[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594876-105":59,"doc-detail-594876-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","funding-issues-and-proactive-responses-in-special-education","Funding Issues and Proactive Responses in Special Education","","Funding Issues and Proactive Responses in Special Education examines how special education funding is changing under decentralization, with emphasis on a Manitoba teacher’s experience. It analyzes policy-driven shifts requiring alignment of funding formulas, the drawbacks of multiple funding models, and the challenge of tiered funding in inclusive, diverse classrooms. It proposes proactive programming, including tiered redistribution via Response to Intervention, inclusive educator training, differentiated instruction, and universal design, while grounding decisions in students’ basic human rights.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/funding-issues-and-proactive-responses-in-special-education/594876/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/funding-issues-and-proactive-responses-in-special-education/594876.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article argue that special education funding changes are necessary?","Question",{"text":112,"@type":113},"It links funding to policy changes and evolving expectations worldwide, emphasizing that schools must re-engineer structures and practices to stay aligned with new requirements.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problems does the article identify with different special education funding models?",{"text":117,"@type":113},"It highlights that several models attach resources in ways that can isolate students, emphasize deficits and categorization, and may neglect the outcomes that funding is supposed to achieve.",{"name":119,"@type":110,"acceptedAnswer":120},"What proactive programming responses does the article suggest?",{"text":121,"@type":113},"It recommends using tiered funding levels to redistribute resources through Response to Intervention principles, training educators to implement inclusive strategies, differentiating instruction, and considering universal design for learning to support diverse classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594876,1792191062,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Funding Issues and Proactive Responses in Special Education  \nShandel Chartrand  \nAbstract  \nThis article looks at some of the issues and possible responses for funding in special education, with a focus on the author’s experiences as a special education teacher in Manitoba. Issues include making necessary changes to align funding with changes in policy, the problems associated with several different funding models, and the practicality of providing tiered levels of funding in diverse, inclusive classrooms. Programming alternatives include using tiered levels of funding to redistribute resources, training educators to implement inclusive strategies effectively, and keeping in mind the reason for a need to alter funding formulas to respect the rights ofour students.  \nFunding is complex. My new role as a resource teacher in Manitoba requires understanding the changes in funding for special educational needs, using a decentralization approach, what types of funding models are available and problems with those models, and the feasibility of providing equitable and effective funding to all students with special educational needs by using tiered funding. The changes in funding over the past 30 years have forced schools to face the“enormous cost of re-engineering existing schools, structures and practices”(Graham & Sweller, 2011, p. 942) . Several funding models are used across the world, with no agreement among educational leaders on which model is the best. The cost of delivering effective and equitable funding needs contemplation because 12-20% of the education budget in most countries is dedicated to special education (Banks, Frawley, & McCoy, 2015, p. 927) . The feasibility of providing adequate tiered funding resources to special education, when the demand seems to be increasing and budgets seem to be decreasing, is a concern. Alternative programming and redistributing funds in special education by placing students in tiered levels using the Response to Intervention (RtI) ideology, training teachers about inclusion and how to differentiate instruction for students with special needs, possibly by using universal design for learning (UDL), could be a necessary proactive response. I feel the most important consideration for funding in special education is basic human rights and recognizing that all students have the right to education.  \nFunding Issues in Special Education  \nIn recent years, there has been a movement toward the decentralization of special education in Canada and elsewhere in the world; several funding models have been used in the past, including placing students into tiered levels. Over the past few decades, special services have been provided in the regular classroom, discontinuing pullout environments (Anastasiou & Kauffman, 2009) . How to provide for students’ special educational needs in conventional schools is challenging when there is no international agreement how to do so. Reorganization is happening to support inclusive education in a profitable way, but a lack of consensus among principals and other educational leaders on the definition of inclusion has resulted in an“implementation gap” (Banks et al. , 2015, p. 938) . There are variations between the goals of the policy and real-life practices in schools (Fletcher-Campbell, 2008) . In Finland and the United States, there is a belief that changing to tiered intervention will not only stimulate inclusive education but will also lower cost by decreasing the number of special education students (Jahnukainen & Itkonen, 2016) . There are similar trends in different countries, and I feel that educators have been left with an unsolved problem and unanswered questions. The only  \ndefinite answer is that change is inevitable in the decentralization of funding formulas for special educational needs, given the change in policy and expectations worldwide.  \nSeveral funding models have been used in the past, including input funding, which directly shares out resourc","cbCaiccfYRznZb7C","https://ap.wps.com/l/cbCaiccfYRznZb7C","pdf",218592,"English","# Funding Issues and Proactive Responses in Special Education\n## Funding Issues in Special Education\n## Funding Models and Practical Challenges\n## Proactive Alternatives and Equitable Resource Use","[{\"question\":\"Why does the article argue that special education funding changes are necessary?\",\"answer\":\"It links funding to policy changes and evolving expectations worldwide, emphasizing that schools must re-engineer structures and practices to stay aligned with new requirements.\"},{\"question\":\"What problems does the article identify with different special education funding models?\",\"answer\":\"It highlights that several models attach resources in ways that can isolate students, emphasize deficits and categorization, and may neglect the outcomes that funding is supposed to achieve.\"},{\"question\":\"What proactive programming responses does the article suggest?\",\"answer\":\"It recommends using tiered funding levels to redistribute resources through Response to Intervention principles, training educators to implement inclusive strategies, differentiating instruction, and considering universal design for learning to support diverse classrooms.\"}]","Funding Issues and Proactive Responses in Special Education | PDF",1792080010,13]