Resources

From Theory…

Katherine:

In the quest to affect complex, sustainable change in any large system, the fourth piece of the puzzle, according to the Knoster-Lippett model, is Resources. Without this piece, otherwise committed, incentivized actors will undoubtedly experience frustration—“I really want to make this work, but I just can’t do it without ample resources.” 

In education, particularly special and inclusive education, students with disabilities are, as Jan Nisbet says in the film Including Samuel (Habib, 2007) “the low-hanging fruit” who are “charged as being ‘expensive.’” Debates around equality vs. equity vs. fairness are ever-present, with the most cynical voices sometimes echoing the loudest—“We have too many of those students in our district. What about my child?”

Nisbet reminds the audience that “some children are going to require more resources to educate than others… and that is part of America. And that’s when it becomes a civil rights issue.” Almost no one would bat an eye at the idea of a student who uses a wheelchair needing a ramp to enter a building. 

Why then are other costs associated with supporting learners with disabilities to access and participate in the general education curriculum critiqued as “undue burdens?” 

Our intent is not to minimize the very real challenges in funding our schools, but it becomes problematic, and a barrier to change, when students with disabilities themselves are seen as “burdens.” 

Below, Michele shares her insights in obtaining and allocating resources to make inclusive education happen. 

Overhead view of teachers working at a table together. One is typing on a laptop, the other is using a tablet, and the third is writing on paper. There are folders, papers, phones, coffee mugs, and pens on the table, too.

…To Practice

Michele:

In public school systems, resources can sometimes be very limited, but even when they are plentiful, they may not be the “right” resources. 

Materials and supplies certainly can be at the center of the “resources” we need, but it may also come down to staffing, training, a building schedule, planning time, or administrative support. When individuals do not have the resources they need, they may be left feeling overwhelmed and under-supported.

As a public school administrator, I have found that we need to get creative—and remain open-minded—when seeking resources. For example:

  • Using portions of federal grant funds to pay for professional development and supplies.

  • Surveying teachers to find out what they need and soliciting donations. 

  • Working closely with families and parents who may be resources themselves!

  • Partnering with a neighboring school system to determine if costs can be shared for something like professional development that has a high price tag - the power of collaboration cannot be stressed enough!

  • Weighing the options of what is needed now, versus what can wait for future purchases down the proverbial “road.”

  • Anticipating needs for upcoming school years by having a clear, multi-year action plan—if there are leftover funds in the spring, making purchases in advance.

Furthermore, the frustration that results from a lack of resources can even stem from rushing or hurrying a plan of complex change, without truly considering the time, energy, and resources that are needed to do this successfully. Slow down or speed up where you can, based on ongoing feedback and information that is solicited from staff, parents, Child Study Team members, and even students.

Lessons Learned/Tips from the Field:

  • This isn’t just about dollars and cents. Be sure the time, staff, and expertise that are needed are in place for any complex change to a system.

  • Be future-oriented and have a plan. Always anticipate what you will need next so that every last opportunity can be fully taken advantage of, as it comes up.

  • Don’t be afraid to partner. Whether it’s donations from local businesses, expertise or connections of families, or the shared cost with another school system!

  • If you’re in New Jersey, utilize the free support and resources of the NJIETA project: www.njieta.org 

Dr. Katherine Vroman is an Inclusion Facilitator at NJCIE, collaborating with educators to promote full access, meaningful participation, and authentic belonging for students with disabilities in their schools and communities. Katherine earned her Ph.D. in Disability Studies from Syracuse University, endeavoring to translate inclusive values into on-the-ground practices to affect transformative, systemic change.

Mrs. Michele Gardner has been a public school special educator for almost 25 years and presently serves as the Director of Special Services for the Berkeley Heights School District. She is also a long-time adjunct faculty member at The College of New Jersey in the Department of Special Education, Language & Literacy. Mrs. Gardner was the 2020 recipient of the New Jersey Association of School Administrators Special Education Administrator of the Year Award and the New Jersey Coalition for Inclusive Education’s Inclusion Honors Award.

Dr. Vroman and Mrs. Gardner have been working collaboratively for several years implementing change in inclusive practices in the Berkeley Heights Public Schools.

NJCIE Team