A serious concern is growing within California’s education system regarding the educational experiences of students with extensive support needs. These students, who often require consistent assistance with physical, communication, or social challenges, may not be receiving the mandated instructional minutes as outlined by the California Department of Education. Furthermore, recent research suggests a stark reality: special education teachers may be spending as little as 20% of their day on direct instruction, with paraeducators and other service providers delivering the majority of student support. This raises significant questions about the true implementation of the Individuals with Disabilities Education Act (IDEA) in schools.
Educators Sudha Krishnan and Sara Caniglia-Schulte from San Jose State University have brought this issue to the forefront through their observations and research. One particularly concerning observation involved a special day class where, instead of focused learning, students were largely left to their own devices. Paraprofessionals sat around the perimeter of the room while students engaged in unstructured activities: some used computers independently, one lay on an exercise ball, another repeatedly asked staff “What’s next?” while holding his visual schedule, and others simply paced the classroom. This scene paints a picture of significant downtime, raising serious concerns about lost learning opportunities.
While separate special education classes are often considered crucial for providing individualized support and education for students with extensive support needs, research indicates that these students may spend substantial parts of their school day engaged in non-instructional activities. These activities can range from extended periods of free play, choice time, and movie viewing to other activities unrelated to academic instruction.
It’s important to acknowledge that students with extensive support needs often have diverse needs related to cognition, sensory processing, physical abilities, and communication. These diverse needs necessitate frequent breaks and a more flexible classroom environment. However, a crucial question arises: where is the line between necessary breaks and excessive downtime? Instructional time is equally vital in special education classes, as it provides the foundation for learning and acquiring new skills.
Dr. Krishnan, with over 18 years of experience teaching in special day classes for students with extensive support needs, offers valuable insight into the challenges of maintaining consistent instruction. She highlights the numerous distractions inherent in the special day class environment. Disruptive student behaviors, including interruptions, loud noises, screaming, and interpersonal interactions, can frequently divert attention from instruction. In some cases, extreme behaviors may even require evacuating the classroom to ensure everyone’s safety. Additionally, scheduled breaks for paraeducators can lead to periods of unstructured time, as the remaining staff are primarily focused on supervision rather than instruction. Regular interruptions from service providers, such as speech therapists, psychologists, occupational therapists, and physical therapists, further fragment the school day, whether therapy is conducted in the classroom or in separate offices. Even logistical issues like bus delays at the beginning of the school day or early dismissals to accommodate bus schedules at other schools can significantly reduce instructional time. Research consistently demonstrates that such interruptions and distractions significantly disengage students and decrease valuable instructional time.
Moreover, excessive unstructured time can present unique challenges for students with significant disabilities. Research consistently shows that students benefit both academically and behaviorally when meaningfully engaged in learning. Without proper guidance and supervision, students may engage in unproductive or potentially harmful behaviors. Prolonged periods of free time without meaningful choices or structured activities can lead to boredom, frustration, and disengagement, ultimately hindering their overall development and progress. Furthermore, limited access to structured learning activities can impede academic progress and skill development, potentially widening educational disparities and preventing students from reaching their full potential.
However, there are practical strategies educators can implement to address this issue. Structuring free time to include peer models for games or other activities can improve interactive play skills. Incorporating preferred activities that require fine or gross motor skills can increase engagement and provide valuable movement opportunities. Even simply allowing students access to outdoor spaces can improve student performance throughout the day. Providing simple visual schedules and structured activities can empower students to use their free-choice time more meaningfully.
This situation underscores the urgent need for more research and closer scrutiny of the amount of instructional time spent in special day classrooms for students with extensive support needs, as well as the level of student engagement during that time. If parents can demonstrate that the school district has failed to provide the instructional minutes outlined in their child’s Individualized Education Program (IEP), they may be entitled to compensatory education funded by the district, which can have significant financial implications. Current research in this area has raised profound equity questions and challenged the fundamental design of special education.
It is time to confront these realities directly and critically examine whether the current special education system is designed in a way that inadvertently leaves some of its most vulnerable students behind.
This article is based on the commentary “Too much downtime, too little learning in special day classes” by Sudha Krishnan and Sara Caniglia-Schulte, published by EdSource.