"Special education is not a place or a program. It's a mindset, a commitment, and a belief in the potential of every individual to learn and succeed."

As a fervent supporter of special education in Massachusetts. I am extremely concerned about the alarming decrease I have witnessed in the last several years. Even if there has been improvement in the past, it is depressing to see how funding and assistance for kids with disabilities are being reduced in our public schools. I have recently observed a one-size-fits-all approach to issues like a prolonged school year, a lack of commitment to the least restrictive environment, and inadequate or nonexistent reading help for those with dyslexia.

One of the most alarming trends is the increase in caseloads for special education teachers and aid providers. It is difficult to provide each child with a handicap with the specific attention and support they require to thrive since teachers are usually overworked and underfunded.

Additionally, budget constraints and budgetary issues have negatively impacted special education programs across the state. Many students now lack access to the interventions and modifications they require to succeed academically and socially as a result of the cuts to essential services and programs.

Significant issues have also been highlighted by the use of standardized testing and one-size-fits-all techniques. Both students and teachers frequently get frustrated, disengaged, and disheartened as a result of these strict standards that ignore the varied needs and talents of kids with disabilities. A graph and comparison of a student's testing drop from the ABLLS-R exam was recently completed by me. This evaluation is commonly utilized for kids who get Applied Behavioral Analysis as part of their programming and have significant global delays. The team member who conducted the initial evaluation departed the district, therefore the initial assessment may not be trustworthy, according to the response to my graph, which shows a drop in 18 of the 25 locations evaluated.  

Equity is still a major problem as well, with differences in students with disabilities' access to high-quality education and support services continuing to exist, especially in underserved places. It is intolerable if certain pupils be excluded from the resources and opportunities necessary to realize their full potential due to their socioeconomic background or place of residence.

Raising our voices and demanding action to solve these urgent challenges is essential for activists like us. In order to protect the rights of kids with disabilities and guarantee that they have the assistance and resources to which they are legally entitled, we must hold legislators and educational authorities responsible.

Reversing the drop in special education in Massachusetts will need our combined efforts, and we must recommit to giving all students, regardless of their circumstances or abilities, the chance to learn, develop, and thrive.

Please think about joining our private Facebook group, where you may ask questions and get support, if you need more help as a parent. Reach out for my one-on-one training if you're considering becoming an advocate but are unsure where to begin, and we'll get you started.