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The recent scrutiny of Washington, D.C.’s public school system has sparked a broader conversation about how students with disabilities are treated across the country. While Individualized Education Programs (IEPs) are designed to ensure equitable learning opportunities, they don’t always translate into meaningful support in the classroom. Reports of discrimination highlight gaps between policy and practice that can’t be ignored. For families, educators, and advocates, this moment is both alarming and necessary. It raises a critical question: Are we doing enough to truly support students with special needs?
