Effective collaboration and forward-thinking approaches can transform challenges into opportunities for student success.
An increasingly common concern in the world of special education: is how to provide necessary resources for students during times of staff shortages. I recently shared an insightful experience from an Individualized Education Program (IEP) meeting, highlighting a creative solution to a difficult situation in a YouTube short. This blog post expands on the major themes, offering a detailed analysis of how to turn obstacles into opportunities by prioritizing student needs and adopting a resourceful mindset.
Understanding IEPs: A Foundation for Student Success

An Individualized Education Program (IEP) is designed to meet the unique educational requirements of students with disabilities, ensuring their right to free and appropriate public education is upheld. An effective IEP is a collaborative effort between educators, parents, administrators, and sometimes even the students themselves. However, the IEP process can face significant hurdles, particularly when resources are scarce.
The Challenge of Staff Shortages
A prevalent issue in many school districts today is the shortage of specialized staff, which can limit the ability to fully implement the supports outlined in an IEP. During many IEP meetings I attend, the discussion for an individual or classroom IEP supporting paraprofessional for a student or students is brought up. So often, the administrator or the director of the special education program expresses concerns about securing such support because of the ongoing staff shortages.
A Shift in Perspective: Prioritizing Student Needs
It is important to reframe the conversation around resource allocation. Instead of focusing first on the potential inability to provide a paraprofessional, we need to focus on the child's needs. That need should be determined by data, not someone's opinion or availability of resources. Then, only after careful consideration and reviewing the data determines ANY need of the student, then it gets written into the IEP. The rationale is clear: an IEP should be a reflection of a student’s requirements and not merely a list of what the school can feasibly offer at the moment.
"Incorporate the necessary supports into the IEP," I say, "Then acknowledge the current limitations in the IEP, but make it clear that when resources become available, the support will be provided." This forward-thinking approach ensures that the student's needs are prioritized, and future planning will always be aligned with their best interest.
Practical Steps For Educators

Educators and administrators can follow these practical steps to implement this approach effectively:
1. **Collaborative Planning:** Ensure all members of the IEP team are on the same page regarding the priorities and needs of the student. Open, honest communication is key.
2. **Documenting Needs:** Clearly document the required supports in the IEP, regardless of current resource limitations. This includes specifying that the provision is to be implemented as soon as possible. Schools have to be careful not to predetermine what the IEP team will decide and therefore shouldn't have "new" resources automatically ready.
3. **Advocating for Resources:** Work together as a community to advocate for the necessary resources. This might include applying for grants, collaborating with local organizations, and reaching out to other schools for support and advice.
4. **Creative Solutions:** Consider interim solutions that can provide partial support. For example, if a full-time paraprofessional is unavailable, could alternative scheduling or shared support methods reduce the burden while still aiding the student?
5. **Follow-Up:** Regularly review and update the IEP to reflect any changes in available resources and the student’s progress. This ensures the IEP remains a dynamic document tailored to the student's evolving needs. If after a month or two the resource still isn't available, then it is time to consider alternate placement for the child.
Fostering a Culture of Continuous Improvement
By adopting this innovative approach, schools not only ensure they are meeting students’ current needs as best they can, but they also foster a culture of continuous improvement. This way, when resources do become available, there is already a robust plan in place to allocate them effectively.
The COVID-19 pandemic has made clear that educational environments must be adaptable and resilient. The discussion serves as a powerful reminder that, with the right mindset and strategy, even significant challenges like staff shortages can be managed effectively, always with the student’s appropriate and unique needs at heart.
Conclusion
Staff shortages are a reality that many school districts face, but by shifting the focus from limitations to possibilities, we can ensure that students with disabilities receive the support they need. Shelley Kenow’s experience shows us the importance of collaboration, innovative thinking, and unwavering dedication to the students we serve. As we continue to navigate these challenges, let's remember that the true essence of education lies in our commitment to empowering every student to reach their full potential.
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