Special ed students may be hindered by overworked teachers

A recent report by the Council for Exceptional Children (CEC) shows that students with disabilities sometimes receive less than adequate instruction and that the fault may lie with a system that overloads special education teachers with paperwork and caseloads, preventing them from doing what they do best, teach.

More than 50 percent of special education teachers report that they spend only one to two hours a week in one-on-one instruction with each of their students with disabilities.

In some schools, special education teachers have few opportunities to collaborate with general or other special educators.

As a result, they cannot effectively implement appropriate curriculum modifications or adaptations for their students.

The report, "Bright Futures for Exceptional Learners: An Action Agenda to Achieve Quality Conditions for Teaching and Learning," calls on schools, districts, states, administrators, businesses, federal agencies, professional associations, parents and teachers to take action to remedy the current situation. Some of the report’s recommendations include providing technology and clerical supports to reduce the paperwork burden, and administrative support for special education teachers.

To receive a copy of the report, please call (888) CEC-SPED or visit www.cec.sped.org.