In a recent meeting of the Blueprint Special Education Workgroup, educators and specialists gathered to address pressing challenges in Maryland's schools, particularly those affecting students with disabilities. The atmosphere was charged with urgency as participants shared firsthand experiences and insights from the classroom, highlighting the need for immediate action in professional development and behavioral management.

Betsy Perry, a teacher from Montgomery County, opened the discussion by emphasizing the significant rise in challenging behaviors among students since the COVID-19 pandemic. She noted that general education teachers often find themselves acting as special education teachers, necessitating enhanced training in behavior management. "We cannot have effective learning in the classroom if we don't have the behaviors under control," she stated, calling for more comprehensive professional development focused on behavior strategies and restorative practices.

The meeting also spotlighted the emotional toll on educators, with many reporting feelings of overwhelm and trauma due to aggressive incidents in the classroom. Perry mentioned that some staff members have taken leave due to injuries sustained during altercations, underscoring the urgent need for support systems and training in crisis intervention techniques.

Kaye Holman, an associate professor at Towson University, echoed these sentiments, stressing the importance of Universal Design for Learning (UDL) and effective co-teaching strategies. She pointed out that teachers must be equipped with strong communication skills to manage diverse classroom dynamics and collaborate effectively with families, particularly those from culturally and linguistically diverse backgrounds.

Dee Sapp, chair of the Maryland Developmental Disabilities Council, added another layer to the conversation by advocating for a cultural shift in how educators perceive student behavior. "If we look at it as if they're having a hard time rather than giving us a hard time, we can brainstorm solutions," she suggested, emphasizing the need for educators to be culturally aware and adaptable to their local environments.

As the meeting progressed, participants discussed the necessity of aligning educator preparation programs with the evolving needs of students with disabilities. There was a consensus that while training is crucial, a fundamental change in the educational culture is required to foster understanding and compassion among teachers.

The discussions at this meeting reflect a growing recognition of the complexities faced by educators in Maryland. With a focus on behavior management, professional development, and cultural competency, the workgroup aims to create a more supportive and effective educational environment for all students. As they move forward, the commitment to addressing these challenges will be vital in shaping the future of special education in the state.