ALL SPED STUDENTS ARE EQUAL BUT SOME SPED STUDENTS ARE MORE EQUAL THAN OTHERS
Attention all readers! Brace yourselves for a wild ride as we take a deep dive into the latest report from the National Institute for Early Education Research (NIEER). But don't worry, we promise to keep things light and funny, even when discussing the serious issue of unequal access to special education services.
The report, titled "State[s] of Early Intervention and Early Childhood Special Education: Looking at Equity," highlights the fact that not all young children with disabilities have equal access to essential services at a young age. And let's be real, that's not funny at all. But what is funny is the fact that the disparities in access to services are largest for Black children. Seriously? We're still dealing with this in 2023?
According to the report, only 3.7% of children under 3 years old received early intervention (EI) services in Fall 2020. And if you thought that number was bad, wait until you hear about the state-by-state breakdown. Massachusetts served 10% of children under 3, while Arkansas and Hawaii only served 1%. Come on, Arkansas and Hawaii, you can do better than that!
But wait, it gets even worse. Disparities in access to early childhood special education (ECSE) services are even larger than disparities in access to EI services. Nationally, only 6% of 3- and 4-year-olds received ECSE services in Fall 2020. And the state-by-state breakdown is just as bleak. Wyoming served 14% of children, while Alabama served less than 3%. Seriously, Alabama? You're better than that.
The report found that these disparities in access to services cannot be explained by need. In fact, at school-age, Black children are more likely than White children to be identified as needing special education. So what's going on here? It's time for policymakers and educators to step up and ensure that all young children with disabilities, regardless of their race, ethnicity, or socioeconomic status, have equal access to the services they need to succeed.
But let's not forget the silver lining here. Early intervention and ECSE services are critical for helping young children with disabilities reach their full potential. These services can help children develop their language, motor, and social-emotional skills. And they can also help children prepare for kindergarten and beyond. So let's make sure all children have access to these essential services.
In conclusion, the NIEER report may be a sobering reminder of the work that needs to be done, but that doesn't mean we can't have a little fun along the way. So let's keep fighting for equal access to special education services and never forget to sprinkle a little humor into our advocacy efforts. Because let's face it, sometimes you just have to laugh to keep from crying.
Report Highlights Unequal Access to Special Education Services https://www.ffyf.org/new-report-highlights-unequal-access-to-special-education-services/