In a significant move that could impact hundreds, if not thousands, of students in Idaho, the State Board of Education made a one-word change in the state’s special education manual. Chief deputy superintendent Ryan Cantrell highlighted the importance of this change, stating that switching from an ‘and’ to an ‘or’ could have far-reaching implications for students with disabilities who have not been receiving the necessary support mandated by federal law.
The modification in the eligibility criteria for students with specific learning disabilities (SLD) such as dyslexia, brain injury, or developmental aphasia has been a long time coming. Federal officials raised concerns about the stringent requirements in Idaho’s special education manual, prompting the need for a revision. Previously, students had to demonstrate both a significant learning gap and a failure to respond to intervention to qualify for special education services. With the new ‘or’ condition, the threshold for eligibility has been lowered, potentially allowing more students to access the support they need.
While the change is a positive step towards ensuring that students receive the appropriate assistance, it also brings to light the challenges faced by Idaho’s special education system. The state is already grappling with a budget shortfall of $80 million, a figure that continues to grow. The cost of compliance and providing services to eligible students adds further strain to an already burdened system.
The Brittain Group, a law firm advocating for children with dyslexia, has raised concerns about the misdiagnosis of thousands of students in Idaho over the years. A state review identified approximately 377 students who were affected by the previous eligibility criteria. The discrepancy in identifying and serving students with SLDs underscores the importance of ensuring that all students receive the support they require to succeed academically.
State superintendent Debbie Critchfield highlighted the financial challenges faced by local school districts in subsidizing federal special education funding. The gap of $80 million underscores the urgent need for additional resources to support students with special needs. With the special education budget shortfall continuing to widen, finding sustainable solutions to bridge the funding gap is imperative.
In light of the growing budget constraints and increasing demands on the special education system, the 2025 Legislature will play a crucial role in addressing these challenges. Critchfield’s proposal to revise the school funding formula by incorporating student “weights” to allocate additional funds for at-risk student populations, including those with special education needs, could provide much-needed support to schools.
As the State Board’s rule change takes effect and the 2025 Legislature deliberates on the future of special education guidelines, the focus remains on ensuring that all students, including those with specific learning disabilities, receive the necessary support to thrive in their educational journey. The commitment to addressing the needs of 37,000 students with special needs and closing the $80 million budget gap is a pressing issue that requires collaborative efforts from policymakers, educators, and stakeholders to ensure equitable access to education for all students.
