Barriers to Independent Living: Mandatory Education

Published May 11, 2022

Many countries offer free education for all children, but for many kids and parents globally, education doesn’t come free. Whether institutional, physical, or mental barriers, children with disabilities face multiple obstacles to thriving or completing compulsory school. In the United States, kindergarten through 12th grade qualifies as mandatory or compulsory education, meaning all children must attend those grades as required by law.

Unfortunately, roadblocks like unqualified special education instructors, lack of school funding, or inaccessible physical barriers in front of schools contribute to the ongoing disparity of children with disabilities. Primary and secondary education is specifically for children. Still, the effects of classroom inequality due to a child’s disability can have a lasting impact on that child’s life far into adulthood.

Lack of funding or lack of care?

The U.S. continues to experience the effects of the Great Recession and the COVID-19 Pandemic. Regardless of consistent increases in the country’s budget since 2015, schools still spent less in 2016 than nearly ten years ago. It’s possible that without such major hits to the U.S. economy, schools might be more accessible to more students. But as it stands, accessibility in schools seems to be lower on the list of priorities, even when it comes to school buildings themselves. A recent national survey revealed that two-thirds of public schools contain one or more inaccessible barriers like steep ramps, door vestibules, and door handles unreachable by some physically disabled students.

In addition, 17 percent of U.S. school districts have at least one school in its area deemed generally inaccessible, meaning students with physical disabilities likely cannot attend due to the number of barriers.

Inside the classroom has its own set of hurdles. About 14% of students require some level of special education services, but there’s currently a shortage of special education teachers. The majority of the U.S. reports a shortage of not just special education teachers but also teachers with the proper qualifications. Schools most impacted by this shortage are those in high-poverty districts. Special education teachers (SPED) are a vital part of any accessible school, but quick fixes and unqualified professionals responding to the shortage may be causing more harm than good.

Up to one-third of all qualified special education teachers vacate their roles for non-education or general education positions due to attrition. Factors affecting teacher attrition can include poor work conditions, extreme workloads with little to no assistance, and low pay. Unfortunately, though, both the children and teachers suffer from this deficit. Qualified special education teachers understand the many nuances of working with children with disabilities. Every student is different and often requires Individualized Education Programs (IEPs), which non-qualified individuals may not fully understand or appreciate. Qualified SPED also recognize the soft skills necessary to enact their work successfully. Unqualified teachers and assistants may not carry those same skills, which can lead to more reports of teacher abuse to disabled children, as reported by the Government Accountability Office.

Weekly, new lawsuits surface about alleged abuse towards children with disabilities in school, often while that child is in a classroom with children who are not disabled or the child is in the care of a non-qualified teacher.

The problematic divide

In 2015, the Department of Justice (DOJ) investigated a Georgia program for children with special needs, leading to the first time the DOJ charged a statewide educational system with violating the ADA, Title II. The DOJ deemed the state program known as GNETS in violation the ADA due to segregating children with disabilities and denying them access to equal education. Many students and parents involved in the program before the DOJ’s involvement expressed disappointment and emotional distress over a lack of school support, care, and adequate resources.

The case is noteworthy for bringing a cause to light that the disability community has consistently championed—including children with disabilities into general classrooms. Research seems to support such efforts. Though integration can lead to higher rates of student abuse by unqualified teachers, experts say there is a way to prevent that. Studies show that general classrooms that include kids with disabilities yield the most positive and academic results for all, as long as those students in need are accompanied by a qualified teacher or staff member.

The complicated departure from school

For many students with special needs, the effects of inadequate schooling follow them even after graduation. This is especially the case for students given “special” or alternative diplomas. Programs providing alternative certificates vary depending on the state, and not all states have them. Generally, though, alternative diplomas are provided to students who had unconventional graduation pathways. The idea behind alternative diplomas may be well-meaning and sometimes a viable option for students, but the ways it hinders some paths into adulthood leaves cause for concern. For one, alternative diplomas typically don’t meet college entrance requirements. Students uninterested in a college path still face discrimination in the job market. Most employers require a standard diploma. People with disabilities and alternative diplomas may not be considered for jobs they might do well, based solely on not having a standard diploma.

One problem often overlooked by school administrators is the fact that parents and students may not know there is a difference. Parents may not know that their child’s certificate is not equivalent to a diploma, a distinction not always made clear when signing up for alternative graduation paths. Perhaps the parent can call for a different path if given clearer information.

Missing school entirely

We’ve discussed some of the barriers in school, but what about the barrier of not going at all? Research shows that about 90% of students with IEPs can meet the same graduation standards as their peers. However, students with disabilities currently graduate at just 67.1%. Lack of accommodation is likely a factor in this disparity. But also, the fact that students with disabilities are more likely to have to miss school due to health reasons can’t help. Children 5-17 with at least one developmental disability are twice as likely to be deemed chronically absent, meaning they’ve missed 15 or more days of school within a single year. Students who miss more school are more likely to repeat a grade, and students who repeat grades are less likely to graduate. It’s a slippery slope disability advocates urge schools to consider when making school more accessible.

Breaking education barriers

We are children for only a short time, but those transformative years are pivotal to the trajectory of our lives. This is why quality primary and secondary education is so important. Lack of funding, care, and qualified teachers contribute to the continued disparity in education for children with disabilities. However, solutions from disability advocates and activists are heard more now than ever before.

Professional disability advocates passed on a few solutions with Forbes including more of an emphasis on early learning, integrated classrooms, and more data collection and transparency so that changes can be made based on new findings. Our collective futures rely on adequate investments in children’s education. Having a disability should not hinder anyone’s potential, and schools should reflect that fact.

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