[Congressional Record (Bound Edition), Volume 156 (2010), Part 8]
[House]
[Pages 11791-11794]
[From the U.S. Government Publishing Office, www.gpo.gov]




                 RECOGNIZING SPECIAL EDUCATION TEACHERS

  Ms. HIRONO. 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.
  The Clerk read the title of the concurrent resolution.
  The text of the concurrent resolution is as follows:

                            H. Con. Res. 284

       Whereas, 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 and, in 1975, the United States Congress 
     passed Public Law 94-142 guaranteeing students with 
     disabilities the right to a free appropriate public 
     education;
       Whereas, according to the Department of Education, 
     approximately 6,600,000 children (roughly 13 percent of all 
     school-aged children) receive special education services;
       Whereas there are over 370,000 highly qualified special 
     education teachers in the United States;
       Whereas the work of special education teachers requires 
     them to be able to interact and teach students with specific 
     learning disabilities, hearing impairments, speech or 
     language impairments, orthopedic impairments, visual 
     impairments, autism, combined deafness and blindness, 
     traumatic brain injury, and other health impairments;
       Whereas special education teachers are dedicated, possess 
     the ability to understand a diverse group of students' needs, 
     and have the capacity to be innovative in their teaching 
     methods for their unique group of students and understanding 
     of the differences of the children in their care;
       Whereas special education teachers must have the ability to 
     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;
       Whereas special education teachers help to develop an 
     individualized education program for every special education 
     student based on the student's needs and abilities; and
       Whereas these unique individuals dedicate themselves so 
     special education students are prepared for daily life after 
     graduation: Now, therefore, be it
       Resolved by the House of Representatives (the Senate 
     concurring), That the Congress--
       (1) recognizes the amount of work it requires to be a 
     special education teacher; and
       (2) commends special education teachers for their sacrifice 
     and dedication while providing the quality life skills to 
     individuals with special needs.

  The SPEAKER pro tempore. Pursuant to the rule, the gentlewoman from 
Hawaii (Ms. Hirono) and the gentlewoman from Illinois (Mrs. Biggert) 
each will control 20 minutes.
  The Chair recognizes the gentlewoman from Hawaii.


                             General Leave

  Ms. HIRONO. 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.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentlewoman from Hawaii?
  There was no objection.
  Ms. HIRONO. 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

[[Page 11792]]

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.
  Mrs. BIGGERT. I yield myself such time as I may consume.
  Mr. Speaker, I rise today in support of House Concurrent Resolution 
284, recognizing the work and importance of special education teachers.
  Special education teachers work with children and youth who are 
facing a variety of disabilities. Some special education teachers work 
with students with severe cognitive, emotional or physical 
disabilities, primarily teaching them life skills and basic literacy. 
Many special education teachers work with children with mild to 
moderate disabilities, using or modifying the general education 
curriculum to meet a child's individual needs and providing required 
remedial instruction.
  These gifted educators work with students who are struggling with 
speech or language impairments, intellectual disabilities, autism, 
combined deafness and blindness, traumatic brain injury, and many other 
health impairments.
  Special education teachers design and teach appropriate curricula, 
assign work geared toward each student's needs and abilities, and, of 
course, grade papers and homework assignments. They are involved in a 
student's behavioral, social and academic development, helping each 
student to develop emotionally and to interact effectively in social 
situations. Preparing special education students for daily life after 
graduation is also an important aspect of the job.
  Special education teachers help general educators adapt curriculum 
materials and teaching techniques to meet the needs of students with 
disabilities. They coordinate the work of teachers, teacher assistants 
and related personnel, such as therapists and social workers, to meet 
the individualized needs of the student within inclusive special 
education programs.
  Whether teaching a class of special education students or working 
with individual students in a general classroom, special education 
teachers ensure that all students have access to a quality education. 
Today, we salute them for their commitment and dedication.
  I support this resolution, and I ask my colleagues to do the same.
  I yield back the balance of my time.
  Ms. HIRONO. 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.
  Mr. SESSIONS. 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.

[[Page 11793]]

  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. JOHNSON of Georgia. 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.
  Ms. RICHARDSON. Mr. Speaker, I rise today in support of H. Con. Res. 
284, which recognizes the important role that special education 
teachers play in our Nation's schools. I thank my colleague, 
Congressman Sessions for introducing this resolution.
  In 1972, the United States Supreme Court ruled that children with 
disabilities have the same right to receive a quality education as 
their nondisabled peers. Today, approximately 10 percent of our student 
population receives special education services.
  It truly takes a special person to work with our special needs 
students. These teachers often work well beyond the normal school day 
in designing individualized lesson plans for their students. Special 
education teachers have a tremendous amount of patience, flexibility, 
and creativity in dealing with special needs students. These teachers 
must also be able to adapt their teaching styles to accommodate the 
unique behavioral, social, emotional, or physical needs of their 
students.
  Mr. Speaker, I would personally like to recognize the approximately 
955 special education teachers in Los Angeles County. These individuals 
work extremely hard to provide a quality education to over 6,500 
special education students. These extraordinary individuals work 
tirelessly and without complaint in trying to achieve successful 
outcomes for their students.
  Lastly, Mr. Speaker, we should pay tribute to the special education 
aides that assist the teacher in the classroom. These individuals are 
often overworked and underpaid and are frequently underappreciated for 
the positive contributions they make to our special needs students.
  Mr. Speaker, I urge my colleagues to join me in supporting H. Con. 
Res. 284 in recognizing the important role that special education 
teachers play in our schools.
  Mr. FALEOMAVAEGA. 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.
  Ms. JACKSON LEE of Texas. 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

[[Page 11794]]

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. HIRONO. I yield back the balance of my time.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentlewoman from Hawaii (Ms. Hirono) that the House suspend the rules 
and agree to the concurrent resolution, H. Con. Res. 284, as amended.
  The question was taken.
  The SPEAKER pro tempore. In the opinion of the Chair, two-thirds 
being in the affirmative, the ayes have it.
  Ms. HIRONO. Mr. Speaker, on that I demand the yeas and nays.
  The yeas and nays were ordered.
  The SPEAKER pro tempore. Pursuant to clause 8 of rule XX and the 
Chair's prior announcement, further proceedings on this motion will be 
postponed.

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