What will future Education Secretary Betsy DeVos do with special education? Most voucher programs currently go to students with disabilities. My guess is that there will be increased support with the new Trump administration and DeVos.
The following states have voucher programs for student with disabilities: Florida, Georgia, Indiana, Louisiana, Mississippi, North Carolina, Ohio, Oklahoma, Utah and Wisconsin and Arkansas.
Many other states have been on the verge of passing voucher legislation and usually they start with special education.
Yet, there is no evidence vouchers do better than programs in traditional public schools. In most cases students do worse, and they lose their rights to due process under the Individual with Disabilities Education Act (IDEA).
The McKay Scholarship Program
The McKay Scholarship Program in Florida is one of the better known voucher programs for students with disabilities, but it has had serious problems.
One of the most incriminating reports about the McKay Scholarship Program came from Gus Garcia- Roberts “McKay Scholarship Program Sparks a Cottage Industry of Fraud and Chaos” in 2011.
It is difficult to understand why anyone would want vouchers or not be concerned about charter schools after reading this report.
Why do some parents want vouchers?
Traditional public schools have been forced by corporate and legislative privatization supporters to cut special education programs. Since Public Law 94-142 gave students with disabilities the right to a public school education, politicians have sought to cut programs and funding to special education.
We see this in public schools where inclusion is pushed at all cost without providing the appropriate support to students with disabilities and/or gifted students. Placing students with disabilities in general education classes may cut costs, but it doesn’t necessarily mean students will get the help they need.
Many parents frantic to get decent services for their students are eager to accept anything that sounds better, even if the proof isn’t there.
I have known parents happy to get a smaller class size in a private school, even though there is nothing provided that I can see as better in the way of special services.
Online Schools
Universal Design for Learning is touted as a better way to address disabilities for all students. But if one peels away the surface what they find is online instruction for students with disabilities.
If UDL was really about individualizing and differentiating they would argue for smaller class sizes.
Placing students with disabilities on computers in warehouses is what we should fear. Or students will do their schooling at home alone on the computer.
Religious Schools
In some places, special education vouchers aren’t used for special services, but to send students to religious private schools.
Most religious schools do not have qualified special education teachers. They may offer little in the way of special education services.
Summary
Some parents may get a good private school with a voucher, or even a decent charter school, but those schools are few.
The fact is we don’t always know how good a private school or charter is when it comes to serving children with disabilities. There are no safeguards.
The fear is to throw education funds at vouchers and charters with little regard to IDEA will mean the end of any special services in the long run.
We have to recognize that a lot of reformers want this very thing.
This is very disturbing. The most alarming point to me is this: “there is no evidence vouchers do better than programs in traditional public schools. In most cases students do worse, and they lose their rights to due process under the Individual with Disabilities Education Act (IDEA).” There is no getting around that to do special education effectively is expensive. We as a society need to appreciate the dignity of every child and insist on every child’s right to a free and APPROPRIATE educational experience. They need to be taught by authentic professionals who have the experience and resources necessary to meet the varied needs of these students. This is what our federal officials should be espousing, not doing the opposite because of warped agendas.
Charter schools in California are accountable to uphold IDEA, just like traditional public schools.
Yes, Libbie, But they apparently don’t.
https://www.aclusocal.org/pr-unequal-access/
The same can be said for Public schools. As indicated by the number of filings for due process. I personally have experience to the contrary. Charter school was the ONLY way my child would receive FAPE. Parents need to educate themselves about what services and type of placement is appropriate for their child to receive FAPE. Be it public, private, charter, or otherwise.
I have to disagree. Public schools (traditional) must accept all students. They are not permitted to exclude anyone.
Most charters do not have the full team of special education experts to work with the child..
I also refer you to the links in my post.
It is true, however, that public school special education services are on the decline as school reformers push charters and vouchers. This is deeply troubling.
But I would love to hear more about your charter school. If you would like let us know more about it here, or personally message me.
Thank you, Libbie.
Charter schools maybe required to accept all students in theory maybe true, but the charter schools do not implement IDEA. They tell parents and I am quoting from multiple school sites,” You can enroll your student here, but we don’t have any services to offer them and they will be expected to keep up with the grade level curriculum.” Then they just stare at the parents.
Excellent! Thank you, Sheila!
I live in NC, and receive reimbursement through the state’s disabilities grant. I homeschool my son, and the grant pays for his homeschooling supplies/curriculum. I know him better than anyone, and can teach to his pace. The grant also pays for what our health insurance doesn’t pay for speech and occupational therapy in a private clinic – much better services vs. what LEA can offer!
It sounds like you are doing all that is right for your child, Amanda.
But public school funds are meant for the good of ALL students. Siphoning funds to individual students is not fair. Why doesn’t your school district have a decent speech program for students who require it? That’s the question.
Also, while you do what sounds right, how can taxpayers know that other parents use vouchers well? Schools can be evaluated and demonstrate accountability.
Grant money distributed to the NC State Educational Assistance Authority is public AND private funds, including our state employee’s credit union, which has a foundation that distributes money to various projects, including college scholarships (one of those awarded a scholarship, I’m proud to say, was my oldest son).
I also don’t view vouchers as siphoning money away from the public school system. There is an average amount of money the state spends per child. What difference does it make as to where it goes? I can do a much better job at educating my child as the whole child. He gets his academic needs met through me. He’s at a 1st grade level in writing skills, but can read, and do math at his supposed grade level by age (4th grade). His sense of time passage is not on his radar, so history is problematic. He knows the concepts of science, but has difficulty applying those concepts. He goes to speech, occupational and ABA therapy to address his disabilities. Private occupational therapy goes way beyond what OT offers in a public school. As far as speech therapy, I know our LEA is short staffed, beyond that, I don’t care. It’s not my problem to solve, but it affects the quality and quantity of ST my child receives, so I will make sure my child has the best there is to offer. Parental involvement is what’s key here. Also, our population in general is clueless about education. Educate the taxpayers about the world of public education, especially those with no vested interest of the system.
When the public education system can start looking at and meeting every child’s individual needs, then this entire subject could be debatable. Or when the public education system can start providing ABA therapy for those with behavioral issues associated with autism (like my son) which is a huge roadblock for very bright autistic children, who can, and will be successful in life. Manage the behaviors first, then the educating will be manageable. Autism reform bills are making special therapies easier and less expensive to access. However, once again, that falls upon the parents to do.
NC is a state with a large number of home school students. In NC home school students outnumber students in private schools! Our state’s public school system is failing not only disabled children, but typical children as well. Home schooled students in NC do have accountability through standardized testing every year. In our area, private schools and home schools have 100% graduation rates, and most of those students go on to college. This is because their parents are executing their right to educate their children in a way they feel is the best. There is no need for our government to hold accountability to private schools or home schools. Research has shown both to produce higher achievers on standardized testing such as the SAT or ACT. Colleges are begging for these students. They are well rounded, and most home schooled students have better life skills. They know how to balance a checkbook, cook for themselves, and do simple maintenance tasks. They have time for other interests that may not be accessible after school hours. Our daughter is attending one of those “warehouse online schools”. Actually, it’s a charter virtual academy. Her Dad and I have real time access to everything she’s doing or not doing in school. The communication is better with teachers than any we experienced with a brick and mortar school. With the flexibility in her schedule, she has time to volunteer with therapy horses. This has led into aspiring her to work with special needs kids through horse therapy – 2 things she loves, special needs children and horses. She doesn’t have to deal with the anxiety she has in rooms with lots of people. She is relaxed, and has improved her grades this first year of virtual school and as a 9th grade high school honor’s student.
With all of the above being said, and your comments to other responders, it’s obvious we have very different view points on school choice. My point is to simply advocate for parents to understand they have control of their child’s education. It’s not up to big government, lobbyists and teacher’s unions.
Big government in regard to public schools is actual you. It is all of us. Public schools belong to us all. If you don’t like something about your public schools you can organize with other parents, attend school board meetings, and address your concerns. You can try to make public education better for all children.
The best public schools are those that work closely with parents. It sounds like you don’t have that and I’m sorry.
I am a public school advocate. NC used to have great public schools. You can read up on their history. School reformers have changed that through severe budget cuts and pushing choice programs that are not verified through solid research.
I have written a lot about vouchers and charters–and virtual charters. The research isn’t there to indicate good long-term results. You can read the research yourself if you don’t believe me.
Here’s some information:
https://nancyebailey.com/2016/11/16/recent-research-shows-vouchers-fail-children/
http://neatoday.org/2016/05/16/low-graduation-rate-charter-virtual-schools/
Education Next is a conservative publication. Even they express concerns about online education.
http://educationnext.org/online-charters-mostly-dont-work-forum-virtual-schools-greg-richmond/
All that said, you must do what you think best for your child. You need not argue with me. If you think your current program is working that is your decision.
I have quite a few friends who home school. Most would rather have their child get better services in their public school, but those services have been cut. Some continue to fight for good public schools for all children.
Whatever you decide for your child is your personal decision. I respect that and wish you and your kids the very best.
Does NC not have IEP’s? I have to ask as I live in IL, in the suburbs of Chicago and have had a awesome experience with my son’s special education. He attends a public school district which has 2 schools that had the program he needed and I was able to tour both schools and observe the classes and choose which one I thought fit him best. His teachers are incredible and keep me updated all the time about his progress toward his personal goals. He is mainstreamed for part of the day which means he does science and social studies with the regular 5th grade class and the rest of the day is in his special education class. And the best part is how great and understanding the students in his regular class are, they understand he is different yet are accepting and welcoming every time he joins the class. I have even sent notes to parents thanking them for raising such a wonderful kid. I love my public school district and am saddened and sickened that it can all be ripped away from the one who benefits most… my son! I grew up in the Chicago suburbs but moved out of state for a few years, when we came back I was very picky about the district we moved to because of my sons needs. The more I look at other states and how their schools work I am starting to think that most areas can benefit from a system like in the Chicago suburbs.
Hi Michelle,
Thank you for such a positive description of your son’s public school experience. It is hopeful.
There are still good school situations to be found in suburban schools. But you have to do your homework which it sounds like you did and it varies according to states.
Most examples of charters, private schools receiving vouchers, and homeschooling families producing equal or better achievement test results to public schools are due to something known as selection bias. https://en.wikipedia.org/wiki/Selection_bias
Selection bias means that is is not the homeschool environment itself producing these results, but rather parents or families whose children would’ve performed at higher rates than their peers REGARDLESS (most due to differences in income and parental education, which are strongly causatively linked with achievement)
Thank you for bringing this very important topic up. In Florida, as in many other states with voucher programs for educating students with disabilities (SWD), parents/students waive their right to due process once they accept the vouchers. They lose the leverage to negotiate with the school if the instruction provided doesn’t work or is inappropriate.
A SWD can be expelled from any private school in any state if they do not abide by the published discipline policy of the school. Even if their disability is the cause of the behavior. Since IDEA is not observed in these schools, there are no additional procedures to follow. The student has no right to a Functional Behavior Analysis or a Behavior Intervention Plan.
A student may be eligible to receive special education services from the school district the private voucher school is located in. However, the GAO has just released a report that states those services are hindered by the use of vouchers. You can find the report here:
http://www.gao.gov/products/GAO-16-712
Private schools do not have to use teachers certified in special education. They merely have to be certified in a subject in most states.
In many states, the tuition for schools dedicated to students with learning differences or intellectual disabilities is very high. It’s not uncommon for tuition to be $40,000-$60,000. Yet, vouchers range from $4000-$21000. How do parents make up the shortfall?
Very important points here and I thank you for sharing, Shawne.
Everything you say is correct. I guess parents make up the tuition difference when the private school is expensive. Of course this creates an elite system of private schools and poor charters.
Also, I question whether most elite private schools will accept students with disabilities that aren’t easily corrected.
Thank you for your great comments!
.
As one of those parents who sends their child to private school because public school cannot accommodate their needs, the issues are more complicated than what is stated above. My son is 2e, both gifted and has sensory issues, anxiety and ADHD that result in his needing to move around all the time, and to take breaks from the classroom when it gets noisy or overwhelming. He also needs work about 4-5 years above his grade level. Our public school first told us they couldn’t accommodate him at all. I suspect they realized that they were opening themselves up to paying for private school, because then they were going to get an aide to force him to stay in his seat all day and to do grade level work, as the gifted program isn’t available until 2nd grade and is only one year advanced. They could not bring him advanced work, could not give him movement breaks or let him leave the classroom if needed. Those are really the big accommodations my son needs, and none of them were possible. They anticipated busing him to high school by 4th grade or so to accommodate his academics, despite the fact that he’s not socially advanced at all and is probably on the immature side.
So we sent our son to a Montessori grade school. There, he can get up and move around at will, as kids don’t work at desks. If he needs to leave the class, he can and they’ve built a break into his day every day just to make sure he has a quiet time. The classes are multi-age so he doesn’t stand out so much for being advanced, and every kid has an individualized lesson plan teaching at that kid’s exact level, so the fact that he’s very advanced in school isn’t a problem. These aren’t even special accommodations, it’s just how the school works. Had we stayed in the public school system and fought for several years we likely could have gotten the school to pay for Montessori, but that process would have resulted in my kid who currently loves school hating it and himself, since we would have had to wait for him to “fail” in public school. Had he stayed in public school, he would have been a problem kid, a disciplinary issue and likely would have dropped all interest in academics. Instead, he’s thriving. And so are many other kids in the school with learning disabilities, ADHD, autism, physical disabilities, and asynchronous academic paces.
I do not pretend that there is an easy answer to how to deal with the outlier students — the ones who are ahead or behind, or who have physical or mental/behavioral problems. Their needs can disrupt the learning environment for everyone else, I get that. And the costs of providing services for their needs takes away from the money to go to the larger, “middle” population. But I have 2 kids, my daughter is age-appropriate in her schooling and bright, but well-behaved and “average.” One thing that I have learned from parenting my 2 kids is that every kid learns differently — my daughter is benefitting from the Montessori approach just as much as my son. She doesn’t need it like he does, but acknowledging her own unique learning style and interests benefits her too.
I don’t support the voucher system because of the resources they take from public schools, even though I will personally benefit from them. But it’s inaccurate to claim that private schools can’t offer solutions to problems that public schools are unable to tackle. I’m really lucky that my job enables me to pay for this for my kids. But many other kids need these sorts of accommodations to succeed in school. and can’t access them.
I don’t believe I said that private schools can’t provide services. The point is we don’t usually know how well they do because they are not closely monitored like public schools.
Public schools are overly evaluated by high-stakes testing. In fact, that is why so many parents are disgusted with public schools. Too much testing!
But private schools are not made to be accountable. Good private schools demonstrate some kind of testing results to parents in order to keep their students.
Most private and charter schools, however, do not keep students who have serious disabilities. That’s common knowledge.
Many of them do not have credentialed special ed. teachers either.
Please see Shawne’s eloquent comments.
Also, gifted education is lacking in public schools. I have written about it. A private school might provide smaller classes.
If it works for your child, that’s what matters.
In fact, a lot of private schools don’t want vouchers because they fear they will have to prove accountability like public schools and they don’t want the hassle.
Also, I argue for better public schools with good special education for all children. That’s what my blog and my books are about.
“Most private and charter schools, however, do not keep students who have serious disabilities. That’s common knowledge.” Maybe you should do a case study at my private, religious school. I am wondering where the research is here? Not common knowledge to me or my area of the country.
Sure! I would be glad to. Let me know the name and I will be glad to put a plug in for your school.
Here is a good resource for all of you who are unhappy with public schools and special ed. and proponents of private schools.
Private and religious schools might provide help for students with disabilities, but they are not necessarily required to do so like public schools. FAPE is required in public schools.
https://www2.ed.gov/admins/lead/speced/privateschools/idea.pdf
“The LEA’s obligations to parentally placed private school children with
disabilities are different from its responsibilities to those enrolled in
public schools or to children with disabilities placed in a private school by
a public agency (rather than by parents) as a means of providing FAPE.
Parentally placed children with disabilities do not have an individual
entitlement to services they would receive if they were enrolled in a
public school. Instead, the LEA is required to spend a proportionate
amount of IDEA federal funds to provide equitable services to this group
of children. Therefore, it is possible that some parentally placed children
with disabilities will not receive any services while others will. For those
who receive services, the amount and type of services also may differ from
the services the child would receive if placed in a public school by the
parents or in a private school by a public agency. LEAs are required to consult with private school representatives and representatives of parents
of parentally placed children with disabilities during the design and
development of special education and related services for these children.”
I was looking for and found good info and considerations – both in the original post and comments. Thank you.
However, I do take exception with the inaccurate characterization of UDL. UDL is a framework for educators to consider & include MULTIPLE means of Representation, MULITPLE means of Action or Expression, and MULITPLE means of Engagement in their teaching. It is the farthest thing from cookie-cutter. including both low AND high technology, eg. manipulatives, interactive notebooks, etc. If this sounds like ‘just good teaching’ that’s because it is – and as such benefits all students regardless of ‘learning style’/gender, development, relative impairment, or identified disability.
Perhaps your experience is an ineffectual or corrupted claim of ‘UDL’ – but please consider IMPLEMENTATION as well as the framework itself. Rather than class-size it’s been my experience that material & planning time resources are the biggest barriers to implementation. More info about UDL can be found here: http://www.udlcenter.org/
– school-based Occupational Therapist
Yes. And here http://www.udlcenter.org/implementation/modules.
UDL enthusiasts like to stir it up and make it sound like it is a broad and all-encompassing way to instruct. Maybe they are sometimes snookered. But if you add online and CAST to the recipe you will see that it is mostly about online modules.
If they were really about “multiple” means of learning, they would advocate small class sizes to make individualizing easier.
Nice try. Thanks for your comment.