My idea is to explore how other countries around the world are dealing with education and special education issues. I’d like to see different successful schools, wherever they may be, up close. I’d like to sit down with directors and administrators. I’d like to speak with government officials who keep a pulse on the education affairs of their communities. I want to learn more about education around the globe through speaking with locals, seeing the schools, and shaking hands with the people responsible for implementing the systems. If you know of any outstanding (public or private) special needs schools in other parts of the world, I’d love to hear about them. If you know any education experts from around the world, I’d love to be introduced to them. Please do not hesitate to share your thoughts or ideas. Read more about my mission.
Monday, May 26, 2014
Workforce Bill To Help Students Leaving Special Education
It’s unclear to me, however, whether this Workforce Bill is the right approach for addressing this issue. According to Education Week (see http://blogs.edweek.org/edweek/campaign-k-12/2014/05/bipartisan_bicameral_workforce.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+CampaignK-12+(Education+Week+Blog%3A+Politics+K-12), the primary purpose of the bill is not K-12 education but rather workforce training issues, including adult education. But the bill continues to fund a number of K-12 programs, which I imagine would leave less money for supportive employment for individuals with special needs. If the part of the bill that focuses on youths concerns itself not only with individuals with special needs but also high-school dropouts and disadvantaged youth who are pursuing GED’s or vocational training, which seems to be the case, how much of the funds would be applied toward special needs individuals?
I haven’t read the existing version of the bill, but I’d be curious to know if it addresses the following points. What kinds of supports would these individuals receive to assist with transitioning to the workforce? For instance, would there be daily support in the form of an on-site job coach or shadow, or perhaps a once a month group training session with some tips on how to act around the office? What kinds of jobs would these individuals be transitioned to? Who would qualify for this program? That is, would more intensive supports be provided for individuals with more severe needs, or would those with more severe impairments be excluded? What employers are participating or will participate in this program, and what training do they/will they receive? How will compensation for disabled individuals compare to the compensation of their nondisabled peers performing the same job?
While this approach to legislation may be politically convenient for the reasons that Education Week identifies, I’m not convinced it represents the kind of broad reform that I think we need to help individuals with disabilities become independent and productive adults. I’d be curious to hear others’ thoughts on this, and would be interested in learning more about what other efforts are being made to address this important issue.