Rethinking Special Education

Douglas, an 11-year-old 6th grader from Massachusetts, has dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD). He struggled in school from kindergarten through 4th grade, feeling frustrated in a learning environment that did not meet his individual needs and caused him to question his ability to succeed.

Douglas recently wrote President Trump and asked, “How can you as our president help kids like me get the right tools so they don’t get left behind?”

I met with Douglas and his parents on behalf of the president and the U.S. Department of Education this spring when his family visited Washington. We discussed his previous struggles and frustrations as well as his parents’ determination to get Douglas the help he needed to succeed in school.

We must rethink special education in America for students like Douglas. “Rethink” means everyone questions everything to ensure nothing limits any student from being prepared for what comes next. That begins with acknowledging the unique needs of each child and then finding the best ways to prepare each individual for successful careers and a meaningful life.

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Assistant Secretary Office of Special Education and Rehabilitative Services United States Department of Education

“Voices from the Field” Interview with Kate Roper and Eve Wilder, Massachusetts Early Childhood Comprehensive Systems Project

Eve Wilder and Kate Roper

Eve Wilder and Kate Roper

Kate Roper is the Assistant Director of Early Childhood Services in the Bureau of Family Health and Nutrition at the Massachusetts Department of Public Health (DPH). Roper oversees several state and federal grants, including Project LAUNCH and Early Childhood Comprehensive Systems (ECCS) grants, and co-leads the Massachusetts Pyramid Model State Leadership Team. Roper has been in the field of early childhood education since 1978 as an infant teacher, teen parent child care director, trainer, adjunct faculty member, and independent consultant and curriculum developer.

Eve Wilder is the ECCS Coordinator at DPH’s Bureau of Family Health and Nutrition. Wilder has managed early childhood projects at DPH through the state’s ECCS grant for over 7 years. She has worked to strengthen early childhood systems of care in a variety of capacities since 2005, from providing home-based services to young children with autism spectrum disorders, to policy and program development at the Massachusetts legislature and DPH.

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Kate Roper
Posted by
Assistant Director of Early Childhood Services, Bureau of Family Health and Nutrition, MA Department of Public Health
Eve Wilder
Posted by
Early Childhood Comprehensive Systems Coordinator, Bureau of Family Health and Nutrition, MA Department of Public Health

IDEA Website Feedback

The Office of Special Education and Rehabilitative Services (OSERS) strives to enhance its Individuals with Disabilities Education Act (IDEA) website continually.

OSERS launched its IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers, grantees, researchers and advocates.

Prior to and after the launch of the site, OSERS gathered feedback from the public and has made updates to the site based on the feedback it received.

OSERS will continue to gather feedback about the website in order to enhance and add content to the IDEA website to ensure the site remains current.

Two video tutorials highlight features of the site:

Comment below if you have feedback regarding the IDEA website.

OSERS Assistant Secretary Talks Special Education

Johnny Collett, the Assistant Secretary of the Office of Special Education and Rehabilitative Services

Office of Special Education and Rehabilitative Services (OSERS) Assistant Secretary Johnny Collett and the National Center for Learning Disabilities Vice President and Chief Policy and Advocacy Officer Lindsay Jones talked about the March 2017 Supreme Court decision in Endrew F. v. Douglas County School District, teacher professional development related to special education, the U.S. Department of Educations’ role, regulatory reform efforts, and more during an April 18 interview.

“OSERS really is unique… one reason is we really get the opportunity to impact across the life of an individual with a disability, so really birth through adulthood including post-secondary opportunities and certainly our goal of competitive integrated employment for individuals,” Collett said. “That opportunity to impact across the life of an individual is just something that’s incredibly unique and really something I am struck by every day.”

Hear more from Assistant Secretary Collett in his recorded video interview, which was part of Understood’s “Chat with an Expert” series.

Use of Part B Program Funds for Technical Assistance to States on IDEA Data Collection

U.S. Secretary of Education Betsy DeVos believes high-quality data are an essential part of local, State, and Federal efforts to improve outcomes for infants, toddlers, children, and youth with disabilities. The Office of Special Education and Rehabilitative Services (OSERS) is seeking input from the public, particularly State educational agencies (SEAs) and State lead agencies (LAs), on how best to provide technical assistance (TA) to States on the collection and reporting of data required under Part B, Section 618 and Section 616, of the Individuals with Disabilities Education Act (IDEA), including input on the most effective and efficient method of funding this TA. Currently, that TA on IDEA Part B and C data collection is provided to SEAs and LAs through funds reserved by OSERS under IDEA section 616(i) of Part B.

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Another Journey

Note: April is National Autism Awareness Month.

The Bae family during trip to England

The Bae family during trip to England

Just like any other school day, Eugene, my son with autism, left on the bus this morning to go to a day program provided by our school district. For the last 20 years, he and I wait for the bus by sitting on our front porch. As he steps on the bus, he shouts at me with his happy high-pitched voice, “Bye Mom!” This is our ritual to begin each new day, to meet that day’s challenges, emotions, promises, and hopes.

In June this year, he will age out from the district program. I cannot help being emotional whenever I think about his first day of preschool and the journey that Eugene and our family have been on since then. On that day, I cried in the car for two hours after separating from my miserable, crying child.

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Set Your Bookmarks to the New IDEA Site

IDEA Website

The Office of Special Education and Rehabilitative Services will automatically direct users from the Building the Legacy: IDEA 2004 site to the new Individuals with Disabilities Education Act (IDEA) website starting April 30, 2018.

OSERS launched the new IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers, grantees, researchers and advocates.

IDEA website users are encouraged to bookmark the new IDEA website: https://sites.ed.gov/idea.

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Things People Say

Note: October is Down Syndrome Awareness Month.

Jessica Wilson and her son, Jasper

Jessica Wilson and her son, Jasper

A guest blog by Jessica Wilson. Jessica and her son, Jasper (aka Jaz, Jazzy, the JazMaster, or Dude!), live in a cozy house of fur with two crazy dogs and two lazy cats. Their favorite activities include singing movie hits, dancing in the kitchen, snuggling and traveling the world together. Jessica is Director of Communication and Dissemination for the Center for Parent Information and Resources (CPIR) and Resources for Access, Independence and Self-Employment (RAISE) projects with the Statewide Parent Advocacy Network (SPAN) in New Jersey.


Number One. “Did you know?”

They never complete the thought, as if just looking at him implies what they’re really asking. I ache to play dumb: Know what? That he would almost never cry as a baby and be a champion sleeper? That he would love to swim but hate to play soccer? That I could love him ‘til it hurts and still get so annoyed by some of his antics? As obnoxious as my brain screams for me to be, I simply answer, “No. After losing the first one, I didn’t want to take any chances with this very wanted baby.”

The mention of my previous sorrow precludes them from saying anything directly about those tests, so I leave it at that. I resist ranting about warped concepts of perfection or the technologies the medical community pushes that are incapable of measuring the value of those born “dappled.” If I launch into my diatribe, their eyes glaze over as they nod in the faux agreement children give their parents when they just want the scolding to stop. I can always tell when they’re thinking, “I would have the test.” I couldn’t guess what they would do if it were positive.

Number Two. “My sister’s/cousin’s/brother-in-law’s/landlord’s daughter/nephew/classmate/neighbor is ‘like him’.”

What, rakishly handsome? Lucky them. A consummate flirt? Better watch out! The self-appointed town mayor, greeting every person or animal we see on the streets? Good luck getting anywhere quickly with such a gregarious kid.

I suppose it’s an attempt to connect, a way to say “he’s okay” because they know someone who knows someone who… But sharing an extra chromosome doesn’t make anyone like someone else any more than two people having green eyes does. Don’t tell me these six-degrees individuals are “like” each other. They aren’t.

Number Three. “He’s so high-functioning.”

Yeah, far more than I am at 3:00 a.m. “MOMMY!” “urgh…?” “WHY ARE YOUR EYES CLOSED?!” “I’m sleeping, baby.” “WHY?!” “unnnhhh…” “READ TO ME!!!!” (seriously?)

Number Four. “Funny, you can’t see it.”

What’s there to see? His almond shaped eyes that look through me as the spark of laughter flickering within them sears my soul? His cute little hands with that long crease across his palms holding mine, petting the cat, learning to write his name, wiping away tears when he’s mad? The orthotics helping reshape his desperately flat feet?

What exactly are you looking for that will legitimize him in your eyes? Maybe I should carry the envelope with the verdict handed down by some anonymous technician. Perhaps the letter from the state when the lab automatically reported his existence to the county health department “for statistical purposes.” What can’t you see? He’s a kid, growing up loved. What else are you looking for?

Number Five. “I’m sorry.”

You should be. You’ll never hear the thoughts he speaks to me with his smiling brown eyes as he tilts his forehead to rest against mine. You’ll never drink in the heat that radiates from his head or taste his soft hair on your lips. You’ll never be awakened (again) at 3:00 a.m. by the hot air from his mouth on your face as he whispers, “Mommy, I want snuggles.” You’ll never know how it feels to celebrate every jump forward in development that other parents take for granted, but when he finally does it, it’s a very, very large molehill.

You should be sorry that you can only see back in time. This is a new era with new opportunities and new ideas about potential and worthiness. I’m only sorry it’s taken this long and that we still have so far to go.

Number Six. “That’s awesome!”

Thanks, Brian—you are the right kind of friend. May everyone with a kid “like mine” know a man like you.

Number Seven. “I don’t know how you do it.”

I’m his mother. Still confused?

Things I Say.

“I’m so proud of you.” “Boy, you’re handsome!” “Why won’t you let me cut your nails?” “TURN THAT DOWN!” “Wanna go bowling?” “Sweetheart, don’t let the dog beg like that.” “Would you please put this stuff away?” “You’re just too good to be true/Can’t take my eyes off of you.” “No, I don’t want to smell your feet.” “I love you, my sweet angel. You’re my heart and soul, my love and my life.” “You know you drive me nuts, right?”

Number One.

“I’ve loved my son since before he was ever born. What else is there to say?”


Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

How Having ADHD Made Me a Better Advocate for My Daughters

Note: October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.

Jessica-Gordon

Jessica Gordon

A guest blog by Jessica Gordon, a parent of children with learning and attention issues and Regional Manager for Understood at the National Center for Learning Disabilities.


“She is smart, but she just needs to apply herself.”

If you looked back at my report cards in elementary school, every single one would say that. Even after recognizing that I struggled to pay attention, my family assured me that I didn’t have attention-deficit/hyperactivity disorder (ADHD) because I was able to watch television for long periods of time.

My experience isn’t as unique as I would hope. In fact, according to The State of Learning Disabilities report from the National Center for Learning Disabilities, 78% of parents believe that any child can do well in school if he or she just tries hard enough. And 33% of educators believe that sometimes what people call a learning or attention issue is really just laziness.

For me—and probably for many kids struggling in school—that wasn’t the case. I was applying myself and doing the best I could, but I wasn’t able to focus or pay attention. My teachers were frustrated that I would score in the 90th percentile on standardized tests but fail to turn in spelling tests and math worksheets. Through trial and error, I found strategies to keep myself organized in school. But by the time I went to college, I sought an evaluation and was told that I do, in fact, have ADHD.

Thanks to advances in research and more experts exploring these issues, our understanding of ADHD has grown tremendously over the past few decades. According to Understood.org, girls are not identified with ADHD as often as boys, and they are often identified much later. The signs can look significantly different in girls and boys. For example, girls may not display the behavior challenges that boys do and might, instead, be chatty, disorganized, or emotional. And, much like me, because girls work hard to compensate for their challenges, it can often be overlooked.

Now, as a mother of three girls, nothing is more important to me than knowing my children’s strengths and challenges and advocating for what they need. When my oldest daughter was in second grade, she began to exhibit the same signs I did at that age. Recognizing those familiar signs, I knew I had to take action. I wanted her to have the same understanding of herself it took me decades to develop.

We went through with an evaluation, and my oldest daughter was diagnosed with ADHD—just like me, but much sooner. My middle daughter was also diagnosed when she reached second grade. And my youngest, who struggles with reading and writing as well as attention, is in the process of being evaluated right now.

When I was younger, I became an advocate for myself only after the system failed to recognize my struggles. But I don’t want that to happen to my children. Instead of making assumptions about what their future might look like with learning and attention issues, I make a point to consider their strengths, their interests, and their ideas about themselves. I want to ensure that my children—and all children—are on a path to understanding themselves and harnessing their strengths and talents.

Having ADHD myself and raising three children with ADHD is a unique challenge, and one I think many parents can relate to when learning and attention issues run in the family. But it is true that parents are their child’s best advocate. When your instincts tell you that something is going on under the surface, it’s important to trust that. It’s critical to seek out professionals who will listen and help you support your child in the way you know you need to.

I often wonder how different my life would have been if my parents and teachers had recognized my ADHD earlier and provided the accommodation and supports I needed all those years ago. Fortunately, my children won’t have to wonder about that. And I hope other parents trust their instincts, listen to their children, and follow a path that gets them and their child the supports they need.


Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

Share Your Comments on the Revamped IDEA Website

New IDEA Website Banner

We hope you’ve had an opportunity to visit our revamped IDEA website. We would like to get your feedback on the new IDEA website as we continue to develop and enhance the content and functionality.

Your feedback on the site is essential for helping us improve the Department’s online resources as part of our commitment to ensure that infants, toddlers, children and youth with disabilities and their families have the supports and services guaranteed under the IDEA.

Please submit your feedback on this OSERS Blog post announcing the new Website.

View the New IDEA Website