Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education topic
No spam. Unsubscribe anytime.
Special‑education advisory council urges clearer inclusion data, district training and staffing supports
Summary
The Anchorage School District’s Special Education Advisory Committee told the school board it has grown its membership and is pressing the district for clearer inclusion metrics, mandatory teacher training in inclusion, and actions to address burnout and staffing shortages in special education.
Julie Foege, chair of the district’s Special Education Advisory Council, told the Anchorage School District board on April 22 that SEAC membership has increased and that the group has focused this year on inclusion, training and staffing.
“Really, it’s about sharing ideas, identifying concerns, raising community awareness, advocating, and advising the district on how we can best support our children with special needs,” Foege said during the committee report portion of the meeting.
The committee asked the board and administration to provide school‑level data on inclusion — specifically the percentage of students spending time in general education settings and the percentage of general education teachers trained in inclusion strategies. SEAC recommended the district require or schedule inclusion training so teachers receive it before students return, rather than relying primarily on summer offerings.
Foege and parents on the committee described staffing pressures in special education, noting difficulty recruiting substitutes for specialized classrooms and that mandated trainings sometimes conflict with other required training days. She recommended anonymous, periodic surveys of staff to surface what teachers and paraprofessionals need.
Board members pressed SEAC on next steps. SEAC said it has started parent‑only subcommittee meetings and rotating in‑person locations to broaden participation. SEAC also asked that committee meetings and resources be listed on the district calendar and included in special‑education communications to families and staff.
The board asked administration to add SEAC meetings to the board calendar and to provide a list of training opportunities available at the state and district level. Several board members affirmed support for required, better‑timed training and for improving access to information for families who are new to the IEP process.
The committee noted it meets in a hybrid format and that vacancies remain open for parents and community members interested in joining. SEAC said its next meeting was scheduled for Thursday, May 8, at 4:00 p.m.
Ending: SEAC asked the board to dedicate time and policy attention to inclusion metrics and teacher training so that inclusion is not only aspirational but measurable. Board members directed administration to return information on available trainings and on expanding communications to families and staff.
