{"id":16183,"date":"2025-04-24T05:00:00","date_gmt":"2025-04-24T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=16183"},"modified":"2025-04-23T08:21:36","modified_gmt":"2025-04-23T15:21:36","slug":"on-knocking-down-the-fence-4-ways-you-can-improve-equity-for-students-with-disabilities","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/on-knocking-down-the-fence-4-ways-you-can-improve-equity-for-students-with-disabilities\/","title":{"rendered":"On knocking down the fence: 4 ways you can improve equity for students with disabilities"},"content":{"rendered":"
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Fences can be really useful. A backyard fence allows the dog freedom of movement without a harness and leash. Fences around a construction site help keep curious people safe from harm.<\/p>\n

Sometimes fences get in the way, however. They keep some people out who should be able to get in. They block the view for some who should be able to see. And while people may receive support to work around the barrier a fence presents, others may be left to guess what is on the other side.<\/p>\n

A fence is often used as a metaphor to show how students with disabilities are treated in our education system. Many of us know the metaphor from a well-known graphic depicting the difference between equality and equity<\/a>. In it, three children stand behind a fence at a baseball game. The first panel of the graphic shows equality: Each kid has been given a box to stand on to make it easier for them to see over the fence. But for one of the children, one box isn\u2019t tall enough and they still can\u2019t see. The second panel moves toward equity: Not all the children get a box\u2014because not all the children need one\u2014and the child unable to see over the fence in the first panel now has two boxes, making them just tall enough.<\/p>\n

But what if we moved toward full equity, an educational system where all barriers are eliminated and \u201cspecial\u201d treatment, like boxes to stand on, is no longer needed?<\/p>\n

The case for removing the fence<\/h2>\n

When they keep others out, metaphorical fences tend to create a hierarchy, a system of haves and have nots. Our school systems were built and are funded within this hierarchy. As a result, students with disabilities navigate an education system with a myriad of fences and rely on well-intentioned supports that attempt to help them see over the fences.<\/p>\n

As a teacher, I have seen these fences do a lot of harm to our students with disabilities. I also believe there\u2019s a lot we can do to fight inequity in schools. This work can begin with understanding where we\u2019ve been, where we are, and where we can go. It hinges on asking ourselves important questions: Where do we stand in the fight to dismantle inequity? Have we unintentionally walked past a fence we never knew existed? Where is a fence still needed, as long as it gets some much-needed repairs?<\/p>\n

Dismantling systemic barriers: The big picture<\/h2>\n

The Individuals with Disabilities Education Act (IDEA)<\/a> was passed in 1975, under the name Education for All Handicapped Children Act, and has been through several reauthorizations, including the No Child Left Behind Act in 2004 and Every Student Succeeds Act (ESSA) in 2015. IDEA was originally enacted to ensure all children with disabilities receive a free public school education and related services to meet their unique needs. The act aimed at providing equity for students with disabilities, but it does not necessarily remove the barriers we have within our education system. Instead, it points barriers out and sends those impacted on what is often a more difficult, longer path to what is supposed to be the same educational destination for all children.<\/p>\n

In 2010, the Common Core State Standards (CCSS) were created in the hopes of having a shared set of standards at each grade level, giving children all over the country access to a high-quality education regardless of where they live. Whether the CCSS have accomplished that goal is debated by some, but we know this for sure: gaps in achievement remain. In fact, as Katie Pak and Arianna Parsons explain in \u201cEquity gaps for students with disabilities,\u201d<\/a> this group of students \u201chas chronically underperformed\u2026when compared with their peers without disabilities, on various outcomes\u2014national and state test scores, graduation rates, post high school earnings, and unemployment rates.\u201d Pak and Parsons also note that students of color are overrepresented in special education.<\/p>\n

How to remove barriers in your classroom<\/h2>\n

Legislation in Washington and the adoption of CCSS have been, at times, important in the fight for equity for students with disabilities. Nationwide change can be slow, however, and our kids impacted by barriers can\u2019t wait. There are things you can do in your classroom to provide a more equitable experience for all your students. Here are four specific things to try.<\/p>\n

1. Follow Universal Design for Learning guidelines<\/em><\/h2>\n

The Universal Design for Learning (UDL)<\/a> framework can be applied anywhere learning takes place and focuses on three essential guidelines: engagement, representation, and action and expression. To practice UDL with your lesson planning, work closely with the guidelines<\/a>. While you may not be able to adopt everything they recommend in a single lesson, small changes can help you move in the right direction. Here are a few examples:<\/p>\n