Oregon: Educators protest 11% cap on SPED; 15% average, some districts even higher

Mar 7, 2026, Oregon educators rally for special education funding reform at Salem hearing

Hundreds of educators from across Oregon gathered in Salem to advocate for House Bill 2953, which aims to lift funding caps for special education services in the state's public schools. The bill, discussed in a packed hearing room, seeks to address the gap between current funding and the actual needs of students requiring special education.

Moira Finnegan, a speech-language pathologist with Portland Public Schools, testified about the challenges faced by special education professionals. "There are many things I love about my job. There are also things that make my job really hard," Finnegan said. "Probably the hardest thing about my job, and the job of so many of us working in special education, is the fact that we don’t have enough staff to meet the needs of our students."

Currently, Oregon caps additional funding for special education at 11% of the State School Fund, while the average number of students needing these services is closer to 14.8% per district. Some districts report even higher numbers, leading to a mismatch between funding and actual needs.

Representative Courtney Neron, who introduced the bill, emphasized the importance of increased investment.

"What is clear from the testimony of educators, families, and advocates is that we need to invest more in special education services to get our students the resources they need to thrive," Neron said. "HB 2953, and the other bills we heard today, provide solutions for our students and families and it’s now up to the legislature to take action by passing and funding this critical legislation."

The bill was reviewed by the House Education Committee and will also require consideration by the Joint Ways & Means Committee.

Venus Reeve, a special educator with over 30 years of experience, highlighted the impact of insufficient funding on students. "I have students that I teach online, in one-on-one environments, isolated from their peers, simply because we do not have the funding to provide a classroom that meets their needs within the public school," Reeve said.

"They are not getting the richness of the school experience. They are not getting to go through the lunch line or have a locker or participate in spirit day. Moreover, they are not getting the education that they need to become successful happy adults."