Shortchanging Special Ed: How Grants and One-Time Funds Undermine Student Progress
A recent Spectrum News 1 article sheds light on a critical issue facing special education programmes across Texas (and, by extension, the US): significant Medicaid funding cuts that are undermining the support and services provided to students with disabilities. The piece highlights the story of Northside ISD, which is losing over $14 million in funding, and the broader impact of $300 million in cuts statewide. While the specific numbers are alarming, they point to a deeper, systemic problem in how we fund and prioritise special education in the US.
At the heart of this issue is the fundamental nature of special education services. Individualized Education Programs (IEPs) are not just documents or recommendations; they are legally binding contracts between schools and families. When an IEP is developed, the school district is making a commitment to provide the specific supports, accommodations, and services outlined in the plan. This is not a voluntary undertaking; it is a legal obligation rooted in a student’s right to a free and appropriate education (FAPE).
Herein lies the crux of the problem: special education budgets must be stable and reliable in order to fulfill these legal and ethical commitments to students. Schools cannot pick and choose which parts of an IEP to implement based on fluctuating budgets. They cannot provide speech therapy one year and then cut it the next because a grant expired. Inconsistent, unreliable funding puts schools in an impossible position and ultimately violates the rights of students with disabilities.
Unfortunately, this is exactly what happens when special education funding is overly reliant on grants, one-time allocations, and other unstable sources. Whilst these funding streams can provide valuable support, they cannot be the foundation of a special education budget. Districts need a consistent, dedicated funding base in order to appropriately staff programs, invest in long-term resources, and provide the uninterrupted services that students need.
The consequences of unstable funding are painfully real for students and families. Imagine an autistic student who has been thriving with the support of a dedicated paraprofessional, only to have that support suddenly cut due to a budget shortfall. Or a dyslexic student who finally gains access to a reading intervention, only to have it discontinued when a grant runs out. These disruptions aren't just inconvenient; they can set students back academically, socially, and emotionally.
If we truly believe in the right of every student to a free and appropriate education, then we must back that commitment with stable, reliable funding for special education. It’s time to move away from piecemeal, unpredictable funding sources and invest in the consistent, dedicated budgets that allow schools to fulfill their legal and moral obligations to students with disabilities. Only then can we ensure that every student has access to the supports and services they need to learn, grow, and thrive.
The Critical Role of Stable Special Ed Budgets
The importance of stable and consistent funding for special education cannot be overstated. At the core of this issue are IEPs, which serve as legal contracts between schools and families. When an IEP is developed and signed, the school district is making a binding commitment to provide the specific supports, services, and accommodations outlined in the document. This is not a mere formality or optional endeavour; it is a legal obligation that the school must fulfill.
The legal weight of IEPs is rooted in the fundamental right of every student to a free and appropriate education (FAPE). This right is enshrined in federal law, most notably the Individuals with Disabilities Education Act (IDEA). Under IDEA, schools are required to provide students with disabilities the supports and services they need to access and benefit from education. Failure to do so is not just an educational shortcoming; it is a violation of a student’s civil rights.
This is where stable funding becomes so critical. Schools cannot meet their legal obligations to students with disabilities if they do not have reliable resources to do so. Providing the services outlined in an IEP requires consistent staffing, ongoing professional development, specialised materials and equipment, and much more. These investments cannot be made on a year-to-year basis, dependent on the whims of grant cycles or political budgets. They require a stable, dedicated funding stream that allows for long-term planning and sustainability.
Moreover, consistency is absolutely essential for student progress. Students with disabilities often need ongoing, intensive support to make meaningful gains in their learning and development. This is not a quick fix or a one-time intervention; it is a continuous process that requires reliable, uninterrupted services. When these services are disrupted or inconsistent, it can lead to significant setbacks for students.
Consider a student with a learning disability who is making steady progress with the support of a specialised reading programme. If funding for that program is suddenly cut halfway through the school year, the student’s progress is likely to stall or even regress. The same is true for a student with emotional disabilities who relies on regular counseling services, or a student with a physical disability who needs consistent occupational therapy. Interrupting these services isn’t just disruptive; it can undo months or even years of hard-won growth.
The bottom line is this: schools have a legal and moral obligation to provide the services and supports outlined in students’ IEPs, and they need stable funding to do so. Piecemeal, unreliable funding streams are not just administratively challenging; they actively undermine the very purpose of special education. If we are serious about ensuring that students with disabilities have access to a free and appropriate education, we must provide schools with the consistent, reliable resources they need to make that a reality. Anything less is a disservice to our students and a violation of their rights.
The Perils of Unstable Funding Sources
The current landscape of special education funding is a precarious one, characterised by an over-reliance on grants, special funds, and one-time allocations. Whilst these funding sources can provide valuable support, they are inherently unpredictable and insufficient for meeting the complex, long-term needs of students with disabilities. This instability is not merely an administrative inconvenience; it is a fundamental flaw in how we prioritise and resource special education.
The problem with grants, special funds, and one-time allocations is that they are subject to the whims of political and economic forces beyond the control of schools and districts. Funding amounts can vary drastically from year to year, and allocations can be cut with little notice or regard for the impact on students. This leaves schools in a constant state of financial uncertainty, unable to plan or budget effectively for the consistent services and supports that students need.
Moreover, this reliance on unstable funding sources is often a cynical byproduct of neo-liberal capitalism, which prioritises short-term, market-driven solutions over sustainable, holistic investments in public education. Rather than providing schools with the stable, dedicated funding they need to support students with disabilities, neo-liberal policies encourage a piecemeal approach that enriches corporate donors and private interests. Grants and special funds are often tied to specific products, services, or initiatives that benefit private companies, rather than the flexible, student-centred supports that are most effective.
The consequences of this approach are painfully clear in the recent $300 million Medicaid cuts to special education in Texas. Districts like Northside ISD are losing millions of dollars in critical funding, forcing them to make devastating cuts to programs, staff, and resources. Whilst schools are doing their best to maintain essential services, the reality is that these cuts will have a profound and lasting impact on students with disabilities.
It’s important to note that these cuts are not the result of a sudden lack of funds or an unexpected crisis. Rather, they are the predictable outcome of a system that relies on unstable, politically-motivated funding sources rather than consistent, dedicated investments in special education. By failing to prioritise the long-term needs of students with disabilities, we have created a system that is perpetually vulnerable to cuts, disruptions, and failures.
The solution to this problem is not more grants, special funds, or one-time allocations. It is a fundamental shift in how we approach special education funding. We need stable, reliable funding streams that are built into the very foundation of our education budgets, not tacked on as an afterthought or a political bargaining chip. We need funding that is driven by the actual needs of students, not the interests of corporate donors or market forces.
This is not just an educational necessity; it is a moral imperative. Students with disabilities have a fundamental right to a free and appropriate education, and we have a responsibility to provide them with the consistent, high-quality services and supports they need to learn and thrive. Anything less is a betrayal of our values and our obligations as a society.
Ultimately, the perils of unstable funding sources in special education are a symptom of a deeper, more insidious problem: the prioritisation of neo-liberal capitalism over the needs of our most vulnerable students. Until we confront this issue head-on and demand stable, student-centered funding for special education, we will continue to fail our students with disabilities and undermine the very purpose of public education.
The Need for Sustainable Special Ed Funding
As we consider the future of special education, we must begin with the end in mind. Our ultimate goal is to ensure that every student with a disability has access to the high-quality, individualised supports and services they need to learn, grow, and thrive. To achieve this goal, we must fundamentally rethink how we fund special education, moving away from the instability and unpredictability of the current system and towards a model of sustainable, dedicated funding.
At the heart of this shift is a simple but powerful idea: special education funding should be a core, non-negotiable part of every district and state education budget. Rather than relying on variable outside sources like grants, special funds, or temporary allocations, special education should have its own dedicated funding stream that is built into the very foundation of our education system. This funding should be based on the actual needs of students with disabilities, not the whims of political or economic forces.
By making special education funding a central part of our education budgets, we can ensure that schools have the resources they need to provide consistent, high-quality services to students with disabilities. This means that schools can hire and retain skilled special education teachers, invest in evidence-based interventions and supports, and provide the individualised accommodations and modifications that students need to access the curriculum. It means that students can receive the services outlined in their IEPs without interruption or disruption, allowing them to make steady, meaningful progress towards their goals.
Moreover, sustainable special education funding allows for proper long-term planning to meet student needs. When schools have a reliable, dedicated funding stream, they can develop comprehensive, multi-year plans for supporting students with disabilities. They can invest in professional development for teachers, build collaborative relationships with service providers and community partners, and create inclusive, accessible learning environments that benefit all students. This kind of long-term planning is essential for creating truly effective and equitable special education programs.
Perhaps most importantly, sustainable funding ensures that schools can consistently fulfill their legal and ethical obligations to students with disabilities. As discussed earlier, IEPs are legally binding contracts that outline the specific supports and services that schools must provide to students. When funding is unstable or insufficient, schools may struggle to provide these services consistently, leading to potential violations of students’ rights (and very expensive “recoupment” lawsuits that districts always lose). With a dedicated, reliable funding stream, schools can fulfill their IEP obligations with confidence, knowing that they have the resources to provide the supports that students need.
Of course, creating a sustainable funding model for special education will not be easy. It will require a significant shift in how we prioritise and allocate resources within our education system. It will require policymakers, educators, and advocates to come together and make a compelling case for why special education funding must be a core part of our education budgets. But if we truly believe in the promise of inclusive education and the inherent worth and potential of every student, then we must be willing to do the hard work of creating a funding system that reflects those values.
Ultimately, the need for sustainable special education funding is about more than just dollars and cents. It is about our fundamental commitment to ensuring that every student, regardless of their abilities or challenges, has the opportunity to learn, grow, and thrive in school and in life. It is about creating an education system that values diversity, equity, and inclusion, and that provides every student with the supports and resources they need to reach their full potential. By making special education funding a central, non-negotiable part of our education budgets, we can move closer to realizing that vision and creating a more just and equitable future for all students.
Final thoughts …
As we reflect on the current state of special education funding, it is clear that we are at a critical juncture. The recent cuts to funding in Texas are just one example of the ongoing challenges facing special education programs across the country. But beyond the immediate impact of these cuts, they highlight a deeper, more systemic problem: the lack of stable, sustainable funding for special education around the country.
We cannot overstate the importance of this issue. Special education is not a luxury or an optional service; it is a fundamental right guaranteed to every student with a disability under federal law. When we fail to provide adequate, reliable funding for special education, we are not just shortchanging schools and teachers; we are denying students the supports and services they need to learn, grow, and thrive. We are violating their civil rights and undermining the very purpose of public education.
As we slog through yet another election season in the United States, it is essential that we put this issue front and center. We need to demand that our legislators and policymakers prioritise sustainable, dedicated funding for special education. This means moving beyond the piecemeal, politically-motivated approach of grants and special allocations and instead building special education funding into the core of our education budgets. It means creating funding formulas that are based on the actual needs of students with disabilities, not the whims of the market or the interests of corporate donors.
But this is not just a matter for politicians and policymakers. It is also a call to action for schools, educators, advocates, and parents. We need to come together as a community and make a compelling case for why special education funding is so critical. We need to share the stories of students whose lives have been transformed by effective, well-resourced special education programs, and the stories of those who have been left behind by a system that is chronically underfunded and unstable. We need to build coalitions and partnerships that span the political spectrum, recognizing that this is not a partisan issue but a moral and educational imperative.
Ultimately, the goal of sustainable special education funding is to ensure that every school has the resources it needs to properly serve students with disabilities. This means providing the individualised supports and services outlined in each student’s IEP, from specialised instruction and therapies to assistive technology and accommodations. It means creating inclusive, accessible learning environments that value diversity and promote belonging for all students. And it means fulfilling our legal and ethical obligations to provide every student with a free and appropriate education, regardless of their abilities or challenges.
As we move forward, let us keep this goal at the forefront of our minds and our efforts. Let us recognise that investing in special education is not just a matter of compliance or cost-effectiveness, but a reflection of our values and our commitment to educational equity. Let us work together to build a system of special education funding that is stable, sustainable, and student-centered, and that provides every student with the opportunity to learn, grow, and thrive.
The time for action is now. As we head into another election season, let us make sure that every candidate, every policymaker, and every voter understands the critical importance of sustainable special education funding. Let us advocate fiercely and tirelessly for the resources and supports that our students need and deserve. And let us never lose sight of the ultimate goal: a world in which every student, regardless of their abilities or challenges, has access to a high-quality, inclusive education that prepares them for success in school, in work, and in life.