Why Were You Interested in Being an Intern at LDA?

Constant exploration of public policy and nonprofit work led me to my profound interest in diversity and human rights advocacy. When I heard that LDA was looking for a summer intern, I learned more about their mission, programs, and services, and I was immediately hooked.

While autism is not specifically a learning disability, my diagnosis at age 5 initially had a significant impact on my school experiences. Even further, having a 504 Plan throughout elementary, middle, and high school was not only the perfect safety net for my specific needs in the classroom, but one of my greatest epiphanies of why accomodations matter so much, and how equity arguably holds a far greater value over equality. As such, I wanted to further explore the possibilities of human rights advocacy as a career while continuing to show my personal and professional support for disability rights.

What Drew You to Nonprofit Work?

My innate desire to help others developed into my interest in public service, and Slippery Rock University’s flexible nonprofit management program cemented the idea of nonprofit work as a career being a reality in my life. Once I began to further understand the inner workings of civic engagement and community service, I took an interest in working for Slippery Rock University’s Center for Community Engagement and providing assistance to local community affiliates and nonprofits alike.

What’s a Fun Fact About Yourself?

I am an avid collector of many random objects and discs, including but not limited to CDs, movies, vinyls, Funko Pops, bottle caps, glass bottles, Coca-Cola cans, Monster Energy cans, and comics.

What are Your Plans for the Future?

I have no specific path planned out for the future, but what I do know is I want to stay in Pittsburgh for as long as I can. For such a beautiful, well-knit, and supportive city that continues to give me and my family so much, I want to give all my time, support, and appreciation back to my hometown, professionally and personally. Whatever path I take in the ever-changing world of nonprofits and local government, I know I will remain dedicated to volunteering my support and efforts to education and human rights advocacy and assistance.

May is Mental Health Awareness Month, and LDA of America’s Mental Health Committee highlights the link between learning disabilities and mental health disorders. Understanding this connection is crucial, as individuals with learning disabilities often face challenges that can impact their mental well-being. Throughout this month, we encourage open conversations about mental health, promote resources for support, and advocate for inclusive educational practices that address learning needs and emotional health. 

1 in 5 people aged 3-17 in the United States has a mental, emotional, behavioral, or developmental disorder. Based on population estimates, this is roughly 14-15 million children. The most common disorders include anxiety, ADHD, depression, and behavioral disorders. 

Source: https://www.cdc.gov/mmwr/volumes/71/su/su7102a1.htm

Kids with learning disabilities often face additional challenges that can affect how they feel about themselves and the world around them. When learning feels harder than it should, it can lead to frustration, school struggles, and feeling socially left out. These experiences can take a toll on the confidence and emotional well-being of individuals with learning disabilities. Some kids may also deal with worry, sadness, or stress in their behavior. But with the right support—like personalized strategies, patience, and encouragement—they can build on their strengths, feel more confident, and succeed both in and out of the classroom.

As advocates, we celebrate Mental Health Awareness Month as an opportunity to shine a spotlight on mental health and well-being. By raising awareness, we can work towards creating a more supportive environment for individuals with learning disabilities, ensuring that they receive both the educational and mental health resources they need to thrive. And remember, You Are Never Alone!

-Rachel Krueger, LDA’s Mental Health Committee Member

The Power of Nature, Sunshine, and Movement in Promoting Positive Mental Health

By Bev Johns

Can you describe yourself as a couch potato, internet surfer, or social media addict? Has your child become one? We all, at times, find ourselves in a funk, or we just don’t feel like doing much activity at all, so we sit around watching TV or watching our device’s screen. We congratulate ourselves for getting out of bed, but that isn’t enough to be a contributor to a better life for us or our child. We as adults are role models for our children, and we want to instill in them that walking can be relaxing, can make us think more clearly, and can help us develop a positive attitude. Walking can also make us have a more productive day. During this Mental Health Awareness Month, make a pledge to take walks with your child, and to motivate your child. Consider building in some additional mindfulness activities while on the walk. 

We often want to talk with our child, but when we are face-to-face with them, they may not open up to us. They may find that too intimidating. When we pry them for what is on their minds, they may shut down and not let us know what is going on. We cannot force that openness, but we can create situations where our children see us in a non-threatening way, and they can see that we are devoting special one-on-one time with them. They can also learn that walking can be a great activity for regulating emotions. Now that the weather is warmer in most parts of the country, we can take advantage of the fresh air. 

Walking provides a way of engaging side by side with your child, so they don’t have to look you in the eye to talk with you. Side by side establishes the idea that you are partners with them. It can be non-threatening to them because you can establish other purposes for walking and build in a love of the beauty that surrounds us by walking. Start with short walks with a purpose. You may want to begin with five-minute walks and then build up to a longer time. What are some activities you can do on a walk? 

1. Survey your surroundings and take a photo of something along the way that speaks to you, like a flower or a sign. You can then talk with your child about why that picture meant something to you.
2. Pick three colors before you go on your walk with your child and try to find objects with those colors.  Have the child pick the three colors that each of you will look for.
3. Pick four objects you will look for on the walk. Again, have your child decide what objects you will look for.
4. See how many men, women, and children you see on your walk.
5. Look for a specific plant or flower that you want to find when you are walking. 
6. Stop and smell a flower or a plant.
7. Find an unusual sign that you may not have seen before. 
8. Count the number of birds you see.
9. Find two animals along the way.
10. Identify three different smells you experience on the walk. 
11. Plan a trail with three left turns and three right turns. 
12. Finally, when you finish the walk, talk about what made you happiest to see during the walk. 

These are all ways you can connect with your child in a non-threatening way while teaching the beauty of simply taking a walk together. You are also teaching children to be observant and to appreciate the environment that surrounds them. What a relaxing and healthy activity for both of you.

This Q&A is based on the most current information available shared during an April 9, 2025 webinar with Heidi Goldsmith of Bradley Goldsmith Law, a member of LDA’s Professional Advisory Committee.

What Does the Department of Education Do?

The U.S. Department of Education plays a vital role in ensuring that children with disabilities receive the support, services, and legal protections they need to access quality education. 

The Department of Education: 

• Oversees the Individuals with Disabilities Education Act (IDEA)
• Oversees Section 504 of the Rehabilitation Act of 1973
• Distributes funds for teacher education, research, and grants for students with disabilities

The Department of Education Does NOT: 

• Run your state’s curriculum
• Decide the books allowed in your classroom

To learn more about the responsibilities of the Department of Education, read our latest article by Heidi Goldsmith

Who Will Be Responsible for the Duties of the Department of Education?

The executive order closing the Department of Education will shift these responsibilities to the states and to different agencies, like the Department of Health and Human Services (HHS) that have never administered these programs. To what extent the states and the HHS will be able to replicate and do what the Department of Ed does in terms of oversight, enforcement, guidance, and research is unknown at this point in time. 

There is a department of education in every state, and to a certain extent, program guidance is being shifted to each state department of education. Historically, there has not been a consistency with this type of guidance, which is why the US Department of Education was created by Congress in 1979. 

Currently, the IDEA gives states significant leeway with eligibility criteria and process when evaluating a child for special education. Moving this responsibility to the states may cause timelines, evaluations, and reevaluations to vary. 

The IDEA was in Effect Prior to the Establishment of the Department of Education. Is the Department of Education Really Necessary?

The first issue with closing the Department of Education is that the duties of implementing IDEA will be transferred to the Department of Health and Human Services (HHS), which has had no experience in the past 45 years of implementing the IDEA. This may impact the experience and effectiveness of implementing educational programs for students with disabilities due to staffing issues. 

The second issue is with staffing, as staff positions in many departments and programs are being cut. Many of these staff members were specialists in the intricacies of education, and these roles will now fall on staff who do not have that expertise. We may see a shift in how IDEA is implemented. 

Where am I Able to Submit a Complaint if my Child’s Rights Have Been Violated? 

As enforcement of the IDEA shifts to the states, filing a complaint to the Office of Civil Rights (OCR) may not be as effective, due to the major downsizing of OCR staff who are responsible for resolving complaints. 

The IDEA requires every state to have a state complaint process, not only for due process, but also where someone from the state would need to come to investigate. 

It’s recommended to pursue all avenues for complaints because of the current changes. You are able to file a complaint with both your state complaint process and the OCR. The two quickest routes to getting a case resolved are due process and mediation.

Who Will Enforce IEP Compliance?

The state education department is supposed to provide oversight and guidance for the implementation of IEPs and 504 Plans. 

The IDEA and Section 504 still exist, and in each of these documents is your right as a parent to a due process proceeding, your right to mediation, and other alternative dispute resolution mechanisms that may exist in your state. Parents and advocates can also utilize their state’s complaint process. 

The Office of Civil Rights is, at this time, still intact, but the staff has decreased significantly, which will likely impact cases being resolved in a timely manner. 

What Will Happen With Education Funding?

At this time, it is unknown what will happen to education funding. 

This past week, the Department of Education sent a certification form to every school district nationwide, requiring them to affirm that they are not engaging in any Diversity, Equity, and Inclusion (DEI) activities, in accordance with the previously issued executive order.There is already pushback by certain states because diversity, equity, and inclusion is inherent in the IDEA. If the form is not signed, the district will lose all levels of federal funding. Learn more about this certification form from the Department of Education’s website. 

Will States Be Able to Dissolve IEPs or 504 Programming, or will they still be protected by the IDEA and 504?

No. Your state is able to provide more rights than federal laws, but it is not able to take away federal rights. 

Both the IDEA and Section 504 are civil rights laws that guarantee students with disabilities the right to a free appropriate public education (FAPE). Students who meet criteria for one of 13 qualifying disabilities defined in IDEA are entitled to an IEP that describes the specially designed instruction and related services the student requires. The definition of disability under Section 504 is more broad. Section 504 guarantees students a plan that documents the reasonable accommodations and, for some, related services, a student needs in order to access their education.

Today’s students face immense challenges, but for those with learning disabilities, the barriers are even greater. With the right resources, these students can thrive—but without them, too many fall behind. Teachers are doing their best, but they need tools, training, and support to make inclusive education a reality. According to a recent national study, 96% of 4th and 8th grade students with specific learning disabilities are not proficient in reading.

Whether you’re an individual passionate about education or a business committed to building inclusive communities, your support is urgently needed. Because now, more than ever, is the time to act.

Join us in LDA’s The Time Is Now Campaign, which directly funds practical, high-impact resources that make classrooms more accessible, teaching more effective, and students more confident. From classroom toolkits and professional development to student accommodations and assistive technology, your gift can create immediate, lasting change.

Help us to reach 100 donors before May 1st! Together, we can remove barriers to learning for students with LD and help every student reach their full potential.

Allison Gilmour, American Institutes for Research

Loretta  Mason-Williams, Binghamton University

Elizabeth Bettini, Boston University

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324C240002 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

There have never been enough special education teachers to provide all students with disabilities the individualized instruction necessary for their success (McLeskey & Billingsley, 2008), but shortages have recently attracted national attention and concern (U.S. Government Accountability Office, 2024; U.S. Commission on Civil Rights, 2024). During the 2022-23 school year, 21% of schools reported at least one vacancy in special education and 55% of schools reported it was difficult to fill special education teacher positions (School Pulse Panel, 2024). These challenges occur due to both the high turnover rates of special education teachers- about 15% leave their schools each year (Gilmour et al., 2023)- and the declining numbers of new special education teachers graduating each year from teacher preparation programs (Harper et al., 2023; Nguyen et al., 2024). The current state of special education staffing threatens students with disabilities’ access to the effective services they need to succeed in school.

How Do Special Education Teacher Shortages Harm Students?

Lack of teachers can mean a lack of services. A recent report from the U.S. Government Accountability Office (2024) found that some students with disabilities did not receive special education services or had services delayed because of special education staffing challenges. Districts reported relying on unqualified staff to provide services or providing virtual services that were less effective than in-person services. In a recent court case in Pennsylvania, an autistic student did not receive the services on their IEP and was unable to leave their classroom during the school day because of staff shortages. The court ruled that staff shortages were not an excuse for failing to provide a free appropriate public education (Zirkel, November 2024). Growing numbers of news reports further support that special education staffing appears to be limiting the services students receive and the places where they receive services (Graham & Hanna, 2024; Higgins, 2023; Weinstein, 2024). Without access to qualified special education teachers (or in some cases, any special education teacher at all) students with disabilities cannot receive the services they need to succeed in school. 

For students with specific learning disabilities, staffing shortages could result in less access to intensive, individualized instruction. If schools are relying on unqualified personnel to fill special education positions, these teachers may not have adequate training in collecting and using data to make individualized instructional decisions. Even if a skilled, well-trained special education teacher is available, inadequate staffing could result in these teachers having insufficient time to plan and provide the intensity of instruction many students need. 

Staffing challenges also harm students in less apparent ways. When special education teachers leave their positions, they take their knowledge and experience with them. This may disrupt program implementation and school-wide reform efforts (Sindelar et al., 2006). Students may also be affected by who replaces the teacher who leaves. Open positions are often filled by less experienced teachers who are typically less effective than more experienced teachers (Papay & Kraft, 2015). Additionally, evidence consistently indicates that when a teacher leaves their position it impacts the effectiveness of their colleagues who stay (Atteberry et al., 2017; Ronfeldt et al., 2013). These findings raise alarms as they indicate that special education teacher attrition may both exacerbate staffing challenges and reduce the effectiveness of the educators who remain in the school.

Importantly, the effects of special education staffing problems on students are not equitably distributed. Instead, schools and districts in rural areas or those serving more racially/ethnically minoritized students or students from lower socioeconomic backgrounds experience the greatest staffing challenges. For example, 17% of schools serving less than 25% students identified as minorities reported having one or more special education teacher vacancy; by contrast, 28% of schools serving more than 75% students identified as minorities reported having one or more special education teacher vacancy (School Pulse Panel, 2024). In schools serving more students experiencing poverty, the percentage of special education teachers with no teacher preparation is five percentage points higher than in schools serving more affluent students (Mason-Williams, 2015). There is also a seven percentage point gap, favoring schools serving more affluent students, in the percentage of certified special education teachers in higher vs. lower poverty schools (Mason-Williams, 2015). Thus, students from less advantaged backgrounds are more impacted by special education teacher shortages, accumulating even more disadvantage to students who are already marginalized.

The causes of shortages are multifaceted and require multiple, comprehensive solutions at the local, state, and federal levels. As part of a newly funded center, The Special Educator Workforce: A Research Collaborative (SPARC Center), we will be assessing the effects of a wide variety of initiatives to strengthen the special education teacher workforce in seven partner states (visit https://www.sparccenter.org for more information). There is, unfortunately, no single silver bullet to ensure all students with disabilities have access to a qualified teacher. But there are actions caregivers can take to address special education teacher shortages.

What Can We Do About Special Education Teacher Shortages?

Despite the complexity of the workforce challenges facing special education, research suggests there are ways to assist with retention and recruitment efforts in schools. .

Caregivers may find themselves in a position where staff shortages directly impact the services their child should receive. Regional Parent Centers (find yours at https://www.parentcenterhub.org/find-your-center/#info) may provide additional information about how to advocate for the supports needed in school, as well as provide information about options outside of school (e.g., tutoring programs or summer camps). Caregivers may need to partner with schools to think creatively about finding staff to deliver services. For example, IEP teams may need to consider the use of virtual services or contracted service providers if the district is lacking the personnel required to provide specialized instruction or related services included on an IEP. While perhaps not ideal, this approach is better than not including services on an IEP due to staffing shortages.

Special education teacher shortages exist due to systemic problems, and addressing them at scale will require systemic change. Throughout the history of special education, parents have been crucial advocates for systemic change, helping to create and ensure continuation of special education as a federal civil right. There are several key systemic levers for strengthening the special education teacher workforce; parents can engage in advocacy and activism on behalf of these systemic levers. 

First, teacher preparation programs play a crucial role in ensuring an adequate number of new special education teachers enter the field and in shaping where they teach. For example, evidence indicates that student teachers are more likely to choose to teach in the district where they completed student teaching (Krieg et al., 2016). Thus, supporting student teachers can increase the likelihood that a district is able to recruit qualified personnel to fill open positions. Parents can engage with their local special education parent advisory councils to advocate for the district to build and maintain relationships with local teacher preparation programs. Parents can also engage with state and national advocacy groups (e.g., Learning Disabilities Association of America, the Council for Exceptional Children) to advocate for continued funding and support for special education teacher preparation.

Second, caregivers can be local advocates for special education and share information about programs that support entry into a special education teaching career. Critical to eliminating shortages is increasing the supply of special education teachers.  Federal, and in some cases state and local, programs may be available to help defray the costs of higher education to help recruit new individuals into the field. For example, many universities have begun offering teacher residency, “grow your own” programs, and other “earn as you go” programs geared toward career changers and other non-traditional university students (Edwards & Kraft, 2024; Truwit et al., 2024). For students currently in college or considering getting a graduate degree to teach special education, the TEACH loan is a great option. A “service loan payback” program, it provides individuals pursuing a career in special education teaching (or other hard-to-staff fields) with up to $16,000 in federal loans to pay for college in exchange for teaching in a qualifying school for four years. Caregivers can promote these opportunities to individuals in their communities, or consider enrolling themselves.

Third, working conditions are a key factor contributing to higher special education teacher attrition (e.g., Billingsley & Bettini, 2019). Working conditions are the balance between the responsibilities special education teachers are assigned and the resources (e.g., time, materials, collegial support) they have to fulfill those responsibilities (Stark et al., 2023). When special education teachers experience heavy responsibilities without sufficient resources to fulfill all responsibilities well, they are more likely to feel stressed, overwhelmed, and burned out, and thus more likely to plan to leave their jobs (Bettini, Jones et al., 2017; Bettini, Cumming et al., 2020; Brunsting et al., 2022). Parents can work with their local special education parent advisory council to ask the district for data on special education teachers’ working conditions. The district may have measures they already administer to teachers, or parents can refer them to freely available resources for collecting such data (this toolkit provides a number of tools https://lead-idea.org/navigator/retention). These data can then be used to identify specific supports to advocate for potentially leading to stronger retention and more effective instruction. 

Caregivers may also be able to directly impact the working conditions experienced by special education teachers in their local community. Several studies have indicated limited planning time makes it challenging for special education teachers to feel effective, contributing to their stress and potential burnout (e.g., Bettini, Cumming et al., 2020; Brunsting et al., 2022). Volunteers able to spend time assisting with tasks (i.e., making copies, cutting out pictures, making flashcards, etc.) could help alleviate some of that stress and help improve the working conditions. They can also communicate appreciation for special education teachers for example, by thanking them for their work, nominating them for teacher of the year awards, and sending positive comments to school and district leaders. 

Fourth, improving working conditions will require leaders who are knowledgeable about special education and special education teachers’ work (Billingsley et al., 2020). Yet most school leaders report limited preparation for or knowledge about how to lead special education (Roberts et al., 2017; Rodl et al., 2017; Stelitano et al., 2019). Most principal preparation programs require principals to learn legal foundations of special education – but do not require them to learn about effective practice or how to support special education teachers to engage in effective practice (McHatton et al., 2010). With state and national advocacy groups, parents can advocate for improved preparation for school leaders, specifically regarding effective practices and how to organize the school to foster use of effective practices for students with disabilities. Parents can also advocate for their district to hire school and district leaders with strong knowledge of and experience in special education.

Fifth, financial incentives, such as annual bonuses for special education teachers, can induce qualified general education teachers to consider switching into special education teaching positions, thereby reducing the number of special education positions that are vacant or that are filled by unlicensed personnel (Theobald et al., 2025). This solution is especially attractive, as some evidence indicates that educators with both special and general education licensure are more effective in promoting positive student outcomes (Goldman & Gilmour, 2021). Such bonuses can be offered at either the district or state level. Parents can engage with their local parent advisory council or state advocacy organizations, to encourage policymakers to fund such incentive programs. 

Notably, any single approach to addressing retention and recruitment will likely be insufficient. Instead, states and districts will need to take multi-pronged approaches to improving the special education workforce. For example, Pennsylvania Department of Education’s Bureau of Special Education is implementing accelerated certification programs, mentoring programs, and learning communities, in addition to other activities, to address recruitment and retention of special education teachers and other special education staff. Future research will show if multi-pronged efforts effect special education teacher shortages.

Conclusion

Addressing special education teacher shortages is essential to ensuring that special education results in better outcomes for students with disabilities. Though the proliferation of news stories about special education shortages can be disheartening, it is notable that many states and districts are now working more proactively to recruit and retain special education teachers than they have in the past. States and districts are following Hawaii’s lead and providing bonuses for special education teachers (Leslie, 2024; Oregon Department of Education, 2024). Pennsylvania and Georgia are creating robust mentoring systems to support special education teachers in the classroom (Pennsylvania Department of Education, 2024). Many states and districts are adopting teacher residencies and grow-your-own preparation programs to decrease barriers to entering the field of special education.

Overcoming the long history of teacher shortages in special education will require substantial investments of attention, time, and resources. Caregivers have always been crucial to the improvement of educational opportunities for students with disabilities. In the current context, caregivers’ voices are urgently needed to press states and districts to adopt systemic, creative, and collaborative solutions to address special education teacher shortages, and thus ensure an effective education for all students with learning disabilities.

References

Atteberry, A., Loeb, S., & Wyckoff, J. (2017). Teacher churning: Reassignment rates and implications for student achievement. Educational Evaluation and Policy Analysis, 39(1), 3–30. https://doi.org/10.3102/0162373716659929 

Bettini, E., Cumming, M. M., O’Brien, K. M., Brunsting, N. C., Ragunathan, M., Sutton, R., & Chopra, A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209–228. https://doi.org/10.1177/0014402919873556

Bettini, E., Jones, N., Brownell, M., Conroy, M., Park, Y., Leite, W., … & Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38(4), 246-256.

Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education, 43(1), 7–27. https://doi.org/10.1177/0888406419880353 

Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744. https://doi.org/10.3102/0034654319862495

Brunsting, N.C., Bettini, E., Rock, M., Common, E.A., Royer, D.J., Lane, K.L., Xie, F., Chen, A., & Zeng, F. (2022). Working conditions and burnout of special educators of students with EBD: Longitudinal outcomes. Teacher Education and Special Education, 46(1), 44-64.

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Higgins, L. (2023, December 13). Detroit district staff raise concerns about shortages and delays in special education evaluations. Chalkbeat. https://www.chalkbeat.org/detroit/2023/12/13/detroit-school-district-staff-raise-concern-special-education-iep-delays/

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Leslie, A. (2024, August). Providence offering $10,000 salary increase for special ed teachers. Retrieved from https://www.wpri.com/news/local-news/providence/providence-offering-10000-salary-increase-for-special-ed-teachers/

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Stark, K., Bettini, E., Cumming, M., O’Brien, K. M., Brunsting, N., Huggins-Manley, C., … & Shaheen, T. (2023). Measuring special educators’ working conditions: A systematic review. Remedial and Special Education, 44(2), 137-153.

Stelitano, L., Russell, J. L., & Bray, L. E. (2020). Organizing for meaningful inclusion: Exploring the routines that shape student supports in secondary schools. American Educational Research Journal, 57(2), 535-575.

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Truwit, M., Ronfeldt, M., & Bardelli, E. (2024). Exploring whether and how teacher residencies offer a different kind of preparation. AERA Open, 10. https://doi.org/10.1177/23328584241231937

U.S. Commission on Civil Rights. (2024). Federal Response to Teacher Shortage Impacts on Students with Disabilities. https://www.usccr.gov/meetings/2024/11-15-federal-response-teacher-shortage-impacts-students-disabilities

U.S. Government Accountability Office. (2024). Special education: Education needs school- and district-level data to fully assess resources available to students with disabilities. GAO-24-106264.

Weinstein, E. (2024, September 26). At least 3 Vermont school districts warn parents that lack of staff will prevent adequate special education services. VT Digger. https://vtdigger.org/2024/09/26/at-least-3-vermont-school-districts-warn-parents-that-lack-of-staff-will-prevent-adequate-special-education-services/?utm_content=header

Zirkel, P. (2024, November). Special education legal update. https://perryzirkel.com/wp-content/uploads/2024/10/zirkel-legal-update-november-2024.pdf