Chiyo Tokizawa

EDUCATION

The theme of this leadership conference—"building bridges"—is fitting.

Today, I'd like to talk with you about how the Administration and the Department of Education are continuing to support education reform and success for all students in the second term.

Much of this work depends upon building a strong bridge for students that supports them in their journey from cradle to career.

As all of you know, children with disabilities are a part of, not separate from, the general education population. Special education—ensuring that every student is provided with quality services that meet his or her unique needs—both complements and strengthens all education reform initiatives.

We know that a great amount of work still needs to be done to improve educational outcomes and results for the over six million children with disabilities.

Every child, regardless of income, race, background, or disability can learn and must learn. And, our system of education—spread across 50 states, 15,000 school districts, and 95,000 schools—must embrace this core belief every day in every possible way. If our children are not learning, then we, as adults, have failed.

That is why educators, advocates, parents, and policymakers need to make sure that students with disabilities have access to the general curriculum and are held to the same, high standards as their non-disabled peers.

We can work toward this by: creating a culture of high expectations; ensuring students with disabilities have full access to college- and career-ready learning opportunities and assessments; and supporting students with disabilities so that they may excel in the general curriculum for college and career success.

It's critical for schools to prepare all of their students for success in one society, not a general ed society and a separate special ed one. That world, thankfully, simply doesn't exist.

That's also why it's critical that everyone in this room—and around the country—continues to highlight the devastating impact of sequestration.

Sequestration cut special education funding by nearly $600 million, forcing onto states and districts the cost of approximately 7,200 teachers, aides, and other staff supporting students with disabilities. It's not fair to you, and it's not fair to our children. We need you in this fight. Your voices must be heard.

Too many politicians here in Washington believe education is an expense that can be cut in tough economic times. I believe education is an investment—the best investment we can make—especially in tough economic times.

Through the President's Preschool for All plan, we have an opportunity to give every child in America an equal chance to succeed.

For the past several weeks, I've traveled the country talking to educators; parents; business, military, and faith leaders; and community members about the importance of early learning. My message to you is the same.

Studies show that children who have less access to quality early education are less likely to enter school prepared to learn and thrive.

High-quality preschool ensures children have a strong start that leads to higher graduation rates, increased employment, less likelihood of being involved in crime or relying on public assistance, and better jobs at higher salaries.

The Individuals with Disabilities Education Act has a long, successful history of ensuring that infants, toddlers and preschoolers with disabilities have access to early education services. We will use what we have learned from those programs as we move forward in supporting the development of high-quality preschool programs for 4-year-olds.

Currently, of the nearly 746,000 preschool children served in IDEA-funded preschool programs, about 35 percent are in segregated settings. We want to see all children participating fully in quality, inclusive programs.

Preschool for All will result in many more inclusive early education options for preschoolers with disabilities. The availability of more good programs also will help to identify children with disabilities earlier, so that they can receive strong supports for learning from the start.

Finally, high-quality preschool will also mean fewer children will be placed in special education in the first place, as they enter kindergarten with their academic and socialization skills intact.