NAPSA
Position Position Statement
on the Reauthorization of
Individuals with Disabilities Education Act
NAPSA believes that federal legislation in support of Special Education is essential in guaranteeing quality education for all students. Federal legislation also serves as the foundation for guiding parents, schools and others in their cooperative work on behalf of students with special needs. As such, certain key attributes need to be addressed.
Funding
Federal funding must increase so that competition between general and Special Education for limited local dollars does not negatively impact all learners. Federal financial support for local service delivery must also recognize the variability of needs among communities. Local school systems must have the flexibility to use funds in such a way as to provide the greatest local benefit. This includes not only direct service to students with special needs, but also areas such as prevention services and reducing local district costs. Additionally, regulations should allow broad leeway in the mixing of funding streams to better support the inclusion of children with special needs in the total student population. Funding and other regulatory requirements must support collaborative, interdisciplinary service delivery within education and the community at large, birth through age twenty-one.
Learning Environment
If local schools are to be successful in the inclusion of children with special needs in the total school population, all aspects of federal education legislation must address this goal. At the most fundamental level, this means recognition of the rights of all students to have access to a quality learning environment that provides for the emotional and physical security needs of all students, staff and patrons. Implicit in the concept of a quality learning environment is the concept of effective staff/student ratios including not only teachers but also all of the staff necessary to meet the comprehensive educational needs of students. Additional basic components of this fundamental issue also include a uniform discipline standard for all students and access to integrated community services, including collaboration with juvenile justice, human services and mental health services.
Program Accountability
The current system of holding school systems accountable for compliance with regulatory procedures is counter-productive to what should be the goal of individual student achievement in an appropriate, inclusive setting. Basic safeguards for the rights of students and parents should be maintained while allowing school staff to reduce the time spent on paperwork and procedural compliance so that professionals may spend a greater amount of time on instructional planning, direct instruction and evaluation of student achievement.
Evaluation of student achievement should focus not only on individual progress towards IEP goals and objectives, but also alignment with the general curriculum and progress in the general curriculum in comparison to all students. School staff need to provide parents with an accurate, understandable interpretation of progress on IEP goals, the general school curriculum and standardized tests. The bottom line for accountability is the ability of each student to graduate from high school and successfully transition to an appropriate post-secondary education or employment.
Alternatives to Public Education
There is a great deal of regulatory and judicial law governing many aspects of publicly funded private education for students with disabilities. Some educational opportunities remain without adequate regulation.
Many states and communities are examining alternatives to traditional public education. Some of the more common alternatives include home schooling, charter schools and publicly funded vouchers to private schools. The rights of students with special must be protected in these areas. Assurances need to be provided that parents who home school children with special needs have the necessary skills and resources to address the specific educational needs of their children with disabilities. If charter schools are allowed to operate, there must be guarantees that they do so in a manner that provides equal access to children with disabilities. Although vouchers remain controversial, at a minimum, no school which does not guarantee equal access to children with disabilities should have access to any public education funds.
Parent/School Partnership
Schools must offer parents environments that welcome parent involvement in educational planning. As part of the process, schools must provide parents with accurate and complete information about their children's needs. Schools should not only actively listen to parents' input but also provide parents with an explanation of various instructional options so that parents may make informed decisions as members of the instructional team.
Teacher Preparation, Recruitment, Staff Development and Retention
Every effort must be made to recruit, train and retain quality staff for the education of students with special needs. All PreK-12 grade staff, particularly general educators, need training related to the legal rights of children with disabilities in addition to training regarding effective prevention and intervention strategies. This includes training in research-based reading strategies and behavior management. For purposes of recruitment and retention, efforts need to be made to provide pay which adequately compensates professional special educators for their knowledge, skills and workloads. Paperwork reduction needs to be emphasized so instructional time can be maximized.
Finally, all staff should receive training in professional collaboration models and in effective communication with parents.
NAPSA respects the varied positions of the many interest groups impacted by federal legislation related to special education. NAPSA also recognizes the dedication and hard work of the legislators committed to quality education for all learners. NAPSA and its individual members look forward to a continuing research-based dialogue with all of the people and organizations committed to meeting the comprehensive needs of our nation's youth.