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Opportunities and Challenges of the Special Needs SegmentIn 2005, the Individuals with Disabilities Education Act (IDEA) will provide more than $11 billion to states and local school districts for special education programs, an increase of ten percent from FY04 figures. This boost in funding represents a number of opportunities for providers of special education resources, but also a number of challenges. "The [special needs] segment is fragmented," says Dr. Saundra Young, head of research at Marketingworks, Inc. "Because we're more able to assess what a student's problem is, and we're doing this at earlier ages than in the past, the opportunities that exist for publishers are in very specific areas." There are four major areas of concentration for providers of special needs resources: 1. Reluctant Learners. Jack Stenner, CEO of MetaMetrics, Inc., says reluctant learners are characterized by a lack of correspondence between their reading ability and textbook readability, which often leads to inappropriate avoidance behaviors. Reaching these types of learners involves engaging them in high-interest activities with clear, simple examples that often involve humor. 2. English Language Learners (ELL)/Students learning English as a Second Language (ESL). ELL/ESL students can face any number of challenges in school. Differences in culture and education background--or even a complete lack of education or literacy in their native language--pose initial problems. These students also face the challenge of learning a more advanced academic vocabulary in addition to everyday English. Instructional programs addressing the issues of cultural transition in addition to vocabulary-intensive curricula are examples of resources valuable to this segment. 3. The Learning Disabled. The learning disabled are either unable to interpret what they see and hear, or are unable to link information from different parts of the brain, resulting in difficulties with spoken and written language, coordination, self-control, or attention. Types of learning disabilities can include--but are not limited to--dyslexia, autism, dyscalculia, Attention Deficit Disorder (ADD) and Attention Deficit/Hyperactivity Disorder (ADHD). Products addressing these needs can be as simple as a colored page overlay to reduce the contrast of black letters on white paper, or as involved as a comprehensive individualized program featuring both verbal and visual teaching of information as well as social skills. 4. The Physically Impaired. Students with physical disabilities include those with sensory disabilities; blind & visually impaired; deaf, hearing impaired, students with orthopedic challenges (cerebral palsy, muscular dystrophy, etc.) and students with or without significant cognitive disabilities who have multiple disabilities. "A large percentage of students in this category cannot use traditional print materials," says Skip Stahl, one of the founders of the Center for Applied Special Technology (CAST). "Students who cannot open or hold a book, turn pages, see the text or decode words struggle to either access or extract meaning from print." Again, because of the wide scope of students included in this category, products vary widely. One example may be a product that can adapt an existing classroom tool, such as a keyboard, so that it can more easily manipulated by a student who is physically challenged. The other major challenge is meeting standards and producing reliable research that attests to the efficacy of a product. "It's not enough to just say 'I've got a great product,'" says LeapFrog SchoolHouse Vice President Dr. Suzanne Barchers. "You have to know what the federal government wants out of your product." This is especially important in light of the new provisions in IDEA. More available money typically means more companies competing for that money. The best way to set your product apart is by providing convincing evidence that it works. At AEP's 2005 Publishing Forum, "Serving Special Needs Audiences," a faculty of industry experts will present a more in-depth look at the issues and challenges faced by supplemental educational publishers who address the needs of special education students. Questions, ideas, or in need of more information? Please contact Stacey Pusey at 302-295-8349. |
Click here for a list of speakers, attendees, or other information about the Publishing Forum. |
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