[Simtrainer-l] Project 2025 and its implications for special education
Markell, Marc A
mamarkell at stcloudstate.edu
Fri Nov 15 09:17:47 CST 2024
Thank you, Mark, I certainly believe that is working together is more effective than working individually. I also don't think it hurts to express concerns to people who are shaming students for who they are. Unfortunately, from my experience, many who shame others for who they are tend not to listen well. And..., it can't hurt, so thank you.
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________________________________
From: mark schipani <mschipani at hotmail.com>
Sent: Thursday, November 14, 2024 10:27:39 AM
To: Markell, Marc A <mamarkell at stcloudstate.edu>
Cc: Schumaker, Jean <jschumak at ku.edu>; SIMTRAINER-L <simtrainer-l at lists.ku.edu>
Subject: Re: [Simtrainer-l] Project 2025 and its implications for special education
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Jean, Marc, Rosanne, and SIM trainers,
Embrace your concerns for students with disabilities. It’s probably what got you here. Don’t be scared. Work together. (Teamwork makes the dream work) Calm and encourage each other. I’ve been in special education for 50 years. I was in the first Strategram, gramv1no1.pdf<https://simvilledev.ku.edu/sites/default/files/Strategram/gramv1no1.pdf>.
I have taught three generations using what I learned from Deshler, Schumaker, B.K. Lenz and the rest of the crew at KUCRL.
Please embrace families, the families of your students. They can be your greatest resource.
(I don’t know if I said this to Dr. Lenz or he said it to me. CAn’t Save Everyone - we have a CASE when it comes to some families and students and administrators and presidents.)
I know that all of you do all you can for our students and then more.
I have one more request. Tell any school or teacher or student or parent or principal or president that teaches children to be ashamed of their sexual orientation, gender identity, sex, or race or special ed status that they are making your very difficult and important job much harder than it needs to be. Show them how they can help. In 1988 we called our program PIPE Dream (Program Improvement Plan @ Ely). Don’t let fear turn your dreams into nightmares.
Mark Schipani
On Nov 12, 2024, at 4:32 PM, Markell, Marc A via Simtrainer-l <simtrainer-l at lists.ku.edu> wrote:
Thank you, Jean, I have major concerns about what is likely to happen to education in the United States. I have been scared this day would come, and now it’s here. Just to be clear--- I know this is a safe space and if people disagree, they will do so respectfully.
One concern, which has been called “family choice” by allowing public funds to go to private schools, could potentially be a huge problem. Right now private schools are not regulated or require teachers or administrators to hold full teaching credentials. Unless private schools are regulated to ensure some quality, our children may be harmed academically and socially. Private schools are also not required to follow state standards
Another huge concern I have is that private schools can teach children to be ashamed of their sexual orientation, gender identity, sex, and race. One of the groups I have interacted with around banning books in schools wants to ban the book Ruby Bridges. When I questioned them as to why they wanted to ban this book, they said the teacher guide was problematic. First, they wanted to ban the book from libraries- I don't think teacher guides are even available for checking out. Second, I looked at the teacher guide, and it is very good.
They can teach revisionist history with no way of anyone outside of the school even knowing.
I think our students could be harmed significantly.
I could go on, but I’ll leave it at that.
Marc Markell
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________________________________
From: Simtrainer-l <simtrainer-l-bounces at lists.ku.edu<mailto:simtrainer-l-bounces at lists.ku.edu>> on behalf of Schumaker, Jean via Simtrainer-l <simtrainer-l at lists.ku.edu<mailto:simtrainer-l at lists.ku.edu>>
Sent: Thursday, November 7, 2024 12:17:37 PM
To: SIMTRAINER-L <simtrainer-l at lists.ku.edu<mailto:simtrainer-l at lists.ku.edu>>
Subject: [Simtrainer-l] FW: Project 2025 and its implications for special education
CAUTION: This e-mail originated from outside the Minnesota State System. Only click links or open attachments from trusted sources. Please report suspicious messages using the "Report Message Button".
Hi all—As the holiday season approaches, I’m thrilled to see that pders are giving some workshops and teaching some courses that involve SIM programs. That’s wonderful! Thanks so much for all you are doing in your area to help the teachers and students!
I heard recently from Susan D’Anielo that she is working with a teacher who learned the writing strategies when she was a student, and now she is teaching the strategies to her students. Isn’t that terrific?!! The second generation of students (and maybe the third!) is benefitting from strategy instruction. This story made my day and maybe even my month!! Please keep sending me stories!
Below is a document that summarizes Trump’s Project 2025 plan for education and special education. It’s very informative and has implications for our work together. Please let me know your thoughts about it. With my best wishes and deep respect! Jean
From: John Wills Lloyd from Special Education Today <specialeducationtoday at substack.com<mailto:specialeducationtoday at substack.com>>
Date: Thursday, November 7, 2024 at 3:04 AM
To: Schumaker, Jean <jschumak at ku.edu<mailto:jschumak at ku.edu>>
Subject: Project 2025 and its implications for special education
What's in store for special education according to the policy paper?
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Project 2025 and its implications for special education<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fapp-link%2Fpost%3Fpublication_id%3D388687%26post_id%3D151293641%26utm_source%3Dpost-email-title%26utm_campaign%3Demail-post-title%26isFreemail%3Dfalse%26r%3D3dpoo%26token%3DeyJ1c2VyX2lkIjo1Njc4NjY0LCJwb3N0X2lkIjoxNTEyOTM2NDEsImlhdCI6MTczMDk3MDI4NiwiZXhwIjoxNzMzNTYyMjg2LCJpc3MiOiJwdWItMzg4Njg3Iiwic3ViIjoicG9zdC1yZWFjdGlvbiJ9.B7prxLHb5YBOrBI_keXUUptCFnoxfn0IXGEP1sLudIE&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C433c91ecfba84c52ca0c08dd0588aca7%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672806789492005%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8FLVH%2FoxorSUCdaUQh42eFRAHRFkfciwgg9DkJe8%2Fdw%3D&reserved=0>
What's in store for special education according to the policy paper?
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Editor’s note: Given the results of the US presidential election of November 2024, it is appropriate and timely to revisit the proposals presented by a conservative policy organization known as Project 2025. When he debated Vice President Kamala Harris 10 September 2024, President-elect Donald J. Trump said, ““I have nothing to do with Project 2025. I haven’t read it. I don’t want to read it purposely. I’m not going to read it.” However, many political analysts expect those proposals will influence the in-coming presidential administration and members of the US Congress.
Previously here on Special Education Today, in the Special Education Today newsletter 4(2)<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2Fc9c58107-41a4-4c2a-a944-da826e1ef409%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C433c91ecfba84c52ca0c08dd0588aca7%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672806789648269%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=VgcBtGjcaLnyt9L3yUc6L%2FnoGowTEMMunEZO%2BaP7sts%3D&reserved=0> published 8 July 2024 and the post Another view on Project 2025<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2Fa03dd0f8-0494-44df-b901-c79385eaadfb%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C433c91ecfba84c52ca0c08dd0588aca7%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672806789648269%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=NwRgcbXUYTurnCDTW1Y5cFEENH0Hm%2Fwpjjjl72rLZrY%3D&reserved=0> published 23 July 2024, I discussed the proposals from Project 2025. In this post, David Bateman, Ph.D., focuses his legal acumen on the aspects of the Project 2025 proposals that have to do with special education.
For those who are keeping count (I am!), this is the 1100th post on SET!—JohnL
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The Heritage Foundation's "Project 2025," formally known as Mandate for Leadership 2025: The Conservative Promise<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsubstack.com%2Fredirect%2F2e4f14d1-1e7a-4ced-a30e-00f0116bc158%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C433c91ecfba84c52ca0c08dd0588aca7%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672806789648269%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=9M4E2csimeArUVuQGAHscA8XxfSJsTJrBmio%2BUSKnts%3D&reserved=0>(PDF), presents a detailed blueprint for policy changes that a future conservative presidential administration might pursue. This document reflects a desire to overhaul federal education policy significantly, with some parts focusing particularly on decentralizing control, promoting school choice, and reducing the federal government's role in education. The following is a more detailed expansion of the key points and implications from Chapter 12, authored by Lindsey M. Burke, focusing on the US Department of Education and special education.
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Key Points from Chapter 12: US Department of Education by Lindsey M. Burke
1. Elimination of the Department of Education
a. Federal Education Policy Limitation:
i. Advocates for minimal federal involvement in education.
ii. The long-term goal is to abolish the federal Department of Education.
iii. Emphasis on empowering students and families rather than government agencies.
b. Diverse Educational Options:
i. Support for a variety of school types, including traditional public schools, private schools, charter schools, and home schooling.
ii. Postsecondary institutions should also reflect this diversity, with room for liberal arts colleges, research universities, faith-based institutions, career schools, military academies, and lifelong learning programs.
2. Changes to the Office of Special Education and Rehabilitative Services (OSERS):
a. Funding Redistribution:
i. Most IDEA (Individuals with Disabilities Education Act) funding to be converted into block grants with fewer federal restrictions, distributed directly to local education agencies through the Health and Human Services' Administration for Community Living.
b. Program Transfers:
i. Transfer Vocational Rehabilitation Grants for Native American students to the Bureau of Indian Education.
c. Phasing Out Earmarks:
i. Gradually eliminate earmarked funding for specific institutions such as the National Technical Institute for the Deaf, Special Olympics Funding, and the American Printing House for the Blind.
d. Enforcement of Disability Rights:
i. Move federal efforts to enforce disability discrimination laws, currently under OSERS, to the Department of Justice's Office for Civil Rights (OCR).
3. Funding for Children with Disabilities:
a. IDEA Funding Portability:
i. Proposes allowing families to use their child's portion of IDEA funding for various educational expenses, akin to education savings accounts in states like Arizona and Florida.
ii. The proposal includes options for private school tuition, educational therapies, personal tutors, and other learning resources.
b. State-Level Education Options:
i. Highlighted states like Florida, Oklahoma, Tennessee, Mississippi, South Carolina, and North Carolina that offer education savings accounts or K-12 private school scholarships for children with special needs.
c. Revising IDEA:
i. Suggests federal lawmakers move oversight of IDEA to the Department of Health and Human Services.
ii. Considers revising IDEA to enhance parental choice and flexibility in how funds are used to support their child's education.
Implications for Special Education:
The changes proposed for education in Project 2025 indicate a profound shift in the management and funding of special education They could have these implications:
Decentralization and Block Grants:
• Potential Benefits:
o Increased flexibility for local education agencies to use funds in ways that best meet the needs of their students.
o Potential for innovation in special education programs and services at the local level.
• Potential Drawbacks:
o Concerns about equitable distribution of resources, especially in less affluent areas.
o Risk of inconsistency in the quality and availability of special education services across different regions.
Transfer of Functions and Responsibilities:
• Civil Rights Protections:
o Moving enforcement of disability rights to the Department of Justice could streamline anti-discrimination efforts but might also distance these protections from the specialized knowledge and focus of the Department of Education.
• Special Programs and Services:
o Phasing out earmarked funding for institutions like the National Technical Institute for the Deaf could impact the services and support available to these populations.
Parental Choice and Flexibility:
• Empowerment of Families:
o Allowing parents to use federal funds for private educational expenses could give families more control over their child's education and potentially improve individual outcomes.
• Challenges and Equity Issues:
o There is a concern that increased reliance on parental choice and private education options could exacerbate inequalities, particularly for families with fewer resources or less ability to navigate complex education systems.
Summary
The proposals in Project 2025 reflect a significant shift toward reducing federal control over education and increasing local and parental control. Although these changes are intended to empower families and improve educational outcomes through increased choice and flexibility, they also raise important questions about equity and consistency and their overall influence on special education services. The potential reallocation of responsibilities and funding, along with the abolition of the Department of Education, would represent a dramatic transformation in the landscape of special education in the United States.
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David Bateman is former professor at Shippensburg University and currently works for the American Institutes for Research in Washington, DC. He lives in Charlottesville, VA. The views expressed here do not represent the positions of AIR.
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