In Northeast Portland, the ongoing strike by Portland Public Schools (PPS) teachers has left families of special education students increasingly worried about the impact on their children's education. As negotiations between the district and the teachers' union continue to focus on issues such as compensation and class sizes, changes to special education have remained somewhat overlooked.

Among the concerned parents is Becky Windom, whose son Leo, a third-grade student at Alameda Elementary School, has 18p deletion syndrome, a rare chromosomal disorder. Leo's daily routine, full of excitement for school, has been disrupted by the strike. While he still wakes up at 6 a.m., now he asks for his iPad, as the lack of classroom structure has led to increased screen time. Windom, like many other parents, is worried about the impact on Leo's learning and emotional well-being.

The strike, which began on November 1st, has resulted in 11 days of missed school for students and 13 days without pay for educators. However, recent concessions from the union regarding class size costs have offered hope for a potential resolution. Despite this, PPS has already announced that students will not return to school until November 27th at the earliest.

The prolonged strike has left special education families even more concerned, as issues related to their children's needs have not received enough attention in the negotiations. Teachers have been emphasizing the increased behavioral and academic needs of students since returning to in-person learning after COVID-19 closures. The urgent need for additional support and funding has become increasingly apparent.

The Portland Association of Teachers initially proposed class size caps for self-contained classrooms, like Leo's, at 10 students. However, they later withdrew this proposal, instead seeking higher overage pay for special education teachers. Under their new proposal, special education teachers would receive a 5% salary increase for each additional student placed in their classroom beyond 11.

The district's counterproposal includes lower overage pay and sets the threshold at which it would kick in at 30 students for elementary school teachers, 31 for middle school teachers, and 32 for high school teachers. Despite these differences, there are some areas of agreement, such as providing time for special educators to meet with families and creating designated spaces for students in crisis.

Special education families are finding it challenging to navigate the uncertainty of when their children will return to normal school routines. Laura Jacobson, a parent of a second grader with Fragile X syndrome, expresses concern about her son's increased screen time and the isolation he feels from being away from his teachers and aides. Parent Hannah Ford, whose nonverbal third grader has also been affected by the strike, emphasizes the need for services and resources for special education students.

While acknowledging the importance of fair pay for teachers, parents are urging both parties to find a resolution that prioritizes the needs of students. The strike has highlighted the urgency of addressing the funding and support deficiencies in special education, and parents hope for a more sustainable system that can better serve their children.

As negotiations continue, special education families eagerly await news of a resolution that will allow their children to return to their much-needed educational routines. Until then, they will continue to advocate for the support and resources necessary for their children's success.