Kentucky Special Education Rule Change Raises Concerns Over Class Size and Student Safety
The Kentucky Department of Education (KDE) has put forward an amendment that is meeting opposition from and getting support by lots of families and educators, and the main concern is that it may influence the number of pupils per class, the hiring of teachers and the safety of the children in special education classrooms.
The proposal is to change the current state regulation 707 KAR 1:350, which sets forth requirements regarding special education services, and, as stated by KDE, the reason for the amendment is to minimize the time taken and to ease the processes, but parents and advocates believe that the changes could pose a serious problem in the daily support of the classroom.
What KDE says the amendment is trying to do
KDE officials assert the suggested change won’t lead to larger classrooms or higher limits for special education teachers. On the contrary, KDE indicates that the aim is to develop fast track for administrative processes that can hold back services for the students needing assistance, thus making the existing practices explicit in the regulatory writings.
To put it in another way, KDE is portraying the transformation as a means to simplify the decision-making process and evade paper work related hitches that might prolong student help.
Why parents and advocates are concerned
Despite KDE’s clarification, parents still have doubts regarding the phrasing which might result in schools asking for more special education groupings, particularly in districts that are experiencing shortages of staff or are under budget constraints.
Parents have expressed their doubts about the practicality of what seems to be a simple solution on paper when it comes to real classrooms where students with disabilities usually require more attention and structured support. Others are worried that the ratio of students per teacher or aide could lead to safety concerns or a decrease in the quality of personal attention given to the students.
What the debate is really about
KDE claims that the switch is primarily related to productivity, but critics see it as a means to put the changes that would favor the force flexibility over students needs through. The fear is that the schools will read the amendment in a manner that allows them to burden the staff with heavy loads that will consequently hinder behavior support, learning accommodations, and individualized instruction areas from being managed effectively.
Special education, in particular, is a very delicate matter, where students might need different safety measures, quiet environments, and adult support who are with them all the time in order to learn effectively.
Public hearing details and how people can respond
KDE’s proposed regulation is still in the public feedback stage. A public hearing is scheduled for Feb. 24 in Frankfort, and written public comments will be accepted through the end of February.
This gives parents, teachers, administrators, and advocacy groups a formal chance to raise objections, ask questions, or request clearer safeguards in the rule language before anything is finalized.
KDE says its special education amendment is about reducing administrative delays and improving clarity. Families and advocates worry it could still impact class size and safety if the changes are applied in ways that stretch resources too far. The next major step is the February public hearing, where community voices will play a key role in what happens next.