In Arizona, families of children with disabilities are encountering significant challenges in accessing appropriate educational services. Long delays in securing Individualized Education Programs, shortages of specialized staff and insufficient classroom support are prevalent issues.
Consequently, some schools are directing families toward private programs or homeschooling because of the limited resources, leaving students with learning challenges at risk of falling behind academically and parents struggling to navigate a complex system.
Challenges in special education
The shortage of qualified special education teachers is a pressing concern in Arizona. As of September 2023, the Arizona School Personnel Administrators Association reported approximately 25.4% of special education teacher vacancies remained unfilled, and 52.2% were filled by individuals who did not meet standard certification requirements.
This shortage has led to increased caseloads for existing staff and compromises the quality of education for students with disabilities.
"Many of our educators also feel that special education is consistently deprioritized when it comes to staffing and resource allocation," said AEA President Marisol Garcia. "Low salaries — especially in rural and underserved communities — are a major obstacle to recruiting and retaining qualified professionals."
The impact of these shortages is evident in the experiences of educators. Latasha Adkisson, a dedicated special education teacher, expressed her concerns.
"Due to the shortages, behaviors and overcrowding of caseloads and classrooms, teachers are quitting the whole profession," Adkisson said. "This is when we are hiring anyone to work in the classrooms because we need a body. This saddens me because I have invested thousands of dollars into myself and my education, and others do not take it seriously. Just like the medical field, we should have certified people teaching our children and the future."
Funding inadequacies further exacerbate these challenges.
In fiscal year 2023, Arizona increased special education formula funding by $100 million. Despite this increase, the demand for services continues to outpace available resources, leading to insufficient support for students with disabilities.
The process of obtaining an IEP is also fraught with delays. Federal regulations mandate evaluations must be completed within 60 days of receiving parental consent. However, Arizona state rules specify if a parent requests an evaluation, the school must, within 15 school days, either begin the evaluation or provide written notice refusing to conduct it.
Despite these regulations, many parents report waiting months for evaluations, delaying critical support for their children.
Voices from the classroom
Adkisson, who has worked in both Wisconsin and Arizona, described stark differences in expectations and teacher support.
“In Wisconsin, there’s a cap on caseloads, and teachers are paid more," she said. "You need at least a (bachelor's degree) to teach. In Arizona, you just need a high school diploma. That’s offensive to those of us who went to school and are buried in student loans.”
For educators like her, the pressures go beyond the school day.
“Special education teachers are taking work home and working after hours or on the weekends,” she said. “There is no time in the day to meet all the minutes, and at least four days a week we have meetings after school.”
Despite designated planning time — such as "non-instructional Wednesdays" — staff are often pulled away.
“We’re supposed to get paperwork done on those days, but we usually have to sub or attend district PDs. You can’t really rely on that time.”
When asked whether Arizona schools are meeting special education needs, she responded, “To the best of their ability with the resources that are available. Should or could we do better? Absolutely.”
She also noted the Empowerment Scholarship Account program is reshaping enrollment patterns. Once parents got themselves educated with ESA and the benefits, they pulled their students — whether they had disabilities or not.
Meanwhile, public schools are seeing an increase in more complex cases. This includes medically fragile students and those with severe autism entering the system at later ages, often without previous school experience.
"What I’ve seen an increase of is students who are medically fragile and/or have severe autism coming into the schools at ages 5 to 7, who have never attended school,” said Adkisson.
Staffing support positions is another struggle according to Adkisson. “The behavior challenges and pressure on assistants and class helpers make it hard to keep them. They may last a week or two. Plus, the pay is often below minimum wage. No one can live off what they’re offering.”
Teacher burnout
Garcia said lower pay and lack of resources has many special education teachers opting out. Cuts in federal funding aren't helping either.
"Special education staffing in Arizona is in a state of crisis," Garcia said. "Educators are overwhelmed, underpaid and operating with a fraction of the resources they need to meet student needs. Arizona schools depend on federal funding to keep special education programs afloat, and many of our educators are anxious about President Trump’s threats to take that funding away."
State Superintendent of Public Instruction Tom Horne recently announced a new partnership with mental health care provider Cartwheel, to bring students and families in Arizona’s rural counties better access to mental health support using telehealth.
According to his press release, "Phoenix Children’s experts have said that almost 90% of Arizona’s communities have a shortage of mental health providers, placing the state in the bottom third of the United States. Additionally, a 2021 study by the Arizona Department of Health Services showed more than one third of Arizona teens reported having poor mental health."
While this program will help some rural students, there are still challenges to face in larger districts.
Proposed solutions
Garcia, of the AEA, said solutions are multifaceted, but they all begin with educators having a seat at the table.
"Strengthening special education programs starts with a seat at the table for Arizona’s educators," Garcia said. "Too often, our educators are only consulted after decisions have been made. When administrators are intentional about bringing educators into the decision-making process, we see more inclusive classrooms, stronger schools, and better retention."
While teacher-prep programs can be a source of learning, it must come with support from district officials inside and outside the classroom, Garcia said.
"Unfortunately, we’ve seen examples of administrators who discourage educators from pursuing special education credentials because they know their schools don’t have the resources to support early-career development within the special education track," she said.
Better wages and more classroom support early in teachers' careers will also help, Garcia said.
Other strategies should also be included in these discussions, including:
- Increased funding and enforcement of IEP timelines: Allocating more funds for special education specialists and enforcing stricter timelines for IEP evaluations can ensure timely and adequate support for students.
- Mobile Special Education Advocacy Units: Establishing units similar to legal aid services can provide free assistance to parents advocating for appropriate services, helping them navigate the complex special education system.
- Peer-inclusion programs and teacher training: Implementing peer-inclusion programs can promote integration, while comprehensive training on adaptive learning strategies can equip teachers to better support students with diverse needs.
Programs like Project OASIS at Arizona State University are piloting inclusive educational approaches that integrate special education services into general education settings. These models aim to move beyond labeling to promote a more inclusive learning environment.
Arizona’s special education system is stretched thin. While districts are doing their best, the current infrastructure is not sustainable. Students aren’t being left behind because educators don’t care, but because the system lacks the infrastructure, funding, staffing and vision to meet modern demands.
Addressing these challenges requires a multifaceted approach, including increased funding, policy reforms and community-based initiatives, to ensure that all students receive the education they deserve.
Editor’s note: A grant from the Arizona Local News Foundation made this story possible. The foundation awarded 15 newsrooms to pay for solutions-focused education reporters for two years. Please send your comments to AzOpinions@iniusa.org. We are committed to publishing a wide variety of reader opinions, as long as they meet our Civility Guidelines.
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