I hope you’ll check it out. The argument I make is that to fix special education, we need all stakeholders at the table–regular education parents and teachers, as well as special ed stakeholders.  The need is for open and frank discussion. My piece is NOT intended to be about the pros and cons of inclusion.



In reviewing the many thoughtful comments this piece has garnered so far, I am struck by the reality that this piece has struck a chord. I do   hope we keep the conversation going. How about a Center or Forum or Event for these very conversations….

Are you in?

About Miriam

Miriam Kurtzig Freedman, JD, MA—an expert in public education, focused on special education law— is a lawyer, author, speaker, consultant, and reformer. For more than 35 years, Miriam worked with educators, parents, policy makers, and citizens to translate complex legalese into plain English and focus on good practices for children. Now, she focuses her passion on reforming special education, with her new book, Special Education 2.0—Breaking Taboos to Build a NEW Education Law. Presentations include those at the AASA Conference, Orange County (CA), Boston College (MA), CADRE (OR), and the Fordham Institute (DC). Her writings have appeared in The Wall Street Journal, Education Week, Education Next, Hoover Digest, The University of Chicago Law Review on line, DianeRavitch.net, and The Atlantic Monthly on line.

2 Responses to “Read it here! My op-ed in the WALL STREET JOURNAL today!”

  1. Lynda

    As a pediatric Speech/Language Pathologist for 18 years and a mother of a school aged son in public school your article is well written and I believe courageous. It is very difficult to have this conversation because it is often emotional and considered “taboo” to even suggest mainstreaming (especially in the older grades) might not be benefitting the “regular ed” students academically. I’d be interested to know whether there have been any studies done to show how mainstreaming has academically benefitted the children without an IEP? I know there have been many benefits documented for the children who are actually being mainstreamed. With the new common core standards and the extremely competitive nature of academic success, it is difficult for me to see how children, who are average or above average cognitively, and have no real behavioral issues, will not be held back academically if the classroom teacher, who is often alone, is not able to move the lessons along. I am interested to hear opinions from the teachers in the classroom faced with this challenge daily. My guess is they will be hesitant to chime in but I think their experiences and thoughts are very important.

    • Miriam

      Thanks for your comment. Yes, the issue of special and regular education needs public airing. As for research about the effects of inclusion on regular education academics, I’d love to see that. Have not yet, however, as I stated in the op-ed.
      I appreciate your work and concerns.


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