Parents of Kids with Disabilities Face Off Against Education Department’s Disarray

As President Donald Trump implements sweeping changes to the U.S. Department of Education, concerns are rising among disability advocates regarding the potential impact on services for students with disabilities.

Many representatives from disability advocacy groups described the current situation as marked by “chaos,” “fear,” and “uncertainty.” There is significant apprehension regarding proposed alterations to special education services and the overall ability of the department to fulfill its legal obligations to these students.

“Parents are reaching out, expressing their fears as they try to understand what these changes mean for their children,” said Robyn Linscott, director of education and family policy at The Arc of the United States, an advocacy group for individuals with intellectual and developmental disabilities.

A core responsibility of the Department of Education is to ensure students with disabilities receive a free public education, as mandated by the Individuals with Disabilities Education Act (IDEA) and enforced through Section 504 of the Rehabilitation Act of 1973. According to these laws, children previously faced barriers to education, with only one in five receiving adequate support in 1970.

During the 2022-2023 school year, 15% of public school students benefited from services provided under IDEA, which allocated $15.4 billion for fiscal year 2024. Section 504 furthers protections, prohibiting discrimination against individuals with disabilities in federally funded programs.

In March, an executive order signed by Trump directed Education Secretary Linda McMahon to facilitate the agency’s closure as much as legally possible. The announcement of over 1,300 position cuts further heightens worries about the department’s ability to maintain its essential functions, particularly in special education.

Advocates are particularly concerned about reductions to critical units like the Office for Civil Rights, which tackles discrimination complaints, including those related to disability. Linscott remarked that parents have been asking critical questions about whether their children will continue to have access to Individualized Education Programs and how ongoing complaints will be handled.

Compounding the issue is Trump’s proposal to transfer responsibility for special education services to the U.S. Department of Health and Human Services (HHS), raising questions about the feasibility and legality of such a move.

The HHS, under Secretary Robert F. Kennedy Jr., claims readiness to take on this responsibility, despite significant internal changes, including plans to lay off 10,000 workers. Linscott articulated widespread concerns about the implications of separating the education of students with disabilities from general education.

Jennifer Coco, interim executive director at the Center for Learner Equity, emphasized that treating students with disabilities as separate medical cases undermines their educational needs. She highlighted that many students could succeed at the same grade level as their peers with appropriate educational support.

Any transfer of authority over federal laws such as IDEA would necessitate congressional action, a complicated process given the current political landscape. Currently, the Education Department has stated that no actions have been taken to shift federally mandated programs out of the agency.

“The transition will be done in collaboration with Congress and other leaders to ensure responsible management of all required programs,” said Madi Biedermann, a spokesperson for the department.