In American education, special education too often receives insufficient attention in political discourse. This oversight is troubling because it affects countless Tennessee families and vulnerable children nationwide. Special education is not merely a political or budgetary line item—it is a moral obligation that reflects our core values of human dignity, equal opportunity, and self-sufficiency.
At its foundation, our state and nation affirm that every human life has inherent worth. This principle applies fully to students with disabilities. Their right to a meaningful education underscores our commitment to equality under the law and to the American ideal that every child deserves the chance to learn, grow, and contribute to society according to their abilities. The goal is not to guarantee equal outcomes but to provide genuine pathways for each child to develop their God-given potential.
In October 2023, parents of special-needs students at Oakland High School in Murfreesboro, Tennessee, expressed outrage after Principal John Marshall allegedly barred the Special Olympics team from participating in the homecoming parade. While a parent cited a lack of inclusion, the school district said the decision was made for safety reasons and to prepare students with physical limitations for a more inclusive future. Regardless of the actions or outcome, the debate over our core values and perceptions of special education students needs more honest discussion and understanding.
Special education must serve as a launchpad for independence rather than lifelong dependence. It should cultivate personal responsibility and actively engage families in the educational journey. By prioritizing long-term self-sufficiency—through robust transition services, vocational preparation, and competitive employment pathways—we reduce future burdens on taxpayers while fostering real success. Achievement should be measured by tangible student progress and post-school outcomes, not by bureaucratic expansion or compliance checklists.
Education is fundamentally a local endeavor, best managed by those closest to the child: parents, teachers, and local communities. The federal government’s role should be limited to providing flexible funding without imposing one-size-fits-all mandates that waste resources and stifle innovation. Parents deserve a meaningful voice in truly collaborative Individualized Education Programs (IEPs). Local districts can innovate, adapt, and maintain accountability far more effectively than a distant federal bureaucracy.
Educators rightly critique common problems in special education, including over-identification of disabilities, overly adversarial legal processes that prioritize paperwork over progress, student discipline, and funding formulas that fail to reward effective outcomes. Policymakers should push for reforms that deliver better data on what works, encourage beneficial inclusion where appropriate, prioritize job-focused transition services, and build strong safeguards against wasteful spending. We have to address discipline issues in a fair and equitable manner.
Special education transcends partisan lines. It embodies compassion grounded in realism, respect for the rule of law, and effective, limited government. By championing state and local innovation, policymakers can honor the bipartisan legacy of laws such as the Individuals with Disabilities Education Act while safeguarding against both neglect and unchecked federal overreach.
The recent Tennessee Disability Coalition report, “Special Education Behavior Supports, Policies, and Practices in Tennessee Schools,” highlights real challenges for students with disabilities. According to the report, 85% of Tennessee school districts report a shortage of special education teachers, which contributes to larger class sizes, fewer course offerings, and reduced support for many students. High turnover in these positions further exacerbates the strain.
Thoughtful engagement with these findings is essential. For example, federal and state rules prohibit schools from suspending a student with disabilities for more than 10 cumulative days in a school year (without additional procedures) if the behavior is determined to be a manifestation of the student’s disability. In such cases, schools must conduct a manifestation determination review within 10 school days and continue providing services consistent with the student’s IEP. The link between behavior and disability is a critical consideration for maintaining both fairness and appropriate support.
Tennessee’s Tennessee Investment in Student Achievement (TISA) funding formula aims to direct more resources to students with greater needs, including those with disabilities, through weighted funding for unique learning needs. However, it does not require districts to spend these additional dollars exclusively on special education services—granting local flexibility while still requiring compliance with federal IDEA obligations.
Despite annual increases in the overall K-12 funding pool, Tennessee remains among the bottom 10 states in per-student education spending. This reality should prompt an ongoing focus on efficiently directing resources to improve educational outcomes for all students, with particular attention to students with disabilities.
Tennessee leaders must proactively address these education policy challenges before they become election-year flashpoints. Bipartisan collaboration, rooted in our core principles of dignity, local control, and results-oriented reform, can ensure that children with disabilities receive the targeted support they need to thrive.
As citizens of Tennessee, our voices matter. Let us elevate this conversation, engage thoughtfully with the facts, and advocate for all children, including those with special needs. Special education policies must recognize each child’s inherent worth and prepare them for independence and contribution.
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JC Bowman is the executive director of Professional Educators of Tennessee.
