the special education brief

If you’re reading this, thank you for being here! This is my very first blog post, so I appreciate your grace as I begin this journey. As I enjoy summer break after completing my second year as an elementary resource teacher, I’ve had time to reflect on everything this past school year taught me. It was a year filled with growth, challenges, joy, frustration, and countless lessons that have shaped me both personally and professionally.

Like many educators, the greatest part of my job has always been the students. Watching children gain confidence, master skills they once thought impossible, and celebrate their own successes is what makes this profession so rewarding. The relationships I build with my students are the reason I continue to love special education despite its many challenges.

This past year, I worked as an elementary resource teacher in one of Texas’s highest-performing public school districts. I entered the position believing that a highly ranked district would naturally have well-established systems to support students with disabilities, their families, and the educators serving them. While I encountered many dedicated professionals who deeply cared about students, I also witnessed significant systemic challenges that affected our ability to consistently provide the level of support every child deserved.

One of the reasons I have become so passionate about special education policy is because I wholeheartedly believe in the mission of the Individuals with Disabilities Education Act (IDEA). The principles of a Free Appropriate Public Education (FAPE) and the Least Restrictive Environment (LRE) represent exactly what every child should receive. These are not simply legal requirements—they are promises made to students and families. However, through my own experiences and conversations with fellow special education teachers, I have learned that implementing these principles consistently can be incredibly difficult when schools face staffing shortages, limited resources, and increasing student needs.

One experience from this school year continues to weigh heavily on my heart. I was assigned a student with significant physical and verbal aggression whose needs required immediate and frequent intervention throughout the school day. Like any educator, I wanted to provide this student with the support they deserved. However, because our campus was understaffed, I was regularly called away from my scheduled resource groups to respond to behavioral crises.

As a result, my other students—students who also had Individualized Education Programs (IEPs) and were entitled to specialized instruction—received less instructional time than they needed. I watched students who had been making steady academic and behavioral progress begin to struggle because I simply could not be in two places at once. It was heartbreaking to feel as though I was choosing between students when, in reality, every child deserved my full attention.

This experience highlighted a much larger issue. When schools lack adequate staffing and resources, the effects extend far beyond a single classroom or a single student. Teachers experience burnout, students lose valuable instructional time, and families may not receive the level of service they expect and deserve. Most importantly, children who rely on special education services are often the ones most impacted.

To be clear, this is not about placing blame on any one individual or criticizing the incredible educators, administrators, or service providers who work tirelessly every day. Rather, it is about recognizing that many professionals are doing everything they can within systems that often lack the personnel and resources necessary to fully meet the growing needs of students.

These experiences have sparked a passion in me that extends beyond the classroom. I want to better understand special education law and policy, advocate for meaningful improvements, and help bridge the gap between what IDEA envisions and what many educators and students experience in practice. I am currently pursuing my master’s degree in Educational Psychology, and I hope to continue my education with a Ph.D. in Special Education in the future. My goal is to combine classroom experience with research and policy to advocate for solutions that truly benefit students, families, and educators.

This blog is my opportunity to learn, ask difficult questions, share experiences, explore current special education issues, and connect with others who care deeply about improving outcomes for students with disabilities. I believe meaningful change begins with honest conversations, thoughtful collaboration, and a willingness to listen.

If you’ve made it this far, thank you. Whether you’re a teacher, parent, student, advocate, or simply someone interested in learning more about special education, I’m extremely grateful you’re here!