By JC Bowman
The recent announcement by U.S. Secretary of Education Linda McMahon about allocating an additional $144 million to support students with disabilities under the Individuals with Disabilities Education Act (IDEA) is encouraging news. It serves as a reminder that special education is not merely an optional program for schools; it is a federal legal obligation and a moral responsibility. For millions of children and families, it acts as a crucial lifeline.
The new funding provides about $123.6 million for IDEA Part B services for students aged 3 to 21. It also includes an extra $20.5 million for IDEA Part C early intervention services for infants and toddlers. The Department of Education has updated its guidelines, allowing states to use IDEA Part C funds to help expectant parents prepare for a child who may have a disability.
These are positive steps, but they also underscore a broader reality: public schools continue to shoulder enormous special education costs while federal funding remains far below the level originally promised.
When Congress enacted the Individuals with Disabilities Education Act (IDEA) in 1975, it promised to fund up to 40 percent of the extra costs for educating students with disabilities. Over fifty years later, federal funding still covers less than 15 percent, leaving states and local districts to fill the gap, which is especially significant in Tennessee.
More than 150,000 Tennessee students receive special education services, which include individualized instruction, therapies, transportation accommodations, and assistive technologies. These services are required by federal law and come with associated costs.
Tennessee educators strive to meet their responsibilities, but many districts face financial pressure from rising student service needs and staffing shortages. Recruiting special education teachers, speech-language pathologists, occupational therapists, school psychologists, and other specialists is particularly challenging, especially for rural districts that must stretch limited resources over large areas.
The costs associated with educating students requiring intensive support are significant. In fact, these students can cost several times as much to educate as those in general education. While schools are committed to providing these essential services, they cannot do so without sufficient funding. This is why the additional federal funding is so important.
Early intervention has been shown to significantly improve outcomes for children with disabilities. When services are provided early, children are more likely to meet developmental milestones, need less intensive intervention later, and achieve greater academic success. Families also benefit by accessing important information and support during a challenging time.
The US Department of Education also decided to use IDEA Part C funds to support expectant parents of children likely to have disabilities. This choice is based on an important idea: helping families before their child is born can lead to better outcomes. Parents who receive a prenatal diagnosis should not have to navigate a complicated system by themselves. Getting information and services early can be highly beneficial, but it’s important to understand that this investment is not a complete solution. It may be something for state lawmakers to consider in the future.
The $144 million being distributed across the country is a small increase compared to the billions needed for special education. Like many school districts in the U.S., Tennessee schools rely heavily on local taxes and state funding to meet federal requirements.
The focus should not be on whether students with disabilities deserve support; that was settled long ago. The key question is whether policymakers will provide the resources needed to honor their commitments. Special education funding is not charity or optional; it is an investment in human potential.
All students should have the chance to learn, grow, and contribute to society. Parents deserve assurance that their child will receive appropriate services. Educators should have the tools and support necessary for helping students succeed.
The additional IDEA funding announced this month is a step in the right direction. Tennessee should welcome it and use it wisely. But if we are serious about serving students with disabilities, we must also acknowledge a larger truth: public schools cannot continue to bear the weight of federal promises without federal partners fully sharing responsibility.
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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.
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