Special education advocates demand accountability in PGCPS's compliance with IDEA and ADA

In a recent meeting of the Professional Standards & Teacher Education Board, critical discussions unfolded regarding the rights of special education students in Maryland. Under the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act, these students are entitled to a free appropriate public education. However, concerns were raised that these rights are not being upheld, with violations occurring due to a lack of oversight within school systems.

A key speaker highlighted the lengthy administrative remedies available to families, such as the dispute resolution process, which can take up to a year. This delay often leaves students vulnerable to ongoing harm while families struggle to navigate the system, unaware of their rights and the burdens placed upon them to prove violations.

The speaker emphasized the need for comprehensive training for all staff involved in the education of special needs students, not just special educators. This includes cafeteria workers, recess attendants, and substitute teachers, all of whom play a role in creating an inclusive environment. Without adequate training and support, students may be placed in least restrictive environments that fail to meet their needs, leading to harmful educational experiences.

Concerns were also raised about hiring practices within the Prince George's County Public Schools (PGCPS). The lack of vetting for educators’ certifications and the failure to appoint qualified leaders in special education were cited as significant issues. Many general education teachers reportedly lack the necessary training to effectively support special education students, which can lead to disproportionate disciplinary actions and misunderstandings about students' rights to have both a 504 plan and an Individualized Education Program (IEP) simultaneously.

The meeting concluded with a call for a collaborative, system-wide solution to address these pressing issues, rather than temporary fixes. The urgency of these discussions underscores the need for systemic change to ensure that all students, particularly those with special needs, receive the education and support they deserve.