Funding for Special Education
By: Janaei Phillips
Special Education Programs in Chicago Public schools as well as schools in general is one of the most underfunded programs funded by the government in the school system. Money has been an issue for years since special education began. When it comes to funding, equity is also involved. The question then becomes can Individualized Education be equitable if the resources are not there that is needed?
The shortage of teachers has not only impacted Chicago schools but also impacts schools worldwide. “98 percent of school districts are reporting a shortage, and it's expected to get worse. By 2020, the Bureau of Labor Statistics says that gap will have increased by 17 percent. And on a higher education level, 50 to 66 percent of special education faculty are expected to retire in the next few years.” This affects the students in need of these special education teachers because it is “probably one of the most difficult, most challenging jobs, but least understood, to be a special educator” as stated from Chicago tonight article “Special Education Shortage”. Teachers are beginning to get trained extensively in order to help the special need students. If this is the solution , then why is it a shortage?
According to a study by Thomas B. Fordham Institute if “high-spending public school districts reduced their special education staffing levels to align with the national median, the country could save $10 billion annually.” Cutting this many teachers reduces the special education programs staff and negatively affects the students with learning. Having more teachers as well as resources allow the students to learn interactively and not feel distanced. This study thinks otherwise even though Chicago Public Schools think the shortage of teachers needs to be fixed for the students well-being according to the No Child Left Behind ideas. This study proposes a solution which says “In order to improve special education quality and efficiency, ... districts should focus on hiring more effective teachers, instead of simply more personnel including teachers, specialists, aides, etc…”. It also “rejects the notion that more spending equals higher academic achievement.” The solution says hiring less staff with more effectiveness has greater impact than just having more teachers. However, is it be possible to higher a greater amount of very well trained teachers instead of just laying them off such a difficult job?
The federal government should work with Chicago Public Schools as well as others to ensure that special education students get the equity that they deserve. More teachers and better resources is the key to that equity. Teachers in training for special education needs should not be ignored. Funding in the schools should reflect on how well special education programs are doing if spent correctly. Individualized education needs more attention and should be recognized so that equity in education means every student gets what they need in order to reach their goals.
By: Janaei Phillips
Special Education Programs in Chicago Public schools as well as schools in general is one of the most underfunded programs funded by the government in the school system. Money has been an issue for years since special education began. When it comes to funding, equity is also involved. The question then becomes can Individualized Education be equitable if the resources are not there that is needed?
The shortage of teachers has not only impacted Chicago schools but also impacts schools worldwide. “98 percent of school districts are reporting a shortage, and it's expected to get worse. By 2020, the Bureau of Labor Statistics says that gap will have increased by 17 percent. And on a higher education level, 50 to 66 percent of special education faculty are expected to retire in the next few years.” This affects the students in need of these special education teachers because it is “probably one of the most difficult, most challenging jobs, but least understood, to be a special educator” as stated from Chicago tonight article “Special Education Shortage”. Teachers are beginning to get trained extensively in order to help the special need students. If this is the solution , then why is it a shortage?
According to a study by Thomas B. Fordham Institute if “high-spending public school districts reduced their special education staffing levels to align with the national median, the country could save $10 billion annually.” Cutting this many teachers reduces the special education programs staff and negatively affects the students with learning. Having more teachers as well as resources allow the students to learn interactively and not feel distanced. This study thinks otherwise even though Chicago Public Schools think the shortage of teachers needs to be fixed for the students well-being according to the No Child Left Behind ideas. This study proposes a solution which says “In order to improve special education quality and efficiency, ... districts should focus on hiring more effective teachers, instead of simply more personnel including teachers, specialists, aides, etc…”. It also “rejects the notion that more spending equals higher academic achievement.” The solution says hiring less staff with more effectiveness has greater impact than just having more teachers. However, is it be possible to higher a greater amount of very well trained teachers instead of just laying them off such a difficult job?
The federal government should work with Chicago Public Schools as well as others to ensure that special education students get the equity that they deserve. More teachers and better resources is the key to that equity. Teachers in training for special education needs should not be ignored. Funding in the schools should reflect on how well special education programs are doing if spent correctly. Individualized education needs more attention and should be recognized so that equity in education means every student gets what they need in order to reach their goals.
Kuczynski-Brown, Alex. "Special Education Spending Reduction To National Median Could Save Districts $10 Billion: Study." The Huffington Post. TheHuffingtonPost.com, 5 Sept. 2012. Web. 28 Feb. 2014. <http://www.huffingtonpost.com/2012/09/05/districts-could-save-10-b_n_1858345.html>.
"Special Education Research." Special Education Research. N.p., n.d. Web. 28 Feb. 2014. <http://www.cec.sped.org/Policy-and-Advocacy/More-Issues/Special-Education-Research>. "Special Education Shortage | Chicago Tonight | WTTW." Special Education Shortage | Chicago Tonight | WTTW. N.p., n.d. Web. 28 Feb. 2014. <http://chicagotonight.wttw.com/2014/01/13/special-education-shortage>.
"Special Education: Special Education Funding." Special Education: Special Education Funding. N.p., n.d. Web. 28 Feb. 2014. <http://itgspecialeducationwallpapars.blogspot.com/2012/12/special-education-funding.html>.
"Special Education Research." Special Education Research. N.p., n.d. Web. 28 Feb. 2014. <http://www.cec.sped.org/Policy-and-Advocacy/More-Issues/Special-Education-Research>. "Special Education Shortage | Chicago Tonight | WTTW." Special Education Shortage | Chicago Tonight | WTTW. N.p., n.d. Web. 28 Feb. 2014. <http://chicagotonight.wttw.com/2014/01/13/special-education-shortage>.
"Special Education: Special Education Funding." Special Education: Special Education Funding. N.p., n.d. Web. 28 Feb. 2014. <http://itgspecialeducationwallpapars.blogspot.com/2012/12/special-education-funding.html>.