[Simtrainer-l] FW: Project 2025 and its implications for special education

Fri Nov 15 12:42:00 CST 2024

Thank you, Marc, for starting this conversation. As a special educator, I
know that if I cannot fully advocate for every child, remembering
person-first, not in my language but in my actions, I am in the wrong
business. I find that we make assumptions about kids when we have no idea
what their stories are, who they are, what challenges they face. Patty

On Fri, Nov 15, 2024 at 8:49 AM Markell, Marc A via Simtrainer-l <
simtrainer-l at lists.ku.edu> wrote:

> Thank you, Rosanne, I’m teaching a class on equity in education. We talked
> about what could happen in schools. I told them I feel strongly that we
> need to advocate for our students and that advocacy may need to be more
> intense if we feel our students are going to be harmed. We talked about
> what we are willing to do to protect our children and adolescents. I think
> that is a question we all need to ask ourselves.
>
>
>
> It certainly goes beyond our schools. What are we willing to do to
> advocate for others, especially marginalized people?
>
>
>
> Marc
>
>
>
>
>
> *From: *Simtrainer-l <simtrainer-l-bounces at lists.ku.edu> on behalf of
> Rosanne Arvin via Simtrainer-l <simtrainer-l at lists.ku.edu>
> *Date: *Thursday, November 14, 2024 at 9:30 AM
> *To: *Schumaker, Jean <jschumak at ku.edu>
> *Cc: *SIMTRAINER-L <simtrainer-l at lists.ku.edu>
> *Subject: *Re: [Simtrainer-l] FW: Project 2025 and its implications for
> special education
>
> *CAUTION:* This e-mail originated from outside the Minnesota State
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>
> Ditto Marc's comments and major concerns for students with disabilities
> given "fewer federal restrictions".
>
>
>
> Rosanne Arvin
>
> SIM Professional Developer
>
> rosannearvin at gmail.com
>
> 904 502-7718
>
>
>
>
>
> On Tue, Nov 12, 2024 at 3:24 PM Schumaker, Jean via Simtrainer-l <
> simtrainer-l at lists.ku.edu> wrote:
>
> 
>
> 
>
> 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>
> *Date: *Thursday, November 7, 2024 at 3:04 AM
> *To: *Schumaker, Jean <jschumak at ku.edu>
> *Subject: *Project 2025 and its implications for special education
>
> *Error! Filename not specified.*
>
> What's in store for special education according to the policy paper?
>
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>
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> ------------------------------
> Project 2025 and its implications for special education
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Flink.edgepilot.com%2Fs%2F50d8a2d4%2FJcBZ_3VFDUCp44LQK34ZSw%3Fu%3Dhttps%3A%2F%2Fsubstack.com%2Fapp-link%2Fpost%3Fpublication_id%3D388687%2526post_id%3D151293641%2526utm_source%3Dpost-email-title%2526utm_campaign%3Demail-post-title%2526isFreemail%3Dfalse%2526r%3D3dpoo%2526token%3DeyJ1c2VyX2lkIjo1Njc4NjY0LCJwb3N0X2lkIjoxNTEyOTM2NDEsImlhdCI6MTczMDk3MDI4NiwiZXhwIjoxNzMzNTYyMjg2LCJpc3MiOiJwdWItMzg4Njg3Iiwic3ViIjoicG9zdC1yZWFjdGlvbiJ9.B7prxLHb5YBOrBI_keXUUptCFnoxfn0IXGEP1sLudIE&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C38a3dbfc6a2e4b5a49b808dd05a4ff17%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672928432100805%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=4oeeXKTpw%2FlSOZprgc7xyOu1YLTqcylMECh78pStaNc%3D&reserved=0> What's
> in store for special education according to the policy paper?
>
> David Bateman
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Flink.edgepilot.com%2Fs%2F0cbf27bc%2F0EFY8RcL5U6iZ0HaOs8qSw%3Fu%3Dhttps%3A%2F%2Fsubstack.com%2F%40davidbateman916193&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C38a3dbfc6a2e4b5a49b808dd05a4ff17%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672928432100805%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=p0YcnpdJ4lIoHNDlq0GROcwuvq4fXswYreBOZzOmGHY%3D&reserved=0>
>
> Nov 7
>
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> READ IN APP*Error! Filename not specified.*
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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)*
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> published 8 July 2024 and the post **Another view on Project 2025*
> <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Flink.edgepilot.com%2Fs%2F87adc778%2FA15fN8_ADUCfvDynfTzz2Q%3Fu%3Dhttps%3A%2F%2Fsubstack.com%2Fredirect%2Fa03dd0f8-0494-44df-b901-c79385eaadfb%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C38a3dbfc6a2e4b5a49b808dd05a4ff17%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672928432257052%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=yB6V1vN9bOhU3CqUDQ6JvdkUlc3hUbcVTOYDVfVuxpQ%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*
>
> *Share*
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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%2Flink.edgepilot.com%2Fs%2Feb750f8d%2FFt7ow70wEki9MsRwrZnMKA%3Fu%3Dhttps%3A%2F%2Fsubstack.com%2Fredirect%2F2e4f14d1-1e7a-4ced-a30e-00f0116bc158%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7C38a3dbfc6a2e4b5a49b808dd05a4ff17%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638672928432257052%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=3dLWe8%2B58QJDPwrks66jR%2BvPTMubuhPYwraIFn9ql0w%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.
>
> *Error! Filename not specified.*
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>
> Photo of US Capital by Hannah Tu
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> on Unsplash
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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.
>
> *Share*
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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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-- 
Patty Kohler-Evans Ed.D.
Faculty Emerita
SIM Professional Development Leader (PDL)
501.428.4773

7
UCA,  Conway, AR 72035
[image: Medium_opt_pdl][image: Medium_sim_ce_preservice][image: Medium sim
ls preservice]

*“Now if I hear the sound of the genuine in me, and if you hear the sound
of the genuine in you, it is possible for me to go down in me and come up
in you. So that when I look at myself through your eyes having made that
pilgrimage, I see in me what you see in me and the wall that separates and
divides will disappear and we will become one because the sound of the
genuine makes the same music.” *  Howard Thurman
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