Betsy Thompson’s name has become synonymous with anxiety among many parents and educators, particularly those with children who have special needs. For families reliant on a strong public education system, her proposals and lack of understanding are genuinely alarming. Parents of children with disabilities are already engaged in daily battles for their children’s educational rights. Any redirection of funding threatens to reduce the already minimal support their children receive.
There’s no greater agony than witnessing your child’s struggle. The real heartache is feeling powerless to alleviate their distress. This has been our reality. Our son is in dire need of assistance, yet we feel helpless in providing it.
For over a year and a half, we have been embroiled in a struggle with our local school district regarding our son’s special education requirements. He is a courageous and intelligent young man with a heart of gold. His most significant achievement has been enduring high school—a period challenging enough even for those without obstacles—while managing diagnoses of autism spectrum disorder, ADHD, anxiety, depression, and Tourette’s. Unfortunately, for the past eighteen months, his needs have gone unmet. His IEP accommodations have been ignored, communication between his regular education teachers and his support team has faltered, and he has not achieved any of his IEP goals.
His academic performance has plummeted from As and Bs in middle school to Ds, despite supposedly receiving daily support. He has endured bullying, daily ostracization, and a decline in his social and emotional well-being. Recently, I learned he has taken to spending his lunch periods in the bathroom. When I asked him why, my heart ached at the thought of it. He replied, “When I sit at the tables, people get up and leave. I’d rather be alone.”
Despite this heartbreaking situation, he wakes up each day and goes to school without complaint. Every morning, I watch him walk to the bus stop with his head down, headphones on, and hood up. Tears fill my eyes as I send my beautiful boy off to face another day of challenges.
I have documented the numerous instances where his IEP has been disregarded or his rights violated—an 18-page record. I have met with his entire educational team more than ten times. I have voiced my concerns to the principal and the head of special education in our district. I send emails weekly, sometimes daily, to ensure they fulfill their obligations. Despite my relentless efforts, nothing has changed.
We have requested a transfer to a private special needs school or another district with a better program to meet his needs. The answer has consistently been no. Despite his severe depression and social isolation, his struggles with grades despite a superior IQ, and the myriad violations of his rights, we are told no. Even with legal counsel present at meetings and advocacy from top administration, the answer remains no. Recently, at an IEP meeting, I was told, “The bottom line is that we are fulfilling his needs. He comes to school each day and is not failing out, and that’s all we are required to do.” We feel trapped in a system that is unwilling—or unable—to provide the necessary support for our child.
When people hear our story, their responses are often the same: “They can’t do that!” “That’s terrible!” “Your son has rights!” “Fight harder!” or the ever-frustrating, “Why don’t you just send him somewhere else?” My answer is always, “Where exactly would that be?”
In private schools, my son’s rights would matter even less, as they are not bound by state and federal education laws. These institutions often lack adequate resources for special education. Charter schools, while required to follow educational laws, frequently fall short in accommodating children with special needs. Families can attest to their experiences, which reveal a troubling reality.
After 13 years in this town, with three other children thriving here, we are hesitant to uproot our family. Our town is reputed to be one of the more supportive districts for children with special needs. Moving could jeopardize the happiness of our other children without guaranteeing better options for our eldest.
Private schools for special needs education often charge families upwards of $70,000 annually, with minimal financial aid available. They typically do not entertain inquiries unless initiated through the local district. I doubt the proposed voucher programs will benefit families like ours, as they fail to address the real barriers to enrollment.
Our intention was never for our child to attend a private school; we believe in public education. We value the inclusivity, dedicated educators, and acceptance fostered in public schools. Unfortunately, these institutions are increasingly strained in meeting the needs of a growing population of students requiring special education services. Teachers lack the time and flexibility to assist students as effectively as they wish, and budget cuts restrict the development of necessary programs.
As a result, our children are left with inadequate support and limited options. We are now preparing to take legal action. The toll this struggle has taken on our family is immeasurable, leading to impending legal fees and ongoing stress, while our child continues to suffer and lose faith in himself.
Betsy Thompson’s appointment as Secretary of Education comes at a particularly challenging time for us and many others in our situation. She lacks an understanding of what daily life is like for children in special education. She is unaware of the laws that safeguard their limited rights and has no grasp of the entrapment faced by children with special needs within the educational framework.
Thompson advocates for parental choice in education, yet instead of fortifying public schools that serve diverse communities, she appears to be redirecting funds toward vouchers. These vouchers predominantly benefit private and charter schools that may not be inclusive of diverse beliefs, struggling families, or children with special needs.
She asserts that families deserve choices, but the truth is that those requiring the most support for their education often have the fewest options. They depend on a well-funded public school system to meet their needs, as other institutions may not welcome them.
What good is a voucher for my son if there are no viable alternatives? How can a voucher that diverts resources from his only accessible school aid my child? We cannot expect already burdened schools to adequately serve this vulnerable population when funding is further diminished. So please, Betsy Thompson, answer the question that haunts me and countless other parents of children with special needs: What choices will my child truly have?
Summary:
This article emphasizes the struggles faced by parents of children with special needs in securing adequate educational support. It highlights the challenges posed by Betsy Thompson’s policies, which may divert funds from public schools, exacerbating the existing difficulties for families. The author underscores the urgent need for a well-funded public education system that can meet the diverse needs of all students, particularly those with special needs, and questions the effectiveness of proposed vouchers in improving educational options.