…[B]efore IDEA, before the Department of Education existed. State and local schools did not educate these kids; they barred them from the classrooms. These kids [with disabilities] were institutionalized and abused. There is a reason that the Department of Education and IDEA exist, and it is because educating kids with disabilities can be really hard. And it takes national commitment.
~Sen. Maggie Hassan (D) N.H., questioning Linda McMahon at education secretary confirmation hearing (2.45).
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The Trump administration’s Special Education Simplified Funding Program undermines the Individuals with Disabilities Education Act (IDEA), granting states authority that will lead to the end of student disability services in public schools.
Like many teachers who have taught exceptional children, I find it appalling to see the IDEA destroyed so casually by this president and his lackey, Linda McMahon. Neither has demonstrated a genuine commitment to children’s learning.
Here’s a breakdown to make sense of the President’s destructive FY 2026 Discretionary Budget Request (p.7):
The Budget delivers on the President’s promise to preserve special education funding, while simplifying the workload to reduce the Federal footprint. The Special Education Simplified Funding Program consolidates seven Individuals with Disabilities Education Act (IDEA) programs to provide States and school districts greater flexibility to support students with special education needs, maintaining funding at the 2025 level.
What does this mean?
Trump is preserving special education funding, but the money is not explicitly designated for special education and the public school protections that parents are accustomed to. Without Federal oversight (footprint), States can do what they please with the funds.
The consolidation of seven programs will result in administrative cuts, leaving seven administrators to oversee programs across the country. This hardly ensures that the IDEA will be upheld in states and local school districts.
With fewer administrators, it will be challenging, if not impossible, to ensure that local schools receive the necessary financial and logistical support for special education programs. Whether they’ll provide special education is a big question. Who will hold state and local administrators’ and politicians’ feet to the fire?
Greater flexibility and a decreased Federal footprint imply that States will get carte blanche to handle funds as they wish, and with little or no oversight. Parents with children with disabilities are at the mercy of state and local leadership. Considering the history of special education in the United States, this is a significant concern.
Governors, state legislators, and local school boards can allocate the funds as they see fit, regardless of the law. They could use funding for vouchers, despite vouchers having been repeatedly rejected at the voting booth.
Additionally, what prevents state and local leaders from using special education funding for something unrelated to special education, such as Homeland Security or the Department of Defense? Who will act as watchdog?
For example, in this letter to senators on the Committee on Appropriations, they say: The Budget proposal promotes unprecedented increases for defense and border security. Could they spend special education funds to hire more ICE agents? Could money designated initially for kids with disabilities be used to go after the undocumented parents of children with disabilities?
There’s little assurance that parents will get quality services that help their students in or out of public schools. There’s a real threat that public schools would no longer be required to accept children with special needs, develop IEPs, and continue to serve those with more complex difficulties. If students act out, have autism, or disabilities that need special consideration, instead of teachers and school leaders addressing their educational and behavioral needs, school administrators could kick students out.
The consolidation furthers the Administration’s goal of limiting the Federal role in education by reducing the number of programs at ED, the number of staff needed to administer them, and the administrative burden on States so more dollars go to students instead of bureaucrats. Parents of students with disabilities would remain empowered to direct these funds because the Federal IDEA law would remain in place; maintaining a base set of Federal funds means they can also be withdrawn from States and districts who flout parental rights.
Reducing programs for students in general and specifically those with disabilities is never good. Public schools should provide more and better opportunities for all children, especially those with exceptional needs.
We’ve seen how vouchers have already been used to supplement the education of the wealthy, for tuition at their children’s elite private schools. Children with disabilities are often rejected from charter schools or elite private schools.
Nor will children have the opportunity to learn alongside their non-disabled peers. Forget inclusion, which is what the IDEA is mainly about. This was essentially the purpose of the IDEA reauthorizations to ensure that students get the least restrictive environment (LRE).
It’s also highly doubtful that states will forever fund vouchers and charters. Charter schools will likely rely more on partnerships and donations.
We’ve seen how vouchers have been given with few rules, used for nonessential items unrelated to schooling. In Florida, tax dollars were used to purchase 8,400 tickets to attractions at Disney, Universal, and SeaWorld.
And the idea that parents of students with disabilities will be empowered is deceptive. The reality is that, without oversight, public schools could disregard the rights of their children. School reformers have always wanted parents of kids with disabilities to believe that the grass is greener somewhere else, a ploy because they aren’t committed to funding a child’s disability protections.
Parents are left with few choices. They’ll be forced to rely on hastily created charters, likely with screens instead of well-prepared teachers. Wealthy private or good charters that include children with disabilities will be hard to find.
These are the goals of the Heritage Foundation’s Project 2025, as well as the views of school reformers who have belittled public education and teachers over the years. They’ve worked to standardize public education, making schools impersonal, while portraying teachers as failures.
The Trump administration will bring the IDEA to an end. History will show that many individuals contributed to its demise, if not by outright support of privatization measures, then by failing to pay due diligence. Those who end such services will not be remembered well.
In the meantime, if you’re the parent of a child with disabilities, search for support. Do not lose hope. Find other parents and teachers in your community who share similar interests and values. Make your story known. Ask questions of your school board members, state representatives, and those with clout who may understand and support your cause.
And when the next election comes around, vote for those who will fight for the rights of children...all of them. When policymakers fail to prioritize the welfare of all children, they neglect the welfare of any child.
Make sure you demand special education services from those running for office. Ask for the written plan. Insist that they discuss this serious topic, that they are genuinely compassionate about the needs of children, and make commitments that they won’t break. Work to revive the IDEA if that’s possible.
These are dark days, but they are particularly challenging for those who are vulnerable, and that’s especially true for our exceptional children, including children of immigrants.
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