Special education teacher urges board to expand inclusion, citing strain and legal duties

Natalie Cook, a special education teacher with decades of experience in Grand County schools, told the board March 26 that the district must do more to ensure students with disabilities receive meaningful inclusion and access to curriculum.

Cook described managing a classroom of 18 students, many nonspeaking or with limited language, and the daily preparation required to write individualized education programs (IEPs), design adapted curricula and collaborate with general education staff. She said those responsibilities have personal health impacts and are not sustainable without additional district supports.

Cook cited national figures during her remarks and noted rising numbers of students receiving special education services; she warned the district risks legal exposure if it does not meet state requirements for services and meaningful inclusion. "We are unique here in Grand County. We don't have other places for them to go. We're here. We're at success," she said, stressing both students' potential and the workload on teachers. Cook asked how the district is ensuring staff and peers receive training to accept and instruct students with special needs.

She described details of classroom logistics — varied arrival times, breakfast needs, and frequent environmental changes — that complicate planning and collaboration time. She said paid collaboration days, professional development and clearer staffing supports would improve outcomes.

Board members did not take immediate action on Cook’s requests at the March 26 meeting; the item was raised during the public comment portion of the agenda and was followed by an executive session on negotiations.

Cook’s remarks were one of multiple public comments that evening urging the board to consider staff workloads and student supports as it negotiates compensation and program priorities.