Parents are ready to fight gutting of special education support: Jonathan Salazar – Cleveland.com

Report on the Status of Inclusive Education for Children with Disabilities in the United States

Introduction: Aligning Educational Rights with Sustainable Development Goals

An assessment of the current state of special education in the United States reveals significant challenges that threaten the progress made toward achieving key Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions). Despite the upcoming 50th anniversary of landmark legislation, concerns are mounting among parents and advocates regarding administrative actions that could undermine the educational rights and inclusion of children with disabilities.

Legislative Framework and its Alignment with SDG 4 (Quality Education)

The Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA), last reauthorized in 2004, evolved from the Education for All Handicapped Children Act of 1975. This legislation is the cornerstone of inclusive education in the United States, directly supporting the objectives of SDG 4 by guaranteeing the right for all children to receive a “free and appropriate education.”

• Prior to this legislation, only one in five children with disabilities received a formal education.
• IDEA mandates the provision of critical support systems to ensure equal access to learning.
• Key provisions under IDEA include:

1. Individualized Education Plans (IEPs)
2. Specialized education services and intervention specialists
3. In-school therapeutic services, including speech, physical, and occupational therapy

Challenges to Achieving SDG 10 (Reduced Inequalities)

Systemic Funding Deficiencies and Service Disparities

A primary obstacle to the full realization of SDG 10, which aims to reduce inequality within and among countries, is the chronic underfunding of IDEA by the federal government. This funding gap creates significant disparities in the quality and availability of services, disproportionately affecting students in under-resourced school districts and perpetuating inequalities of outcome.

The Transformative Impact of Effective Implementation

When adequately supported, IDEA is a powerful tool for promoting the social and educational inclusion central to SDG 10. Successful IEP implementation demonstrates transformative outcomes for students with diverse needs.

• Learning Disabilities: Students with dyslexia, through targeted interventions, can overcome learning barriers and achieve academic success.
• Attention Deficit Disorders: Students with ADHD benefit from structured supports, such as sensory breaks, which improve focus and facilitate classroom integration.
• Communication Challenges: Non-speaking students who utilize augmentative and alternative communication (AAC) devices can fully participate in classroom activities and achieve social acceptance among peers.

Threats to Institutional Integrity and SDG 16 (Peace, Justice and Strong Institutions)

Proposed Administrative and Structural Changes

Recent administrative actions pose a direct threat to the strong, accountable institutions required by SDG 16 to protect fundamental rights. These actions risk dismantling the established framework for upholding the educational rights of children with disabilities.

1. Personnel Reductions: The federal Department of Education’s Office of Special Education, which is responsible for grant distribution and civil rights investigations, has experienced significant staff reductions.
2. Proposed Relocation of Authority: A proposal seeks to move the Office of Special Education from the Department of Education to the Department of Health and Human Services (HHS).

Implications for Policy and Governance

This proposed relocation fundamentally reframes disability as a healthcare issue rather than an educational and civil rights issue. Such a shift contradicts the core purpose of IDEA, which is to ensure children are educated to their fullest potential. This undermines the institutional mandate to provide quality education (SDG 4) and protect vulnerable populations from discrimination (SDG 10).

Advocacy and Recommendations

Stakeholder Engagement and Call to Action

In response to these threats, parent-led advocacy groups are engaging with federal legislators to defend the principles of IDEA. To ensure the United States continues to progress toward its commitments under the Sustainable Development Goals, the following actions are recommended:

• Legislators must actively oppose administrative changes that weaken the enforcement and foundational principles of IDEA.
• Advocacy for the full and consistent federal funding of IDEA is critical to eliminate service disparities and ensure equitable educational opportunities for all students, in line with SDG 10.
• Policymakers must reaffirm that the rights of students with disabilities are a matter of educational equity and civil rights, ensuring that governance structures remain aligned with the objectives of SDG 4 and SDG 16.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to three Sustainable Development Goals (SDGs):

• SDG 4: Quality Education: The entire article is centered on the right to education for children with special needs. It discusses the Individuals with Disabilities Education Act (IDEA), which “guarantees the right for all children to receive a ‘free and appropriate education.'” The text highlights the importance of special education services, Individualized Education Plans (IEPs), and various therapies provided in schools, all of which are fundamental components of quality education.
• SDG 10: Reduced Inequalities: The article focuses on the rights and inclusion of a vulnerable group—children with disabilities. It explicitly contrasts the situation before the IDEA, when “only one in five children with disabilities received an education,” with the current system that aims for educational equity. The advocacy efforts described are aimed at preventing policies that would increase inequalities for these children.
• SDG 16: Peace, Justice and Strong Institutions: The discussion revolves around a specific piece of legislation, the Individuals with Disabilities Education Act (IDEA), which is described as an “education law, not a health care law.” The article highlights the role of government institutions like the Department of Education’s Office of Special Education, which “distributes grant funding and investigates civil rights complaints.” The parents’ advocacy and meetings with senators’ staff represent civic engagement aimed at upholding justice and ensuring strong, accountable institutions protect children’s rights.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, the following specific SDG targets can be identified:

1. SDG 4: Quality Education

   • Target 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…” The article’s core argument is about ensuring equal access to education for children with disabilities, as mandated by the IDEA. The examples of the dyslexic child, the boy with ADHD, and the nonspeaking girl illustrate the goal of providing tailored education to vulnerable students.
   • Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.” The article implies this target by discussing the necessity of services that create an effective learning environment, such as “special education services, or intervention specialists,” and specific accommodations like “sensory breaks” and “augmentative and alternative communication device (AAC).” The concern over underfunded schools points to the challenge of providing these necessary resources and facilities.

2. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability…” The article advocates for the educational and social inclusion of children with special needs, arguing that the IDEA helps them “reach their full potential.” The story of the nonspeaking girl who is “readily accepted by her typical peers” is a direct example of successful social inclusion facilitated by proper educational support.
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation…” The IDEA is the “appropriate legislation” discussed in the article. The parents’ fight against gutting the Department of Education and moving the Office of Special Education is an effort to prevent new policies that would create discriminatory barriers and increase inequality of outcome for their children.

3. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.b: “Promote and enforce non-discriminatory laws and policies for sustainable development.” The article is a call to action to protect and enforce the IDEA, a non-discriminatory law. The concern that the Trump administration “doesn’t care about helping our kids” and the reference to the Office of Special Education’s role in investigating “civil rights complaints” directly relate to the enforcement of laws designed to protect a specific group from discrimination.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several indicators that can be used to measure progress:

• Proportion of children with disabilities enrolled in education: The article provides a historical baseline indicator by stating, “Before IDEA, only one in five children with disabilities received an education.” Progress can be measured by tracking the current proportion of children with disabilities who are enrolled in school and receiving educational services.
• Level of government funding for special education: A key issue raised is that the IDEA “has never been fully funded by the federal government.” The amount of federal grant funding allocated and distributed for special education is a direct quantitative indicator of the government’s commitment to implementing the law.
• Availability of specialized educational services and support: The article mentions the provision of “Individualized Education Plans (IEPs), special education services, or intervention specialists,” as well as “speech, physical, or occupational therapy services in school.” The number of students with IEPs and the ratio of specialists to students are implied indicators of the quality and appropriateness of the education being provided.
• Number and resolution of civil rights complaints: The article notes that the Office of Special Education “investigates civil rights complaints.” The number of complaints filed and their outcomes can serve as an indicator of how effectively the non-discriminatory aspects of the law are being enforced and whether justice is being served for affected families.

4. Table of SDGs, Targets, and Indicators

Source: cleveland.com