributing it to children who would not have survived twenty years ago sounds like Ms. Fry is trying to blame the medical community for the difficulties she faces in her job. I can’t imagine that the increase due to medically fragile children accounts for more than a small percent of the increase.
Before we make up lots of reasons for the increase, lets start with obvious: A larger percentage of children are not able to succeed in the ‘regular’ academic environment. Maybe changing the regular environment would help!
Kristina Chew, PhD
Dec 11, 2006 at 1:41 am
It does seem that there’s always someone else to blame—-to “pass the buck around” to—when it comes to the subject of increases.
Daisy
Dec 11, 2006 at 5:38 pm
Shawn, you are absolutely right: changing the regular environment is where it’s at. I have several students with special needs in my class of 28; I do not teach the way I did ten years ago. I am fortunate to teach in a building that recognizes and supports innovation. It makes serving all children so much more attainable. Easier? No, but anyone entering teaching isn’t looking for easy. :)
Kristina Chew, PhD
Dec 11, 2006 at 9:11 pm
We need more of you in the classroom, Daisy—-have to concur about teaching and not being for those who want it “easy”—-teaching is very, very good, hard, work.
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