Services for Disabled Students

* As a special-education teacher and advocate, I believe your March 7 article on special-education funding was an eye-opener for the public. Few people realize that special education has been an unfunded mandate since 1975. With only 8% of the promised 40% of the funding coming from the federal government, school districts have had to be creative in finding the money to stay in compliance with the law. Since I teach in a district with outstanding services, many people move there for the programs offered. Additionally, we are frequently confronted with adversarial advocates and attorneys. The money only goes so far, while the demand for services keeps growing.

Another problem districts face is finding qualified special education personnel. Many wonderful, experienced teachers are either leaving the field or taking regular classroom positions. When faced with the required paperwork, a few demanding parents, an advocate or attorney and larger-than-manageable caseloads on a daily basis, is it any wonder some special educators opt out of the profession?

ANNBETH SHANFIELD

Santa Ana

* Educating children with disabilities is more than “good intentions” (editorial, March 5); it makes good economic sense. The lifetime care costs are far greater for those who have been denied education. New technologies in this computer age are expanding opportunities for people with disabilities to live more independent lives and contribute to the cost of their future lives. The Supreme Court decision merely determined which tax pocket covers this necessary cost. Responsible citizens want to assure every child an education.

ARLENE PASTER

Woodland Hills

* The court ruling is dreadful for at least two reasons. First, the terms “nurse” and “nursing care” are bandied about, but the ruling actually speaks to services that can be performed by a qualified layperson. The court held that only physicians provide medical care. It is true that nurses do not diagnose disease; however, they do evaluate patients. Nursing should not be confused with mere technical tasks.

Second, the school districts, most of which are already strapped, must bear the burden of a court-ordered program without the financial support needed for implementation. I would never deny any child an education, but how can we justify expending so many education dollars on so few children, while the rest of our school population sits in crumbling buildings being taught by underpaid teachers using outdated texts?

T. KETA HODGSON RN

Los Angeles