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What reforms have been made in special education policies in the last decade?

Robyn Dikels

Well, as far as I know, there have been several reforms in special education policies in the last decade. In the United States, for example, the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, which brought some changes in the way special education services are provided to students with disabilities.

One of the most significant changes was the expansion of the "Response to Intervention" (RTI) framework, which aims to identify students' learning needs and provide them with early interventions before referring them for special education. The idea is to prevent unnecessary referrals and overdiagnosis of disabilities, which could result in segregation and low expectations for those students.

Moreover, the IDEA 2004 also emphasized the importance of assessment accommodations and alternate assessments for students with disabilities, particularly those who cannot participate in the regular state assessments, either because of their disabilities or their English proficiency. States were required to develop alternate assessments aligned with their content and achievement standards, and to provide accommodations, such as extended time, testing in a quiet room, or assistive technology, to students who need them.

Another important reform in special education policies was the shift towards inclusive education, which aims to provide students with disabilities with the opportunity to learn and socialize with their nondisabled peers in the general education classroom. This approach is based on the assumption that all students can learn and benefit from the diversity of their peers, and that the curriculum and instruction should be differentiated to meet the needs of all learners.

Therefore, many schools and districts have invested in professional development, collaboration, and co-teaching models to support inclusive practices. Some schools have also implemented universal design for learning (UDL) principles, which involve designing the curriculum and materials from the outset to address the variability of learners' needs and preferences.

Finally, there were also some changes in the way special education programs are monitored and evaluated. The IDEA 2004 required states to develop a state performance plan (SPP) and an annual performance report (APR) that measure their progress in meeting the regulatory and performance indicators. These indicators cover areas such as graduation rates, dropout rates, assessment participation and performance, parental involvement, and discipline rates. The SPP and APR are intended to increase accountability and transparency in special education programs and to promote continuous improvement.

Of course, these reforms are not without challenges and controversies. Some critics argue that RTI could be misused to delay or deny special education services to students who need them, or that inclusive education could lead to insufficient support and lower academic standards for students with severe disabilities. Others point to the lack of funding and the shortage of qualified personnel, especially in rural and low-income areas, as major obstacles to implementing these reforms effectively.

In any case, it is important to continue the dialogue and the collaboration among policymakers, educators, families, and students with disabilities to ensure that special education policies are responsive, equitable, and effective in meeting the needs of all learners.