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

Wed Nov 20 11:08:45 CST 2024

Ah, but we know that 50% of the county are with us! Mark, you are right. We
need to champion our CASE (did I say that?) 🤔 and make sure that, as
Rosemary McGarry (Broward County Florida) used to tell parents when
advocating for their kids with school administrators, use the three
P's: Be *Patient,
Persistent, and Polite*. Parents will continue to fight for the most
important person in their life and they won't give up.  Keith

On Wed, Nov 20, 2024 at 9:28 AM Patty Graner via Simtrainer-l <
simtrainer-l at lists.ku.edu> wrote:

> Thank you all for this conversation. I am not working with schools
> anymore, however, I also have major concerns and fears for our future. I
> have family members and friends who are actively impacted by this, now, and
> I greatly fear for them. There is comfort in reading your words and knowing
> that you are out there working to make a difference. I can only offer to be
> a safe place and to be an advocate, no matter how scary it may get. Thank
> you.
>
> Patty Graner
>
>
>
> *From: *Simtrainer-l <simtrainer-l-bounces at lists.ku.edu> on behalf of SIM
> Listserv <simtrainer-l at lists.ku.edu>
> *Reply-To: *"Markell, Marc A" <mamarkell at stcloudstate.edu>
> *Date: *Monday, November 18, 2024 at 9:00 AM
> *To: *mark schipani <mschipani at hotmail.com>
> *Cc: *SIM Listserv <simtrainer-l at lists.ku.edu>
> *Subject: *Re: [Simtrainer-l] Project 2025 and its implications for
> special education
>
>
>
> Mark, first, I need to back up a bit… what I wrote in my first response to
> Jean’s email is, “Another huge concern I have is that private schools can
> teach children to be ashamed of their sexual orientation, gender identity,
> sex, and race.” I was talking specifically about private schools. I thought
> you were responding to my statement.
>
>
>
> Many private schools teach children to be ashamed of who they are. If
> parents can pull public money and use it for private schools, the schools
> can teach pretty much whatever they like, they don’t need to report data or
> adhere to standards. At the university where I taught, we placed students
> in some private religious schools for field experiences. Some of the
> schools taught that being gay was “morally wrong.” I tried to get us to
> stop placing students in such schools. It didn’t happen. Though it “didn’t
> hurt” for me to inform the school administration that any form of
> discrimination is against university policy… my talking with them did not
> change how they taught. If public money can be used for tuition in private
> schools, we will not have any control over how students are treated.
>
>
>
> I am teaching classes on equity in a teacher education program, and on
> Wednesday evening, we talked about some of the horrible things that are
> already happening in our country (Messages began appearing Wednesday,
> received by black people in at least *32 states* and the District of
> Columbia. The emails stated, “Greetings. You have been selected to pick
> cotton at the nearest plantation. Be ready at midnight, November 13th sharp
> with your belongings. Our executive slaves will come get you in a brown
> van. Be prepared to be searched down once you have entered the plantation.”
> This is beyond reprehensible. Also, LGBTQ+ hotlines have had a 700%
> increase in calls. This too is horrible). We talked about how we in public
> schools have the responsibility--- the obligation--- to advocate and
> protect all of our students- especially students who have been
> marginalized. I agree that advocating, often loudly, is our job.
>
>
>
> Though you read my comments as “flippant,” that was not at all what I
> intended. I am never flippant when it comes to anti-oppression.
>
>
>
> Have a good weekend.
>
> *From: *mark schipani <mschipani at hotmail.com>
> *Date: *Friday, November 15, 2024 at 1:16 PM
> *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
>
> *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".
>
> You’re welcome, Marc.  I’m not suggesting working together as teams. I’m
> saying you MUST build a team. If you don’t, you’ve already lost.  You MUST
> tell EVERYONE to stop shaming students for who they are.  It’s not some
> flippant “can’t hurt” suggestion.  It’s your job, especially if you are in
> special education.  Fortunately, from my experience, if you show people how
> you can help them, they listen well and they end up helping you.
>
>
>
>
>
> School Demand  Ways we handle this demand   Strategic Way to meet the
> demand
>
> 1. Dealing with bullies   tell mom, avoid bully (fear), pretend (flippant) (1)
> Build a team
>
> (2) Issue results
>
> (3) Get bully to help you
>
>
>
> Lose the fear and flippancy.
>
> Go BIG.
>
>
>
> On Nov 15, 2024, at 10:17 AM, Markell, Marc A <mamarkell at stcloudstate.edu>
> wrote:
>
>
>
> 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.
>
>
>
>
>
>
>
> Get Outlook for iOS <https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Faka.ms%2Fo0ukef&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7Ca4e2d93a511440483d8808dd09860644%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638677193496592260%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=rfQdwNBNhFCQte1ivsxPJMhDdJVV3KgfdHNf9vAyc4I%3D&reserved=0>
> ------------------------------
>
> *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
>
>
>
> *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".
>
> 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> on behalf of
> Schumaker, Jean via Simtrainer-l <simtrainer-l at lists.ku.edu>
> *Sent:* Thursday, November 7, 2024 12:17:37 PM
> *To:* SIMTRAINER-L <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>
> *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
>
> [image: Image removed by sender.]
>
> 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%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%7Ca4e2d93a511440483d8808dd09860644%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638677193496904823%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8YQwuNQqZ9MOsCn4jIpiyLYCqnVKaLdzDxjyDJq9fD8%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%2Fsubstack.com%2F%40davidbateman916193&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7Ca4e2d93a511440483d8808dd09860644%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638677193496904823%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=4dsYjUonEMUW91kpb49neK%2BxTNTMeVR7NJZO%2B0FBS6Y%3D&reserved=0>
>
> NOV 7
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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%7Ca4e2d93a511440483d8808dd09860644%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638677193497061008%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=EwHRqB%2FXvMx5IvxUUP8MjL1u4W1KbSLjrJvOTIaVjOE%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%7Ca4e2d93a511440483d8808dd09860644%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638677193497217311%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=AWSo7ZK7kBqDQ7VYpoUE1q%2F8dwEiXnj7d2uFZYvDO%2Bg%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%2Fsubstack.com%2Fredirect%2F2e4f14d1-1e7a-4ced-a30e-00f0116bc158%3Fj%3DeyJ1IjoiM2Rwb28ifQ.CX81dAYXdAdgjoODbs_lNu2DGS9vUMjSJpyKls0KaPA&data=05%7C02%7Csimtrainer-l%40lists.ku.edu%7Ca4e2d93a511440483d8808dd09860644%7C3c176536afe643f5b96636feabbe3c1a%7C0%7C0%7C638677193497217311%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=1HXWJ8YMjQnPf0h5qLSxNbGTkljXuU01W1mmOJGm8C0%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.
>
> [image: Image removed by sender. a black and white photo of the u s
> capitol building]
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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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> ------------------------------
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> *David Bateman is former professor at Shippensburg University and
> currently works for the American Institutes for Research in Washington, DC.
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