| Special education students had larger summer learning losses in K-4 compared to students who never had special education services, according to a new study conducted by NWEA that is believed to be the first analysis of seasonal learning patterns for students with disabilities. During some of the school years studied between 2014-19, however, students in special education grew more in math and reading achievement than their peers. These findings may help dispel concerns that special education students cannot make significant progress over one school year, said Elizabeth Barker, an accessibility research manager at NWEA and co-author of the report. Schools can support children’s academic progress by increasing summer learning experiences for students with disabilities and adopting a universal multi-tiered system of supports for all students, according to recommendations from NWEA and the National Center for Learning Disabilities. |
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