Special Education: A Better Way to Child Find

Over previous articles we’ve established that many school districts across the United States, fail to Child Find, fail to provide services to many special education kids, fail to provide evidenced based effective services to many kids, often will accommodate rather than educate, will put off or gaslight concerned parents, and basically fail many kids with bright minds and learning differences. We’ve also established that at least 30% of the students in a typical American classroom have a neuro-atypical way of learning. Yet, school districts on average have only 13–15% of students in special education services, and this number includes many disabilities beyond learning disabilities.

How can we do this better? In Finland every child is eligible for special education services from the moment they enter pre-school. There are no hoops to jump through. No long delays in evaluation. A teacher or parent expresses concern and a meeting of specialists promptly takes place. This would be a good start for us too. Bring the specialists in learning and development in early and often.

But we also need to do some very specific work to put teeth into the law that says a school district must “Child Find.” The current allowance of vague outreach by the district must come to an end. Instead, we need to screen. Early and often.

There is no reason we can’t screen every child for dyslexia, dysgraphia, dyscalculia, ADHD, and ASD for a start. When these kids are identified early and intervention starts early, the process of intervention is much easier and less costly. It is also less traumatic to the child, as they have fewer years of perceived failure.

In California, we screen for hearing impairment, visual impairment, scoliosis, and soon for dyslexia. It has taken years, and years of work to get the dyslexia screening passed into law. Many states still do not require it.

We need an addendum to the federal Child Find law that clearly defines the duty of states and districts to actively screenall kids for learning disabilities and neuro-atypia. Done well, this will identify far more kids who need help. That will then help clarify the true extent of the need within special education. Then we can stop talking about school as if there are “normal” kids and “special education” kids. Instead, we can talk about how to train teachers so they have the skills to reach all kids in their classroom.

Coming soon: Stories from professionals, parents, and students.

I’m working on a book about special education and seeking families, teachers, and school professionals with stories to tell. If you’ve been through this struggle, I’d love to hear from you. Everything will, of course, be confidential. You can reach me at: 241kcawley@gmail.com

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