Of course, I mean the way to a man’s heart is through his stomach and the way to improve public education is through special education.

If we want strong robust public schools, we need to understand what’s happening in those schools. And then, believe it or not, it’s vital to understand special education. That’s right, special education.

And that’s because special education, which was created in 1975 to mandate public education for children with special needs, has evolved & expanded to the point that it has become one of the principal drivers of public education policy & finances. Even so, it’s largely ignored. Often, it’s the elephant in the room. If you look at end-of-year lists of top education priorities, you’ll not see it. That’s really too bad.

As I see it, we can’t improve schools for all students without understanding the role and effects of the special education law & delivery system for special education.

Especially with today’s challenge from Washington that if public schools don’t serve all children, the feds will help them opt out through choice and vouchers.

So, the way to fix public education is through special education. As for a man’s heart, I’ll leave that as it’s always been.

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.

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