Recognizing the work and importance of special education teachers.

Mr. Speaker, it gives me great pleasure to discuss H. Con. Res. 284, legislation to recognize the work and importance of special education teachers in America.

In 1972, the United States Supreme Court ruled that children with disabilities have the right to the same quality public school education as their nondisabled peers. To fulfill this promise, in 1975 the United States Congress passed the Education of all Handicapped Children Act (EHA), which we now know as the Individuals with Disabilities Education Act or IDEA, guaranteeing students with disabilities the right to a quality and appropriate public education.

It has been almost 40 years that children with special needs were granted the right and opportunity to obtain an education equal to every other child's in our country.

IDEA provides these individuals the opportunity to improve their quality of life through education while translating that to job skills in the real world.

Speaking as the parent of a child with special needs, I will always be grateful and indebted to the individuals we are honoring in today's resolution. They have dedicated their lives to improving the education of those students who begin with an intellectual or physical disadvantage than their peers.

According to the Department of Education approximately 6,600,000 children receive special education services; this is about 13 percent of our Pre-K, Elementary & Secondary student population in the United States combined.

In our school systems there are roughly 370,000 highly qualified special education teachers who wake up every day ready to educate children with special needs, while extending a hand to support the parents of these students during difficult times.

Distinct from the rest of their colleagues in the teaching profession, special education teachers work with students who have a range of disabilities that can consist of specific learning disabilities, physical impairments, speech or language impairments, autism, and other health and mental impairments.

While learning to engage and attend to every individual student's needs, special education teachers must also interact and coordinate with a child's parents or legal guardians, social workers, school psychologists, occupational and physical therapists, and school administrators, as well as other educators to provide the best quality education for their students.

In addition, these educators must produce innovative methods to maximize the learning capacity of each student, to make learning as easy as possible.

Recently I received a letter from a special education teacher in Texas,

Her name is Sunni McAsey and it reads . . .

``I pick up my students from the bus stop 15 minutes before other teachers have students arrive in their classrooms. I am responsible for these students from the minute they arrive on campus until the minute they leave. Anything that happens with these kids is my sole responsibility. My students' abilities range from the intellectual capacity of a third grader to that of a 9 month old, all in one classroom, and each lesson that I create must be meaningful to every child in the room. My relationship with each child's parents is very close and I know more about each child than any teacher who teaches non-disabled students alone. I interact daily with parents who have accepted the cards dealt to them and are supportive of my work, but I have parents who are still grieving over their child's disability. My job includes so much more than most people are aware. I am a teacher, a nurse, a counselor, a parent, a disciplinarian, and everything else for these kids 8 hours a day. Why do I do it, you wonder? Because I truly love these kids. Even the slightest little gain is a big deal that we celebrate! Every gain is worth it in these kids' lives as well as their parents . . . Sincerely a teacher who wants to make a difference''

Mr. Speaker, teachers like Sunni McAsey deserve to be recognized for their hard work and dedication to educating our youth.

This resolution is the first of its kind in Congress to recognize the dedication and hard work that these educators put into their jobs, day in and day out.

My colleagues on both sides of the aisle recognize the importance of these teachers and their everyday work.

We are approaching almost 40 years in which children with special needs were given the right to obtain the same quality education as their non-disabled peers, and it's time we honored those providing that education.

I ask all of my colleagues to support this resolution that recognizes the work and importance of special education teachers in America.

Mr. Speaker, I rise before you today in support of H. Con. Res. 284, ``Recognizing the work and importance of special education teachers.'' I would like to thank my colleague from Texas for shedding light on this very demanding and vital occupation.

Special education teachers teach students with both physical and mental impairments. A physical impairment is defined by the Americans with Disabilities Act (ADA) as: ``Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, hemic and lymphatic, skin, and endocrine.''

A mental impairment is defined by the ADA as: ``Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.''

Neither the statute nor the regulations list all diseases or conditions that make up ``physical or mental impairments,'' because it would be impossible to provide a comprehensive list, given the variety of possible impairments. However, the number of disabilities covered by the ADA continues to grow, as has the number of people diagnosed with learning disabilities. For example, it is estimated that between 3 and 5 percent of children have met criteria for diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). This represents approximately 2 million children in the United States, and means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD. In total, according to the U.S. Department of Education, approximately 6,500,000 children (roughly 10 percent of all school-aged children) receive special education services.

Mr. Speaker, it is said that ``The highest cost of an education is not getting one.'' in 1972, the United States Supreme Court ruled that children with disabilities have the same right to receive a quality education in the public schools as their nondisabled peers. Because of this ruling, special education teachers had to be prepared to handle these students and their individual needs.

Special education teachers work with children and young adults who have a range of disabilities. A small number of special education teachers work with students with severe cognitive, emotional, or physical disabilities, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, modifying the general education curriculum to meet the individual needs of the child and providing required corrective instruction. Today there are over 370,000 highly qualified special education teachers in the United States.

Special education teachers use various techniques to promote learning. Depending on

the student, teaching methods can include intensive individualized instruction, problem-solving assignments, and small-group work. Special education teachers ensure that appropriate accommodations are provided, such as having material read orally, or lengthening the time allowed to take the test for students who need special accommodations to learn the general curriculum or to take a test. In some cases, teachers also provide students with career counseling or help them learn life skills, such as balancing a checkbook.

Helping these students can be highly rewarding and gratifying for the teacher, but the work also can be emotionally demanding and physically draining. Teachers are often consumed with paper work and burdened with a heavy workload--not to mention administrative responsibilities. The teacher is responsible for assessing the student's progress toward gaining the knowledge necessary to pass the course as well as consider the students' progress coping with their learning disability.

I applaud the steadfastness of all teachers for their diligence in teaching our youth and preparing them for the future. I am grateful for special educational instructors, who not only must deal with the curriculum of a classroom, but must also manage all of the other factors that may impede learning. Because of this, I strongly support H. Con Res. 284 and I encourage my colleagues to join me.

Mr. Speaker, I move to suspend the rules and agree to the concurrent resolution (H. Con. Res. 284) recognizing the work and importance of special education teachers, as amended.

Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Concurrent Resolution 284 into the Record.

I yield myself such time as I may consume.

Mr. Speaker, I rise today in support of House Concurrent Resolution 284, which recognizes the work and importance of special education teachers in our public education system. They serve a unique role in our country's schools, and their hard work equips students with disabilities with high-quality instruction and important lifelong skills.

The historic ruling in Mills v. Board of Education of the District of Columbia ruled that all students with disabilities must be offered a public education regardless of the cost, and it was critical in setting the stage for our current special education system. Today, the Individuals with Disabilities Education Act upholds this legacy by working to ensure the education of all students with disabilities. It is important for us to continue working towards equal access to education for more than 6.6 million American students.

More than 370,000 dedicated, hardworking, and highly professional special education teachers currently serve our Nation's students. These teachers educate students with many different disabilities, helping those with learning disabilities, autism, combined deafness and blindness, traumatic brain injuries, hearing, visual, speech, language or orthopaedic impairments, and other types of health impairments. Through specific training and teaching practices, special educators can help these students learn regardless of their physical barriers.

Special educators have earned and rightfully deserve our recognition. They dedicate their time and professional careers to serving students who need specific and individual education plans not offered by a traditional education setting. Special education teachers also recognize that these students are no less deserving than any other students of a high-quality public education. For these reasons and many others, special education teachers are particularly special public servants.

Mr. Speaker, I want to thank Representative Sessions for introducing this resolution.

Once again, I express support for House Concurrent Resolution 284, which will recognize the immense contributions of America's special education teachers. So I urge my colleagues to support this resolution.

I reserve the balance of my time.

Mr. Speaker, in closing, among the cadre of our educators all across our country who deserve our thanks and recognition, our special education teachers occupy a particularly special place.

I urge my colleagues to support this resolution.

I yield back the balance of my time.

Mr. Speaker, on that I demand the yeas and nays.

Mr. Speaker, I rise today before you, expressing my strong support for H. Con. Res. 284, appreciating the work and recognizing the special education teachers of our nation.

First, I would like to thank Congressman Pete Sessions of Texas and all of the co-sponsors, for recognizing these important people in our education system. I would also like to extend my gratitude to Chairman George Miller and Ranking Member John Kline of the Committee on Education & Labor for supporting this resolution. This bill recognizes the profound dedication that these teachers have for their students, and the general community.

I would like to commend our special education teachers for continuing a phenomenal job. Not only do I respect their enduring patience and commitment, I applaud them on how much they have contributed to their local education systems. On a daily basis, these individuals must be able to motivate their students and push them past their limitations, and at the same time help them to mature and become productive members of society.

Not only have these teachers helped the many special needs students to achieve in school, but they have also formed a support system for the many parents and families. They are the warm counsel to the students and their loved ones. They are entrusted to help the students succeed in their education. These teachers continue to encompass a genuine and dedicated work ethic.

In American Samoa's education system, we have implemented a significant amount of special education programs into our schools. Importantly, we have integrated the special needs students in the mainstream education system. I would personally like to commend those teachers, for their enthusiasm and effort with our children. We, as the Congress, must continue to provide the tools and support for the special needs teachers and their students, especially during these times of economic strife.

We are reminded that in 1972 the United States Supreme Court granted children with disabilities with the same right to receive `quality' education. Without our special education teachers and the efforts of many others to provide for the children with special needs, this clearly would not have been possible.

Even as these individuals are faced with maybe, the most emotional and mentally stressful challenges, their continuous work in fostering and assisting our children is inspiring.

I strongly urge my colleagues to pass this resolution.

Mr. Speaker, I rise today in support of H. Con. Res. 284, introduced by Representative Sessions, which recognizes the hard work and importance of special education teachers.

In 1972, the U.S Supreme Court ruled that people with special needs or disabilities had the same right to the quality education in public schools as their nondisabled peers. This monumental case changed the way we view children with special needs as well as the increased need for teachers who are certified for educating children with special needs. Actually, today, about 10 percent of all school-aged children receive special education services. This number shows the necessity and importance of special education teachers nationwide.

It takes an exceptional person to educate children with disabilities. Special education teachers have to adapt to a wide variety of needs ranging from children who have autism, hearing and seeing impairments, and even orthopedic impairments. Special education teachers have to come up with individual-specific plans for each child enrolled in their class, tailored to help children reach their full learning potential. Special education teachers must possess unique characteristics including extreme patience, organization capabilities, and the ability to understand each individual's needs. What makes these unique characteristics and hard work of these educators especially significant is the fact that they help improve the lives of the neediest amongst us, the special education students. Therefore, it is evident that these special education teachers' hard work and dedication is truly deserving of the appreciation that Congress offers within H. Con. Res. 284.

DeKalb County School System located in the Fourth District of Georgia has a history of focused care and concern for students with special needs. In fact, DeKalb County School System has an internationally recognized Exceptional Education and Support Services Division that provides a support system for the students with special needs as well as for their parents. I am proud of programs within my district, such as this support division, that help special education teachers by giving them the option to offer this support system to their students. I want to personally thank the special education teachers in my district and across the United States.

I urge my colleagues to support this important resolution.