Reflections on Disability Pride Month from Disabled Students Across the Country

July 2023 Disability Pride Month Logo -- rainbow colors

By: Emily Frake, Office of Special Education Programs

July is Disability Pride Month, and in celebration, the Office of Special Education Programs will highlight work being done in the field of special education and voices that celebrate disability pride and promotes positive disability identity for students.


Did you know that July is Disability Pride Month?

July 26 marks the anniversary of the Americans with Disabilities Act, which became law in 1990. Because this ground-breaking legislation was signed in July, disability advocates around the country established July as Disability Pride Month.

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From Middle School Student Volunteer to Assistant Secretary: Meet OSERS Assistant Secretary Glenna Wright-Gallo

Glenna Wright-Gallo, Assistant Secretary, Office of Special Education and Rehabilitative Services

By Kristen Kushiyama, Office of Special Education and Rehabilitative Services

The U.S. Department of Education welcomed Glenna Wright-Gallo as the assistant secretary for the Office of Special Education and Rehabilitative Services (OSERS), May 15.

Wright-Gallo, confirmed by the U.S. Senate as OSERS assistant secretary, May 10, 2023, has spent more than 25 years supporting students and adults with disabilities.

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Voices from the Field: Interview with Jonathan Stricklen

Voices From the Field - Interview with Jonathan Stricklen

Jonathan Stricklen

Jonathan Stricklen

Jonathan Stricklen teaches Spanish at the Ohio State School for the Blind. He holds master’s degrees in Spanish and Special Education and is a certified Teacher of Students with Visual Impairments (TVI). Combining his specialized knowledge and skills with his lived experience as a person with visual impairment, an assistive technology user, and a braille reader, Jon is uniquely positioned both to teach and to be a role-model for his students. During the month of May, in recognition of Global Accessibility Awareness Day (GAAD), OSERS has been highlighting challenges and successes related to digital accessibility. We met with Jon to learn more about his experiences with accessibility as an educator.

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High Standards & Innovative Solutions: How Some States are Addressing the Special Educator Shortage Crisis

National Teacher Appreciation Week, May 8–12, 2023

By Meghan Whittaker, OSERS Special Assistant

Today, more than 60% of students with disabilities spend at least 80% of their day in general classes. This wouldn’t be possible without special educators who help to customize curriculum that is accessible to all and ensure the individual needs of students with disabilities are met.

Special educators serve a critical role in our nation’s public school, yet 45% of schools reported vacancies in special education roles, and 78% reported difficulty in hiring special education staff. Special education teacher shortages have been a longstanding challenging in most states and have only worsened since the start of the COVID-19 pandemic.

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Voices From the Field: Interview with Wendy Grove

Supporting State Systems of Early Childhood

Wendy Grove

Dr. Wendy Grove is the director of the Office of Early Learning and School Readiness at the Ohio Department of Education, where she helps develop and implement policies for preschool special education and early childhood education. Wendy earned bachelor’s degrees in psychology and sociology from Gonzaga University, a master’s degree in sociology from Portland State University, and a doctorate in sociology from the University of Akron. Dr. Grove has a wide range of experience teaching experience, from preschool students, to middle school students in special education, to undergraduate and medical students.

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Discipline Discussions: Informal Removals Matter

Discipline and Behavior: Informal Removals Matter

Valerie C. Williams Director, Office of Special Education Programs Office of Special Education and Rehabilitative Services

By Valerie C. Williams
Director, Office of Special Education Programs

When my cell phone rings in the middle of the day and I see my son’s school is calling, I immediately have a moment of unease: did Matthew get hurt, is he sick, what happened that warrants this call in the middle of the day? Matthew is a sixth grader with Down syndrome, but I know these feelings are shared by parents of children with and without disabilities alike.

I count myself lucky that with each of these calls I am relieved to hear about situations that, while important enough to call, are typically intended to share information about my son’s day or report on a minor issue. I am thankful that the school staff overcommunicate and keep us informed, as well as share potential solutions if a problem arises. In short, they are proactive, so after a brief chat with school personnel, I resume my day.

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Voices From the Field: Interview with Kara Georgi

Parent Leadership

Kara Georgi

Kara Georgi is a parent to two children in New York and is a Member of the Children’s Trust Fund Alliance Birth Parent National Network. She is an Alliance Certified Trainer for the Bringing the Protective Factors Framework to Life in Your Work.


What do you remember most about your experiences with early intervention?

Early Intervention was a game changer for me and my family. It was where I got the help and support I needed most for helping my child with some of the challenges we were facing. The best part is we went from being strangers to a family team to working to build on strengths and skills for long term success for not only for my child, but for us as parents too.

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Discipline Discussions: Our Discipline Policies Reflect Our Priorities

Discipline and Behavior: Our Discipline Policies Reflect Our Priorities

 1,591,473

Valerie C. Williams Director, Office of Special Education Programs Office of Special Education and Rehabilitative Services

By Valerie C. Williams
Director, Office of Special Education Programs

1,591,473

This is the total number of disciplinary removals students with disabilities experienced over the 2019-20 school year. Each removal represents a child’s time away from their typical learning environment: time away from their teachers, their peers, and their friends. For many children with disabilities, particularly those who find comfort in routines, it can be an uprooting and distressing experience. It is hard for a child to learn when they are removed from their class.

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