The Seattle Special Education PTSA is excited about the continued commitment of Seattle Public Schools (SPS) and the Seattle Education Association (SEA) in supporting students, including those with disabilities. Evidence of that support is in the Special Education Task Force and SPS’s recent announcements about implementing inclusive instructional practices in our classrooms and school buildings. This work holds so much promise: in both meeting student needs and ensuring the retention of our most valuable resource: our teachers and instructional assistants.
There are challenges ahead and concerns from the past school year.
As the 2021-22 school year ended, many families and teachers reached out to us with stories that had similar themes. These include:
- Families whose children did not receive the instruction and services called for in their IEPs.
- Teachers in anguish because they could not admit to families that their children were not receiving required instruction and services.
- Staff shortages and teachers struggling to meet intensive student needs as a result of the pandemic.
- The lack of administrative support at the school level and from the Special Education Department.
- The loss of experienced teachers who left the District or are taking leaves of absence due to lack of support.
Going forward, we understand the Covid closures and intense isolation will continue to impact students. More students are showing up with needs than before and those needs are greater than before. This challenge is intensified for students who, long before Covid, required additional support. We are especially concerned for students who are both disabled and English language learners as these students are at high risk.
Shifting the school environment to become more inclusive is critically important, as studies show, inclusion benefits all students. We acknowledge the transitions come with challenges. And we know these challenges are not unique to Seattle. While supporting the move to implementing more inclusive practices, we want to stress the importance of the bargaining process at this critical juncture.
We ask that SPS and SEA work together to make sure the CBA includes sufficient professional development, staffing and other structural changes necessary to move towards ending the segregation of disabled students. Over the next three-year contract term, we hope to see much needed and long overdue changes in the way students with disabilities are educated and supported in Seattle schools.
We also ask for as much transparency as possible, including being specific in language in bargaining updates to avoid confusing and stressing our families. With a shared goal of putting student needs first, we ask you to consider what we’ve learned from families and teachers as all of you work together on planning for the school year 2022-23.
