Lawmakers probe special education, ‘option enrollment’ among Nebraska school districts – Nebraska Examiner
Lawmakers probe special education, ‘option enrollment’ among Nebraska school districts Nebraska Examiner
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Lawmakers Explore Options for Students with Special Education Needs
State Senators Dave Murman and Danielle Conrad have initiated interim studies to investigate how to better support students with special education needs in Nebraska. The studies, Legislative Resolutions 320 and 425, aim to address the issue of students on individualized education plans (IEPs) and their access to different public school districts. Senator Murman, who chairs the Education Committee, emphasized the importance of giving every child a fair chance in education.
Nebraska Department of Education Report Highlights Denial Rates for Students with IEPs
A recent report by the Nebraska Department of Education revealed that approximately 86% of students who applied for “option enrollment” were accepted into their desired district. However, among the 14% of applicants who were denied, a portion were students with IEPs. Senator Murman expressed concern about potential discrimination against students with disabilities and emphasized the need for equitable access to education.
Advocates Call for Equity and Disability Blind Legislation
Elizabeth Eynon-Kokrda, the general counsel and co-founder of Education Rights Counsel, highlighted the widespread denial of students with IEPs based on her review of the report. She suggested implementing “disability blind legislation” that removes the question about IEP status from option enrollment applications. Angela Gleason, an Omaha mother, shared her personal experience of her oldest child being repeatedly denied due to his disabilities. She urged lawmakers to introduce legislation that ensures equity for all children.
Addressing Capacity Concerns and Teacher Shortages
While advocating for increased access to option enrollment, lawmakers acknowledged the capacity concerns faced by school districts, including class sizes and teacher shortages. Carrie George, a special education teacher, emphasized the importance of consulting with special education departments and educators statewide to address current flaws before implementing new requirements. Tim Royers, president of the Nebraska State Education Association, highlighted the increased demand for special education services and the need for additional resources.
Possible Legislation in 2025
Senator Murman expressed his goal of achieving a similar acceptance rate for students with IEPs compared to those without. He suggested focusing on providing aid for high-cost services in the next legislative session. Senator Conrad emphasized the bipartisan commitment to addressing the issues raised during the hearing and the need to increase resources and address workforce shortages. She expressed hope that these issues would be at the forefront of problem-solving in the 2025 legislative session.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
The article discusses the issue of special education students being denied enrollment in different public school districts, highlighting the need for equal access to education and reducing inequalities in educational opportunities.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
- SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
The article highlights the need to eliminate discrimination against students with disabilities and ensure their equal access to education, addressing the targets under SDG 4 and SDG 10.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Acceptance rates of students with individualized education plans (IEPs) in the option enrollment program.
- Number of students with IEPs denied enrollment in different public school districts.
- Number of unfilled special education positions in the state.
The article mentions the acceptance rates and denial rates for students with IEPs in the option enrollment program, which can be used as indicators to measure progress towards ensuring equal access to education. Additionally, the number of unfilled special education positions can indicate the availability of resources and workforce shortages in the field of special education.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. | – Acceptance rates of students with IEPs in the option enrollment program. – Number of students with IEPs denied enrollment in different public school districts. – Number of unfilled special education positions in the state. |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | – Acceptance rates of students with IEPs in the option enrollment program. – Number of students with IEPs denied enrollment in different public school districts. – Number of unfilled special education positions in the state. |
Source: nebraskaexaminer.com
