Special education services are essential to fostering a happy and healthy lifestyle for children with disabilities, but what happens to children if these services are struggling to provide what they need? Children with disabilities, such as intellectual and learning disabilities, autism spectrum disorder, emotional and behavioral disorders, sensory impairments, physical disabilities, and more, deserve sufficient services, but Connecticut is having difficulties providing this because of both funding problems and systemic challenges.
Special education in Connecticut is currently in the midst of a crisis. Specifically, Connecticut schools are in need of more teachers and specialists for children with disabilities, and funding for these professionals is lacking. Connecticut House Bill 5001, introduced on January 8th, 2025, aims to enhance the quality and delivery of special education services in Connecticut. The bill would mandate that the Commissioner of Education conduct a comprehensive study on the state of special education within Connecticut, to help policymakers better understand the rapidly changing landscape and the scope of the challenges they face.
We can see these challenges best if we look at specific towns that are working to receive more funding. In Meriden, the Board of Education proposed a $136.9 million budget for the 2025-26 school year, which would be a $7.4 million increase from this year. Some of this money is needed due to the increase of enrollment in special education programs. 18.4% of Meriden’s students were enrolled in special education programs in 2015, and that percentage has since increased to 21.6% in 2024.
In Bridgeport, Interim Superintendent Royce Avery is advocating for another bill, SB 1511, that would supply $57 million in additional funding, by changing the way the state calculates its share in helping to educate students in some districts. This bill would also provide funding for high-need students across all of Connecticut, proposing a new added 50% weight for students with disabilities who receive special education services. If this funding is not received, Bridgeport would face up to $30 million in cuts to staff and programs. It is essential that this not happen, because less professionals and staff directly hurts students, especially those with special needs. With more funding for special education, students would have more professionals to care about them and to support them in a time when youth mental health is struggling.
Some districts choose the option of outplacing particularly high-needs children to special schools. But even here, the system is failing. An investigation conducted by The Connecticut Office of the Child Advocate (OCA) and Disability Rights Connecticut (DRCT) found that Connecticut’s special education services are falling short when it comes to staffing, individualized educational programming, State Department of Education (CSDE) oversight, and school district monitoring. High Road Schools is a provider of special education services in Connecticut, serves students from 38 school districts in the state, and was found to be underserving children, specifically those who are low-income and of color.
These children deserve better than what is being given to them and should not be overlooked. High Road Schools also did not provide physical education, art, or music to students, which are all required by state law. It was also found that they used restraint and seclusion practices, which are extremely dangerous to students with disabilities. The findings of this investigation are very alarming to me personally, and should be to everyone else too, in my opinion. Adequate special education is so needed because it teaches kids to focus on their own challenges, improves self confidence, and allows for a better chance of success.
Some may have opposing views, saying that the funding would be better spent elsewhere, or have issues funding something that does not directly affect them or their family. However, this issue should be of importance to everyone. 96% of parents reported to believe that proper special education can make up for their child’s learning disabilities.
Special education services foster academic progress, social and emotional development, and individual growth and independence. Without appropriate services, students with disabilities will struggle. Improved resources for students with disabilities can improve academic achievement, mental health struggles, and socialization skills, like the ability and motivation to make friends with peers and become involved in their community environment. All of these factors would ultimately contribute to a healthier lifestyle for these children.
Overall, it is essential that Connecticut House Bill 5001 be passed, because it is clear that the state of special education is struggling greatly. Special education students deserve the very best schooling and attention from professionals, and that starts with adequate funding for these programs. This is an issue that everyone should care about because children with a variety of disabilities are not being given the resources that they need to live their best lives.
Cassidy Thomas is a senior at Sacred Heart University, majoring in Health Sciences and will continue her education in the fall to earn her master’s degree in occupational therapy at Sacred Heart.