Idaho ‘schools are not medical centers,’ but special needs must be met | Opinion
Every day, I have the privilege of working alongside families navigating special education and related services in my role as education director at Idaho Parents Unlimited. As both a professional and a parent, I see how policies shape the day-to-day realities for students with disabilities. Our role at IPUL is neutral; we advocate for the systems that impact the families we serve. We educate on the issues, which is an important distinction that allows us to remain a trusted resource for families across Idaho.
Many families today are feeling caught in the middle of ongoing discussions about special education funding and the role of schools in supporting students with complex needs. Schools are working to meet their responsibilities under the Individuals with Disabilities Education Act, which guarantees students with disabilities a free and appropriate public education.
Guaranteeing a free and appropriate public education doesn’t mean every student is educated in the same way. It means each student receives the services and support necessary to make progress and access the benefits of public education.
It’s important to remember that students receiving special education services are, first and foremost, general education students. Special education is not a place, it is specialized instruction and support designed to help students participate in learning alongside their peers.
In recent legislative discussions, some policymakers have emphasized that “schools are not medical centers.” That distinction reflects a real and important boundary. Public schools exist to educate students — all students. For some students to access their education, certain services must be provided in the school setting. Under the Individuals with Disabilities Education Act, these can include related services like speech therapy, occupational therapy, nursing and behavioral support, among others.
Some students’ medical needs are closely intertwined with their ability to access their free and appropriate public education. Without trained staff and specialized support, these students could not attend or participate in school safely. Others need accessible materials, such as braille or large-print texts or even full-time ASL interpretation, to fully engage with the curriculum.
These services are expensive, but they are critical to ensuring students can participate, learn and make meaningful progress. Without them, students are at risk of falling behind, not because of their abilities, but because the tools and services they need to learn are not available to them.
Families also face challenges when home and community-based services, including healthcare and therapies, are reduced or unavailable. These early intervention programs are designed to help our children succeed outside of school, but when they are limited, the needs do not disappear, they move elsewhere. Because IDEA mandates these services for students with disabilities, schools may face additional pressure on teachers and staff who are already stretched thin.
It is also important to recognize that federal funding for IDEA has never reached the level originally intended by Congress. Recently, Idaho legislators introduced House Joint Memorial 11, urging Congress to fulfill its long-standing commitment to fund 40% of special education costs. This reflects a shared understanding that funding gaps influence how services are delivered at the local level.
Education, health care and community-based services are deeply interconnected. When one system shifts, others are impacted. Changes to home and community-based services, for example, can shift reliance on schools in ways that may not have been intended.
These are not simple issues and they do not have simple solutions. But what remains constant is the shared goal of ensuring that students with disabilities can access their education with the support they need to be successful.
As Idaho continues this conversation, it is important to consider how decisions across multiple systems impact public schools, students and families in real, everyday ways.
Melissa Vian is education director at Idaho Parents Unlimited.