Loyola considers changes to special education program

Weeks after the recent Program Array Review, Loyola’s School of Education held preliminary conversations in September about sunsetting the long-running Special Education major from its list of academic offerings. 

While no official decision has been made, Krolikowski Endowed Research Professor Hank Bohanon said the tentative talks involve low enrollment, which has been a university-wide issue, The Phoenix previously reported. 

Bohanon is an expert in special education, overseeing Loyola’s undergraduate program in its current form. The major’s low enrollment reflects a national shortage of special educators across the country, Bohanon said.

The lack of qualified special educators is detrimental to students with disabilities, as these individuals consequently experience non-prioritized, insufficient or nonexistent access to specialized instruction, according to the Learning Disabilities Association of America. The LDAA acknowledged when special educators leave their positions, so do the advocacy efforts surrounding school-wide implementation of special education.

Bohanon acknowledged the university’s attempts to navigate the challenges surrounding the field, which not only show a lessened interest in special education but also a lower retention rate of licensed special educators. 

“When you have enrollments at that level, what is the best way that we can support special educators getting into the field?” Bohanon said. “Are there ways we can expand what we’re doing to reach even more people?”

Loyola’s special education program has shown extremely low numbers, with the current graduating chapter having only one student, according to Bohanon.

To address the challenges, the School of Education participated in a new alternative to support working professionals — a partnership with the U.S. Department of Labor called the Workforce Innovation and Opportunity Act.

Bohanon explained how the initiative is designed to support working teaching assistants in pursuing a degree in Special Education.

 “They can learn while they earn, and they don’t have to leave the classroom,” Bohanon said.

The collaborative initiative between the Department of Labor and the Illinois State Board of Education is designed to assist teacher’s aides wanting the necessary LBS1 endorsements — Licensed Behavioral Professional credentials — to run their own special education classrooms. It will also recognize the financial pressures which may prevent working class adults from returning to higher education, according to Bohanon. 

“Because they’re going from one certification to another, they can qualify for funding from the county to pay for tuition,” Bohanon said. “We have 26 people enrolled, so it’s big.”

Amidst the teacher shortage, having programs dedicated to keeping special education assistants and educators in the realm of special education is integral to combat these shortages, according to Brookings. 

The School of Education will continue offering an undergraduate minor in special education and a master’s level program in the discipline. If the program is sunset, current special education majors will still graduate with their degree and licensure in the subject, according to Bohanon. 

While special education content is built into every undergraduate program within the School of Education, Bohanon noted slight discrepancies for students pursuing the minor. Students will still receive their LBS1 endorsement as a result, though less courses are required.

“Students take part of the special education classes, but not all of them,” Bohanon said. “The major allows you to go more in depth in many ways, and specialize in certain areas.”

He said students majoring in special education spend more time in low-incidence classrooms — individualized instructional spaces designed to support students with disabilities — and other models within their education, while students minoring in special education have a less in-depth classroom experience. 

All students in low-incidence cluster classrooms identify as having a disability, meaning each participant has an individualized education program identifying their required supports.

“Many of them, say 70%, end up staying in general education classrooms, so they may not ever become special education teachers but [they] are more effective at supporting all kids that come to their class,” Bohanon said. 

The potential removal of the major is a choice that doesn’t sit well with second-year history and secondary education major Aidyn Jones. Jones said the education department would also be losing the Bilingual/Bicultural Education major to cuts.

“We have the special education sections of our classes, but if you have a student who’s trying to get deeper in depth with it, they can’t anymore if the program is done,” Jones said. 

Although Jones isn’t a special education major, she said the university’s communication regarding the potential decision has felt inadequate.

“I feel like we definitely have a right to know what’s going on because it’s our future,” Jones said. “We’re talking about how future teachers are policy advocates, and by not including us in these conversations, you’re taking away our access to know about these policy changes.”

The Vice Provost’s Office said an official list of modified or discontinued programs hasn’t come because the program removal process is complex and quick to cause confusion, The Phoenix reported. 

“Honestly telling people, ‘Hey, if you have an interest in this you need to show it, or we won’t have programs like this going forward,” Jones said. “At the end of the day, educators care, and cutting programs that help them be more knowledgeable in caring is detrimental to the field of education.”

Second-year secondary education and mathematics major Sky Elser said she shared a similar viewpoint about the unofficial decision and is pushing for more communication from the university. 

“Special education is something that matters for every major within the School of Ed because every teacher is going to have students in their class with diverse needs,” Elser said. “I haven’t felt very in the loop, it’s kind of just been people telling me and that’s how I find out about it.”

Elser said low enrollment isn’t an entirely valid argument to justify complete removal of the major.

“Sure, there’s less enrollment in that program than certain other majors, but it doesn’t mean it should be cut altogether,” Elser said. “Just because there’s low enrollment doesn’t necessarily mean people don’t want to pursue it as a major.”

Sandy Hug, a 1995 special education alum from Loyola, said she’s never received alumni engagement opportunities that would promote the major to prospective students, making her doubt Loyola’s efforts to maintain enrollment.

“I’m curious what the recruitment looks like, because I haven’t been reached out to or anything,” she said. “I don’t think the five choices of degrees within the School of Education have been strongly encouraged, if I’m being honest.”

Hug spoke more on the program update through her lens as a current special educator, noting the university’s potential decision to sunset her former program.

“I think you’re missing the boat people, if you’re really wanting to offer free and appropriate education for all,” Hug said. “We’re in a high-need situation and we always will be, why aren’t we a part of the solution?”

Hug said she wants more recruitment efforts to be made, and expressed how explicit communication is a necessary step to try and boost enrollment numbers.

“I’m wondering if anybody in the elementary or secondary ed programs has been approached about, ‘Hey, would you like a double major in special education?’” Hug said.

Still, Bohanon said the School of Education is still dedicated to supporting students who want to pursue a career in special education. He expressed his desire to continue supporting pre-service special educators despite current difficulties surrounding the program.

“If there’s ways we can improve the current program experience, I’m open,” Bohanon said. “We’re really committed to our students, and nothing changes, regardless of what happens.”