During our exposure to the process of obtaining special education services for our child, it has become clear that the problem is multidimensional. In particular, it is our view that the overall problem may be broken down into two larger components:
1. Inadequate funding at the Federal and State level - It was unreasonable for the legislature to impose federal IDEA on the state and local level without the benefit of adequate funding. This is true since the issue of cost may never be considered when deciding how and to what extent SPED services will be provided to a particular child. It would seem that until IDEA is fully funded (at the 40% level promised in 1975 legislation), there will continue to be serious problems in its implementation.
2. Lack of Integrity in the SPED process - Perhaps since under federal IDEA, financial constraints may not be considered in the provision of SPED services, a district may resort to other "strategies" to withhold necessary services. We fully understand that it would be neither reasonable, nor fiscally responsible, to expect a district to provide any and all requested services. However, the failure by any district personnel to act honestly and in "good faith" should never be tolerated.
So, why does it matter?
One significant obstacle is a lack of willingness for parents to come forward. We have been told (in confidence) numerous stories similar to our own but need people to step up and be heard. Yes, it may be a little "uncomfortable" to talk about your child's special education needs. We have struggled through this ourselves. We understand. But, quite frankly, obtaining those services that your child needs is probably the most important thing you will ever do.
With the increase in the diagnosis of developmental disorders, it is more important than ever that we do all that is necessary to ensure that our child receive access to a "free and appropriate public education." No longer may we rely on the school to handle this for us. And most professionals have indicated to us that intervention strategies that are introduced earlier are the key to success for children with developmental delays.
Most importantly, we must hold the district accountable for both its actions and its processes. The failure to speak up only enables the district's ability to run roughshod over the needs of our children. Yes, budgetary concerns are one important component. But, if adequate interventions are not undertaken in a timely manner, there will be a much greater price to pay in the long run.
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