CT Special Education Shortfalls
I'm passionate about Special Education because I see firsthand how challenging it can be. Here are some key points from the recent Connecticut Special Education Task Force report that really stood out to me:
Achievement Gap: From 2018-2023, data shows that special education hasn’t significantly closed the performance gap; students receiving these services perform only about 63-66% as well as their peers in language and math. So, despite the support, many students aren't reaching their potential.
Unmet Funding Promises: The federal government initially promised to cover up to 40% of special education costs, but right now, it’s covering less than 13%. This funding shortfall forces schools and states to make up the difference, putting a serious strain on budgets and impacting the resources available for students.
Funding Gaps for In-District Programs: Over 85% of students with disabilities attend their local district schools, where education costs don’t qualify for special funding, or “excess cost reimbursement.” For the 2022-23 school year, Connecticut provided around $2.2 billion in state education grants, but none was specifically set aside for special education. Only 18% is allocated for in-district programs—programs that serve most students with disabilities.
Excess Cost Reimbursement: This program allows districts to get reimbursed when the cost of educating a special education student is over 4.5 times that of a general education student. The available funds are then divided among requests, which can leave schools with only partial support.
As someone with a younger sibling going through the special education process, I see how real these issues are. For Avery, the performance gap in math hasn’t improved, despite the extra support. And with just 18% of funds allocated to in-district programs, it’s clear why qualifying for help can be so difficult. The SRBI (Scientific Research-Based Interventions) process often doesn’t work as intended, and scoring during PPT (Planning and Placement Team) meetings can feel intimidating and decorum by administrators less than desirable.
I believe that if more interventions were effectively managed, fewer students would need special education. As a family advocate, I only pushed for special education because it was the only option we could afford—private tutoring was entirely out of our budget.
The reality is that the money isn’t there to support kids struggling in school, with or without special education. That’s why school districts often don’t have the means to support parents when their children are falling behind. Special education should be more accessible and effective, so families don’t have to go through grueling processes just to get the support their kids deserve.
