Federal, state, and local policymakers and education leaders urgently need up-to-date national estimates for what is spent to provide special education services to inform their funding policies and budget for special education expenses.
The National Study of Special Education Spending’s (NSSES) purpose is to update our understanding of the costs of special education and related services. The study will collect information from a national sample of districts and schools about what is spent to educate students with disabilities, as well as what states and districts spend to operate their special education programs and comply with federal and state laws. The Institute of Education Sciences within the Department of Education has partnered with AIR, NORC at the University of Chicago, and Allovue, a PowerSchool Company, to design the study.
Pilot Study A pilot study for the NSSES study will take place during the 2024/25 and 2025/26 school years. The pilot study’s findings will help inform the study design for the full-scale national study, which is planned for 2026/27 school year.
The timeline for the 2025/26 pilot study is:
Summer 2025: District recruitment
Fall 2025: School recruitment within participating districts and sampling students within participating schools
December 2025—February 2026: Data collection, including surveys with district and school staff and financial data from districts
Spring 2026: Analysis of pilot study data and preparation for full-scale study
Children develop at different speeds, and that’s completely normal. However, some learning struggles feel more persistent and harder to explain. Many parents start to worry when reading or spelling does not improve over time, even with regular practise.
Dyslexia in children is more common than many people realise, yet it is often misunderstood. The early signs of dyslexia in kids can be subtle, especially in younger children and they don’t always appear all at once. Because of this, they are easy to miss at first.
This guide breaks down the signs by age, from early years to primary school and beyond. It also explains what to look out for and what practical steps you can take next, so you feel informed, supported and confident about how to help your child.
It’s that time again ~ the annual round-up of tech tools we think are worth a look this year. This year I really feel like there’s something for everyone: history teachers, math and science teachers, people who run makerspaces, teachers interested in music or podcasting, writing teachers, special ed teachers, and anyone whose course content could be made clearer through graphic organizers.
Also somewhat relevant here, see:
Edtech Show & Tell January 2026 — from techlearning.com by Diana Restifo and Ray Bendici New edtech products that have caught our attention this month
Best Sites & Apps for K-12 Education Games — from techlearning.com by Diana Restifo Game-based learning is a great way to integrate technology into the classroom while engaging kids with real learning.
Today I want to celebrate the International Day of Persons with Disabilities, an important day that recognizes the needs of millions of people. My perspective, as a professional entering my later years, is that many of us are likely to have disabilities over time, so the more we understand the diversity of disabilities the better for everyone.
First, let me point out that this is a massive population. The US Department of Labor and Census estimates that 11-13% of the working age population has some form of disability (more on what that means below), yet only 5-6% of workers. This points out that the employment ratio (percent of people with jobs) is far lower. People with disabilities are one-third as likely to have a job, which is quite a disparity and loss of economic potential.
The day is about promoting the rights and well-being of persons with disabilities at every level of society and development, and to raise awareness of the situation of persons with disabilities in all aspects of political, social, economic, and cultural life. WHO joins the UN in observing this day each year, reinforcing the importance of securing the rights of people with disabilities, so they can participate fully, equally and effectively in society with others, and face no barriers in all aspects of their lives.
At its headquarters in Geneva, WHO organizes an annual IDPD event to educate the public, raise awareness, advocate for political will and resources, and celebrate WHO’s achievements. In 2022, the WHO launched the Global Report on health equity for persons with disabilities. This report sets forth the approaches and actions that countries can take to address the health inequities that persons with disabilities experience.
From DSC: I just want to add that one of our daughters has some special needs. So Josh’s posting caught my eye. He’s right to point out these things. You and I will likely have a period of disability in our lives. It’s not just relevant for “other people.” (And by the way…in the learning world, practicing Universal Design for Learning (UDL) is good for everyone!)
People with disabilities face enormous challenges that neurotypical people never have to deal with. They face unfair wage situations and a lack of opportunities. Our family has experienced — and continues to experience — this firsthand.
The Other Regulatory Time Bomb — from onedtech.philhillaa.com by Phil Hill Higher ed in the US is not prepared for what’s about to hit in April for new accessibility rules
Most higher-ed leaders have at least heard that new federal accessibility rules are coming in 2026 under Title II of the ADA, but it is apparent from conversations at the WCET and Educause annual conferences that very few understand what that actually means for digital learning and broad institutional risk. The rule isn’t some abstract compliance update: it requires every public institution to ensure that all web and media content meets WCAG 2.1 AA, including the use of audio descriptions for prerecorded video. Accessible PDF documents and video captions alone will no longer be enough. Yet on most campuses, the conversation has been understood only as a buzzword, delegated to accessibility coordinators and media specialists who lack the budget or authority to make systemic changes.
And no, relying on faculty to add audio descriptions en masse is not going to happen.
The result is a looming institutional risk that few presidents, CFOs, or CIOs have even quantified.
From DSC: Stephen has some solid reflections and asks some excellent questions in this posting, including:
The question is: how do we optimize an AI to support learning? Will one model be enough? Or do we need different models for different learners in different scenarios?
A More Human University: The Role of AI in Learning — from er.educause.edu by Robert Placido Far from heralding the collapse of higher education, artificial intelligence offers a transformative opportunity to scale meaningful, individualized learning experiences across diverse classrooms.
The narrative surrounding artificial intelligence (AI) in higher education is often grim. We hear dire predictions of an “impending collapse,” fueled by fears of rampant cheating, the erosion of critical thinking, and the obsolescence of the human educator.Footnote1 This dystopian view, however, is a failure of imagination. It mistakes the death rattle of an outdated pedagogical model for the death of learning itself. The truth is far more hopeful: AI is not an asteroid coming for higher education. It is a catalyst that can finally empower us to solve our oldest, most intractable problem: the inability to scale deep, engaged, and truly personalized learning.
Increasing the rate of scientific progress is a core part of Anthropic’s public benefit mission.
We are focused on building the tools to allow researchers to make new discoveries – and eventually, to allow AI models to make these discoveries autonomously.
Until recently, scientists typically used Claude for individual tasks, like writing code for statistical analysis or summarizing papers. Pharmaceutical companies and others in industry also use it for tasks across the rest of their business, like sales, to fund new research. Now, our goal is to make Claude capable of supporting the entire process, from early discovery through to translation and commercialization.
To do this, we’re rolling out several improvements that aim to make Claude a better partner for those who work in the life sciences, including researchers, clinical coordinators, and regulatory affairs managers.
AI as an access tool for neurodiverse and international staff— from timeshighereducation.com by Vanessa Mar-Molinero Used transparently and ethically, GenAI can level the playing field and lower the cognitive load of repetitive tasks for admin staff, student support and teachers
Where AI helps without cutting academic corners When framed as accessibility and quality enhancement, AI can support staff to complete standard tasks with less friction. However, while it supports clarity, consistency and inclusion, generative AI (GenAI) does not replace disciplinary expertise, ethical judgement or the teacher–student relationship. These are ways it can be put to effective use:
The Sleep of Liberal Arts Produces AI — from aiedusimplified.substack.com by Lance Eaton, Ph.D. A keynote at the AI and the Liberal Arts Symposium Conference
This past weekend, I had the honor to be the keynote speaker at a really fantstistic conferece, AI and the Liberal Arts Symposium at Connecticut College. I had shared a bit about this before with my interview with Lori Looney. It was an incredible conference, thoughtfully composed with a lot of things to chew on and think about.
It was also an entirely brand new talk in a slightly different context from many of my other talks and workshops. It was something I had to build entirely from the ground up. It reminded me in some ways of last year’s “What If GenAI Is a Nothingburger”.
It was a real challenge and one I’ve been working on and off for months, trying to figure out the right balance. It’s a work I feel proud of because of the balancing act I try to navigate. So, as always, it’s here for others to read and engage with. And, of course, here is the slide deck as well (with CC license).
Eye implant and high-tech glasses restore vision lost to age — from newscientist.com by Chris Simms Age-related macular degeneration is a common cause of vision loss, with existing treatments only able to slow its progression. But now an implant in the back of the eye and a pair of high-tech glasses have enabled people with the condition to read again
People with severe vision loss have been able to read again, thanks to a tiny wireless chip implanted in one of their eyes and a pair of high-tech glasses.
“This is an exciting and significant study,” says Francesca Cordeiro at Imperial College London. “It gives hope for providing vision in patients for whom this was more science fiction than reality.”
In this episode, we explore why digital accessibility can be so important to the student experience. My guest is Amy Lomellini, director of accessibility at Anthology, the company that makes the learning management system Blackboard. Amy teaches educational technology as an adjunct at Boise State University, and she facilitates courses on digital accessibility for the Online Learning Consortium. In our conversation, we talk about the importance of digital accessibility to students, moving away from the traditional disclosure-accommodation paradigm, AI as an assistive technology, and lots more.
“Where generative AI creates, agentic AI acts.” That’s how my trusted assistant, Gemini 2.5 Pro deep research, describes the difference.
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Agents, unlike generative tools, create and perform multistep goals with minimal human supervision. The essential difference is found in its proactive nature. Rather than waiting for a specific, step-by-step command, agentic systems take a high-level objective and independently create and execute a plan to achieve that goal. This triggers a continuous, iterative workflow that is much like a cognitive loop. The typical agentic process involves six key steps, as described by Nvidia:
Our 2025 national survey of over 650 respondents across 49 states and Puerto Rico reveals both encouraging trends and important challenges. While AI adoption and optimism are growing, concerns about cheating, privacy, and the need for training persist.
Despite these challenges, I’m inspired by the resilience and adaptability of educators. You are the true game-changers in your students’ growth, and we’re honored to support this vital work.
This report reflects both where we are today and where we’re headed with AI. More importantly, it reflects your experiences, insights, and leadership in shaping the future of education.
This groundbreaking collaboration represents a transformative step forward in education technology and will begin with, but is not limited to, an effort between Instructure and OpenAI to enhance the Canvas experience by embedding OpenAI’s next-generation AI technology into the platform.
IgniteAI announced earlier today, establishes Instructure’s future-ready, open ecosystem with agentic support as the AI landscape continues to evolve. This partnership with OpenAI exemplifies this bold vision for AI in education. Instructure’s strategic approach to AI emphasizes the enhancement of connections within an educational ecosystem comprising over 1,100 edtech partners and leading LLM providers.
“We’re committed to delivering next-generation LMS technologies designed with an open ecosystem that empowers educators and learners to adapt and thrive in a rapidly changing world,” said Steve Daly, CEO of Instructure. “This collaboration with OpenAI showcases our ambitious vision: creating a future-ready ecosystem that fosters meaningful learning and achievement at every stage of education. This is a significant step forward for the education community as we continuously amplify the learning experience and improve student outcomes.”
Faculty Latest Targets of Big Tech’s AI-ification of Higher Ed— from insidehighered.com by Kathryn Palmer A new partnership between OpenAI and Instructure will embed generative AI in Canvas. It may make grading easier, but faculty are skeptical it will enhance teaching and learning.
The two companies, which have not disclosed the value of the deal, are also working together to embed large language models into Canvas through a feature called IgniteAI. It will work with an institution’s existing enterprise subscription to LLMs such as Anthropic’s Claude or OpenAI’s ChatGPT, allowing instructors to create custom LLM-enabled assignments. They’ll be able to tell the model how to interact with students—and even evaluate those interactions—and what it should look for to assess student learning. According to Instructure, any student information submitted through Canvas will remain private and won’t be shared with OpenAI.
… Faculty Unsurprised, Skeptical
Few faculty were surprised by the Canvas-OpenAI partnership announcement, though many are reserving judgment until they see how the first year of using it works in practice.
At least 85% of students with disabilities can learn and achieve on grade level.
14% of all U.S. students have a disability.
No belief is more damaging in education than the misperception that children with disabilities cannot really succeed and shouldn’t be challenged to reach the same high standards as all children.
Arne Duncan, former U.S. Secretary of Education
From DSC: One of our kids — actually, who is no longer a kid anymore — was born with Mosaic Down Syndrome. Looking back on her K-12 years, first through fifth grade went very well — which my wife and I were very grateful for. (We didn’t know what each year would bring and whether she would be able to move on to the next grade.)
But sixth and seventh grades were very rough. At the end of seventh grade, we decided to homeschool our daughter. The system she was in — like so many school systems across the nation — was meant to address the 80% of students who are neither gifted nor have special needs. The quickly-moving trains leave at such and such a time and then stop at such and such a time. One better keep up. This traditional system is a one-size-fits-all approach, and it’s something we do for administrative purposes — it’s not for the benefit of the kids within K-12 schools.
After a few years of both homeschooling and Christian education, it turned out that our daughter was able to learn almost all of the subjects in high school. But she needed to learn ON HER TIMELINE…AT HER OWN PACE of learning.
We’re proud of her. She has had a couple of jobs already and is doing quite well overall. Her motivation has been very low at times, which made homeschooling very tough. But, overall, I would agree with Karla Phillips-Krivicka’s key point that at least 85% of students with disabilities can learn and achieve at grade level. That’s been true for our daughter who has some special needs.
Higher education is in a period of massive transformation and uncertainty. Not only are current events impacting how institutions operate, but technological advancement—particularly in AI and virtual reality—are reshaping how students engage with content, how cognition is understood, and how learning itself is documented and valued.
Our newly released 2025 EDUCAUSE Horizon Report | Teaching and Learning Edition captures the spirit of this transformation and how you can respond with confidence through the lens of emerging trends, key technologies and practices, and scenario-based foresight.
If you visit the website for Elon Musk’s Department of Government Efficiency (DOGE), you’ll find a “Wall of Receipts” listing more than 7,000 federal contracts it has terminated.
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One of these programs, cancelled on Feb. 10, was called Charting My Path for Future Success. It was a research-based effort to help students with disabilities make the sometimes difficult transition from high school into college or the world of work and self-sufficiency.
… Stepping stones to post-school independence
Charting My Path was built on research that shows students with disabilities who get quality transition services “are more likely to be employed after high school. They’re more likely to be enrolled in post-secondary education, and they’re more likely to identify that they have a higher quality of life,” says Catherine Fowler, a special education researcher at the University of North Carolina at Charlotte who has been involved with Charting My Path since 2019, when the contract began.
At the heart of Charting My Path was one of the most promising, research-based services: building students’ self-determination skills by working with them to set goals, then helping create concrete plans to achieve them.
Based on the early results he saw in Newton, John Curley says he was hopeful and calls the decision to cut Charting My Path “a huge mistake. I think investing in students with disabilities is investing in all of us because they’re part of our community, right? They’re our brothers and sisters, our kids, our neighbors, our coworkers.“
From DSC: If you don’t have a child with special needs, you probably don’t care about this article. But, as with so many things with us human beings, if we know of someone special to us who has disabilities, we suddenly care a lot more. Our youngest daughter fits right into this story. It could have been her pictured in this article. Such programs are needed and it sounded like this study was doing solid work.
How does cutting this program make America great again? It doesn’t. It just makes life more difficult for the 1,600 high school juniors with disabilities that this study was helping (not to mention future students). Their pathways to a productive life just got harder, once again. I dare you to try and go figure out the spaghetti mess of how to get funding and assistance for a special needs youth graduating from high school — and all of the restrictions mentioned therein. And good luck to you if you are that individual and your parents are no longer alive.
What if the key to better legal work isn’t just smarter tools but more inclusive ones? Susan Tanner, Associate Professor at the University of Louisville Brandeis School of Law, joins Zack Glaser to explore how AI and universal design can improve legal education and law firm operations. Susan shares how tools like generative AI can support neurodiverse thinkers, enhance client communication, and reduce anxiety for students and professionals alike. They also discuss the importance of inclusive design in legal tech and how law firms can better support their teams by embracing different ways of thinking to build a more accessible, future-ready practice. The conversation emphasizes the need for educators and legal professionals to adapt to the evolving landscape of AI, ensuring that they leverage its capabilities to better serve their clients and students.
Copilot is a powerful tool for lawyers, but are you making the most of it within your Microsoft apps? Tom Mighell is flying solo at ABA TECHSHOW 2025 and welcomes Microsoft’s own Ben Schorr to the podcast. Ben shares expert insights into how lawyers can implement Copilot’s AI-assistance to work smarter, not harder. From drafting documents to analyzing spreadsheets to streamlining communication, Copilot can handle the tedious tasks so you can focus on what really matters. Ben shares numerous use-cases and capabilities for attorneys and later gives a sneak peek at Copilot’s coming enhancements.
What’s Happening at the Social Security Administration? Here’s What People With Disabilities Need to Know. — from thearc.org by Jackie Dilworth Millions of people with disabilities rely on Social Security benefits to survive. Recent changes at the Social Security Administration (SSA) may make accessing these benefits harder than ever. Long wait times, office closures and staff cuts, and policy rollbacks are already raising concerns and exacerbating customer service issues. Here’s what you need to know.
Staffing Cuts and Office Closures
In 2025, SSA has announced a dramatic reduction in staff and offices, including:
Closure of SSA’s Office of Civil Rights and Equal Opportunity, which handled reasonable accommodation requests and managed the agency’s civil rights complaints, including public complaints of discrimination on the basis of disability. This office’s statutory responsibilities have reportedly been divided and moved to other divisions within SSA.
Why does this matter? SSA workers process disability applications, answer calls, and help people navigate complex benefit rules. With fewer staff and the consolidations of regional offices, wait times could get even worse. The loss of key staff also raises concerns about SSA’s ability to modernize, maintain, and improve essential services, further limiting accessibility for beneficiaries. Modernizing SSA’s operations requires long-term investments in systems and processes that are being undercut by these changes.
The student experience in higher education is continually evolving, influenced by technological advancements, shifting student needs and expectations, evolving workforce demands, and broadening sociocultural forces. In this year’s report, we examine six critical aspects of student experiences in higher education, providing insights into how institutions can adapt to meet student needs and enhance their learning experience and preparation for the workforce:
Satisfaction with Technology-Related Services and Supports
Modality Preferences
Hybrid Learning Experiences
Generative AI in the Classroom
Workforce Preparation
Accessibility and Mental Health
DSC: Shame on higher ed for not preparing students for the workplace (see below). You’re doing your students wrong…again. Not only do you continue to heap a load of debt on their backs, but you’re also continuing to not get them ready for the workplace. So don’t be surprised if eventually you’re replaced by a variety of alternatives that students will flock towards. .
