In a recent meeting of the Worthington Schools Board of Education, educators and administrators gathered to discuss pressing issues surrounding the education of students with disabilities. The atmosphere was charged with a shared commitment to improving educational outcomes, particularly for those with mild to moderate disabilities.

The conversation highlighted the importance of minimizing transitions for these students, emphasizing the need for thoughtful planning to keep them in their home schools. Board members expressed pride in the district's achievements while acknowledging that there is still work to be done. The overarching goal remains clear: to raise achievement levels for all students, especially those with disabilities.

A key point of discussion was the critical role of general education teachers in supporting students with disabilities. Research indicates that effective general education is essential for closing the achievement gap. Special education, while important, should not be viewed as the sole solution. The meeting underscored a shift in mindset, advocating for the idea that students with disabilities are first and foremost general education students.

However, many general educators expressed feelings of uncertainty regarding their ability to teach students with disabilities effectively. This sentiment was echoed in various conversations, revealing a reliance on special educators to provide the necessary support. The meeting's speakers urged a change in this dynamic, advocating for general educators to take the lead in instruction while collaborating with special educators.

To facilitate this shift, the board discussed the need for job-embedded instructional coaching to build teachers' confidence and skills. This approach aims to empower general educators, enabling them to provide high-quality core instruction that benefits all students, including those with disabilities.

The meeting also addressed the current practices in the district, noting that while students without disabilities receive ample support, students with disabilities often experience a different reality. For instance, many students with disabilities are pulled out of core classes for additional support, which can hinder their overall learning experience. The board recognized the need for a more integrated approach, where students with disabilities receive instruction alongside their peers.

As the meeting concluded, the board members left with a renewed sense of purpose. The discussions not only highlighted the challenges faced by students with disabilities but also illuminated the path forward. By fostering collaboration between general and special education teachers and focusing on inclusive practices, the district aims to create an environment where every student can thrive. The commitment to continuous improvement in educational practices promises a brighter future for all students in the Worthington Schools.