When Randy Briggs completed his studies at Pennsylvania State University in 1976, receiving a degree in special education, the Education for All Handicapped Children Act, which was passed the year before, was still a new concept. Currently, at the age of 45, Ms. Briggs has over 20 years of experience as a special educator. Starting her career in Erie, Pa. in 1978, she taught mentally retarded students and has witnessed numerous changes influenced by the groundbreaking federal special education law, later renamed the Individuals with Disabilities Education Act.
Throughout the majority of her career, Ms. Briggs has worked in Montgomery County, Md. public schools, located just outside Washington, with a student population of 128,000. Initially teaching at the high school level, she has spent the past 13 years focusing on elementary education in the district, with the last nine years being dedicated to Wood Acres Elementary School as a special education resource teacher. She now works with a diverse range of special education students, not limited to those with mental disabilities. The IDEA, which advocates for special education students to be educated in the "least restrictive environment," has prompted general education teachers to make significant changes in the way they integrate students with disabilities into their classrooms.
According to Ms. Briggs, there is an evident link between the IDEA and the accommodations that teachers make. For example, she is now aware of teachers who allow special education students to take untimed tests or read test questions aloud to certain students. By reading a math word problem to a student, the teacher provides an opportunity for the student to solve the mathematical portion of the problem without being penalized for their reading difficulties. Additionally, teachers are embracing the use of technology, such as portable computer keyboards, to assist special education students in the classroom. The past five years have seen a significant increase in the use of technology, which has revolutionized Ms. Briggs’ approach to her job. Having her own computer has greatly aided her in managing paperwork and enabled easier communication within her support system. She expressed gratitude for how accessible her support network has become with the convenience of email.
Determining the best individualized education program (IEP) for each special education student, as mandated by the IDEA, has become increasingly complex over the years. Many parents now seek private evaluations of their children’s needs, further adding to the intricacy of the process. Ms. Briggs compared this process to detective work, requiring careful investigation and attention to detail.
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