A Critical Review of Special Education: Diverging from Tradition

As an autistic trans woman and a special education teacher in California, I’ve been closely following the ongoing dialogue around best practices in our field. When I came across Sudha Krishnan’s vision for special education, shaped by her journey as an “autism mom” and her background in Applied Behavior Analysis (ABA), I felt compelled to briefly offer my perspective.

Now, let me start by saying that I deeply respect Krishnan’s dedication to her son and her desire to improve educational outcomes. However, I worry that her strong belief in ABA, which stems from her personal experiences, might be biasing her view on educational strategies. ABA’s focus on behaviour modification is a controversial topic within the autistic community, and as someone who’s lived it, I have deep reservations.

In my experience, approaches that prioritise compliance and surface-level behaviour changes over genuine understanding and support of student experiences can do more harm than good. I’ve seen firsthand how ABA’s rigid methodologies can suppress rather than support the natural development of students, especially autistic students. This brings me to my next point: the importance of recognising and respecting each student’s individuality.

Drawing from her economic background, Krishnan seems to view educational systems through the lens of efficiency. But is this really the best approach for all students? In my special day classes, I’ve learned that flexibility, patience, and resource-intensive individualised attention are essential. Trying to apply cost-benefit analysis to the complex realities of special education can lead to the marginalisation of students whose learning doesn’t conform to standard metrics of academic progress.

So, what’s the alternative? I believe in fostering an environment where students feel safe to express themselves and are encouraged to engage with their education in ways that make sense to them. Strategies like Universal Design for Learning (UDL) and practices that promote an inclusive classroom environment have been game-changers for my students (click here to see me model it for my geometry students with IEPs). By embracing neurodiversity and allowing students to utilise their unique strengths and interests, we can promote a deeper, more personal engagement with learning.

As we move forward, I urge the educational community, particularly those involved in special education, to keep questioning and refining our practices. We need to open doors to innovative methods that truly understand and cater to the needs of students with IEPs. It’s not about efficiency; it's about effectiveness and equity.

My hope for the future of special education is a system that celebrates the diversity of our students and provides them with the tools they need to thrive. It’s a future where no student is left behind because they learn differently. As an autistic trans woman (WOW! I do keep saying that, don’t I?!) and an educator, I’m committed to making this vision a reality. Will you join me?