August 5, 2025 - 12:28

As a parent of a child with a disability and a seasoned educator, I have witnessed the significant gaps in Michigan's special education funding system. The current approach does not adequately address the diverse needs of students with disabilities, leaving schools struggling to provide the necessary support. This shortfall impacts not only the educational environment but also the overall development of these students, who deserve tailored resources and attention.
The inadequacies of the funding model hinder schools from implementing effective programs that cater to individual learning requirements. It's crucial that we advocate for a system that allocates resources based on the specific needs of each student rather than a one-size-fits-all approach. By prioritizing funding that reflects the realities of special education, we can ensure that every child receives the support they need to thrive academically and socially.
Advocating for a more equitable funding structure is essential in creating an inclusive educational landscape where all students can succeed. It’s time to take action and demand changes that will benefit our children and their futures.
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Milligan education alumni lead Tennessee in administrator placementMILLIGAN, Tenn. (July 9, 2026) - Milligan University`s educator preparation program has been ranked first in the state for placing its graduates into school leadership roles, according to the...
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1.5 million borrowers were promised student loan relief. A new lawsuit wants proof it happenedA new legal challenge is putting the U.S. Department of Education on the spot, demanding evidence that it actually delivered on a promise to cancel federal student loans for over a million people....
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Happenings: The Horological Society Of New York Is Bringing Its Traveling Education Classes Down UnderThe Horological Society of New York is taking its traveling education program to Australia for the first time. The series of classes will land in Sydney this November, hosted in partnership with...
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