A note from the Laurel SD Superintendent of Schools:
Mr. Leonard A. Rich
The Rising Tide of Identification Rates in PA
Mr. Leonard A. Rich
The Commonwealth of Pennsylvania services over 1.6 million public school students. Of those 1.6 million, over 336,000 have an identified disability that qualifies the student for special education services. That is a whopping 20% of the public school student population. A mere decade ago the state identification rate was slightly more than 15%. My concern is for the best of intentions, we are doing a disservice to many of those students. This over-identification can also hamper our efforts and stretch our resources when we provide support for those appropriately identified. I question the validity of the rapidly rising identification rate in the Commonwealth.
Of the total special education population in Pennsylvania for the 2023-2024 school year, over 125,000 have an identified specific learning disability. Over 60,000 have been identified as other health impaired. Some examples of health conditions that may qualify as OHI include asthma, attention deficit disorder (ADHD), diabetes, epilepsy, heart disease, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia. Keep in mind that the disease in and of itself is not a disability. The disease must be so severe as to impede the student’s achievement. Many students who are afflicted with these illnesses persevere and perform on grade level or better. Nearly 47,000 students in the state are identified as speech and language only. Approximately 27,000 students have qualified as having an emotional disturbance.
Not every good student is gifted. Not every struggling student is learning support. Not every student exhibiting behavioral problems is emotionally disturbed. Identification should be the last result, but all too often identification asserts itself to the front of the line.
We are crippling the next generation by over-identifying the special education population. Special education has a purpose. Special education has a value. The concern is that we are raising a generation that believes in the face of adversity or obstacle, they will get an accommodation. I believe our life experiences differ from that expectation.
I recently expressed my concerns regarding over-identification at a gathering of superintendents where the speaker was a former deputy secretary of education. The reflex response was; “it was the pandemic.” I do not buy that excuse. Every student went through the pandemic. Most every student had a learning gap or loss. In order to be identified as special education, the student must show 2 standard deviations below the norm. A norm which also would have been impacted by the pandemic. Therefore, the pandemic that is now 4 years in the rear view mirror is less of a plausible reason for less than grade level performance.
Here at Laurel we have taken great pride in our special education/pupil services department. We have an effective multi tiered system of support (MTSS)and early intervention so students can be remediated and not identified. The goal is to have students functioning on grade level or better. The result is that the Laurel School District has an 11.4% identification rate.
Laurel, like many schools, is actively working to implement inclusive practices where special education students are integrated into general education classrooms. This concept is called the least restrictive environment, or LRE. Students should spend as much time as can be supported or appropriate in the general education curriculum.
Special education can be a positive experience and safety net for those properly identified. Special education can also provide students with crucial support, accommodations, and individualized educational programs (IEPs) that can significantly improve their academic performance. Accurate identification of a student's needs is crucial to ensure they receive the appropriate level of support and prevent unnecessary labeling.
Be they regular education or special education, we have an obligation to provide students with what they need and deserve. Students who are appropriately identified, deserve and benefit from special education services and their individualized education program or IEP. We must be cautious. We must not identify students who can benefit from a lesser level of support and compete in the general education curriculum.
Be they regular education or special education, we have an obligation to provide students with what they need and qualify. Students who are appropriately identified, deserve and benefit from special education services and their individualized education program or IEP. We must be cautious. We must not identify students who can benefit from a lesser level of support and compete in the general education curriculum. If we continue to see identification rates rise as they have over the last decade, we may see a 25%-33% identification rate. Unless we reverse that trend, we might be setting up students for failure.
