Frontline Blog

In the report series Crossing the Line, published by the Frontline Research & Learning Institute, we’ve been exploring special education classifications. In Part 1 of the series, we looked at educator perceptions versus reality in regards to the appropriateness of classifications.

By 2014-15 the number of children served under IDEA was 6.6 million or 13% of total public school enrollment.  When looking at this data, districts, schools and educators must consider equity in education and the appropriateness of the classification of special needs students in and across states.  

Following the March 2017 U.S. Supreme Court ruling on special education, what does FAPE actually mean for the over 6.6 million students currently receiving special education in U.S. public schools? How should a student’s needs be met and tracked? Is FAPE different for a student with behavioral difficulties that impact learning and participation?   

A well-constructed Present Levels of Performance Statement sets the stage for determining goals, specially designed instruction and services for each student. It also provides next year’s teacher with the great instructionally relevant information they need to hit the ground running and maximize benefit to the student.  

The 2016-17 school year was a busy and important year for special education in the U.S.. To get a better sense of common challenges and goals for the 2016-17 school year — with an eye to what can be learned to prepare for next year — we conducted a survey of K-12 education leadership, special education teachers, compliance officers and more from around the country. Once we had a list of pain points and aspirations, patterns started to form.  

Teacher collaboration can have a direct effect on student outcomes. And meaningful collaboration between general and special education teachers is a pillar of supporting students with disabilities. But a recent survey of pre-service teacher candidates in both areas indicates that collaboration across these two very distinct areas continues to cause some concern.  

What if you could use current special programs data to solve student coverage and caseload management issues, before they become problems — without working 80 hours a week?

Present levels of academic achievement and functional performance (PLAAFP) must include a statement on “how the disability affects the child’s involvement and progress in the general education curriculum.” I think of this section as providing the rationale for all subsequent decisions on what special education, related services and supplemental aids and services the student requires. Pretty important!

If asked, special educators can describe their students’ strengths, as well as their needs. But when asked to self-assess IEPs they’ve written, they often find far more information about students’ weaknesses than strengths.