SCOTTSBLUFF, Neb. — For years, students with disabilities have been separated from their peers in classrooms across the nation. Bethany Jolliffe, a former kindergarten teacher, noticed this trend firsthand. However, Westmoor Elementary in Scottsbluff, Nebraska, is changing this. The school now integrates students of all abilities, with special education teachers providing in-class support.
This shift aligns with a broader statewide initiative in Nebraska to enhance inclusion in education. The “Journey to Inclusion” program, launched in 2022, aims to keep students with disabilities in general education settings for most of the day. With nearly $1 million from federal Covid aid, the state is investing in training educators to improve inclusion strategies. The goal is not only to have students present in classrooms but to ensure they make academic progress and feel part of the community.
“Kids don’t earn their way into a general ed classroom. That’s where they belong,” said Wendy Kemling-Horner, executive director of student services at Scottsbluff Public Schools.
Nebraska’s approach includes co-teaching, where general and special education teachers collaborate in the same classroom. Training sessions and workshops have been provided to ensure educators understand their role in supporting students with disabilities. SPED Strategies, a national organization, has been involved in coaching and training teachers across the state on inclusive practices.
There is still room for improvement, with some challenges remaining in the state’s special education services. However, progress is evident. Between 2021 and 2024, the percentage of third-grade students with disabilities proficient in math rose from 18% to 29%. Graduation rates for special education students also improved, increasing from 65% in 2021 to nearly 70% by 2024.
Research supports these efforts, showing that inclusive settings can enhance academic and social skills for students with disabilities. Nebraska’s initiative serves as a model, demonstrating the potential benefits of inclusive education for all students.
Despite the progress, challenges remain. Some districts, particularly smaller and rural ones, struggle with staffing and resource limitations. Additionally, federal funding cuts pose a threat to the ongoing success of these inclusion efforts.
As Nebraska continues to prioritize inclusion, educators are taking greater responsibility for all students. The state’s approach underscores a commitment to ensuring that “all kids are our kids,” as noted by Amy Rhone, state director of Nebraska’s Office of Special Education.
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