In 2025, the world commemorates a significant milestone in special education: the 50th anniversary of the Individuals with Disabilities Education Act (IDEA). This legislation, first enacted in 1975, has transformed educational opportunities for students with disabilities. Throughout the year, Boston 25 News is spotlighting the accomplishments of students and educators while shedding light on the ongoing challenges faced by young people with special needs in Massachusetts. One such story comes from the Kevin O’Grady School in Beverly, where success is measured not by traditional academic achievements but by the progress each student makes in their own unique way.
A Transformative Program at the Kevin O’Grady School
In the heart of Beverly, Massachusetts, lies the Kevin O’Grady School, a beacon of hope for children with special needs. For Shannon Perry of Danvers, this school has been a lifeline for her 9-year-old daughter, Mary, who has cerebral palsy and is non-verbal. Since joining the program at age three, Mary has made remarkable strides, learning to use her right arm to communicate and expressing herself through smiles and subtle movements. The school’s focus on inclusion and belonging has provided Mary with an environment where she thrives.
Fran Rosenberg, Executive Director of the Northshore Education Consortium, emphasizes that every child deserves a great education, one that fosters a sense of belonging and understanding. However, despite the successes, challenges persist. Massachusetts faces a capacity issue, particularly for children with behavioral disorders, social-emotional issues, and severe autism. A workforce shortage exacerbates the problem, leading to waitlists for essential programs. According to a recent survey, nearly all of the state's 24 special education collaboratives have students waiting for placement, with 489 children either on waiting lists or declined altogether.
Advocacy for Change
Rosenberg and advocates are urging lawmakers to reassess funding allocation to ensure all children receive the education they deserve. Currently, special education funding primarily relies on local resources, which can lead to competition between different groups of students. By increasing state reimbursement for local districts, more vital resources can be expanded, benefiting children like Mary. As Shannon Perry reflects, “This is the place where Mary is just like everybody else. She fits in, and she thrives.”
The journey of special education over the past five decades has been marked by progress and challenges. While celebrating the achievements of students and educators, it is crucial to address the systemic issues that still hinder access to quality education for all children with disabilities. Through continued advocacy and support, we can create a future where every child has the opportunity to reach their full potential.