Abstract
The COVID-19 pandemic disrupted the delivery of educational and therapeutic services for students with disabilities across the world, creating new obstacles for students, parents, teachers, and administrators navigating the impact of sudden halts in services and supports. Based on CRPE's most recent study of special education in charter and traditional public schools, this brief outlines the ongoing challenges and offers recommendations to reshape how America's schools serve students with disabilities. We offer the following policy considerations to address the persistent inequities for students with disabilities: (1) Track outcomes for students with disabilities--and report them transparently; (2) Ensure schools embrace universal design in remote and in-person learning; (3) Look closely at teacher workforce issues; and (4) Preparation programs and licensure standards should ensure that every teacher can serve every student.