Federal Changes to Special Education Funding Under Trump

Yes — there have been a significant number of proposed reductions, terminations, and administrative changes under President Trump that impact special education funding and supports for students with disabilities. Some are formal cuts, others are consolidations or shifts that many fear will amount to reduced support for special education.

  1. Termination of Certain IDEA Part D Grants
    • The U.S. Department of Education (USDE) terminated grants totaling over $14.8 million for special education teacher training, parent resource centers, Braille/interpreter training, deaf-blind supports, etc. napsa.com+1
    • An additional $3.5 million in grants under the Rehabilitation Services Administration were ended. napsa.com
  2. Cuts in Teacher Training Grants in California to punish the state
    • For example, $600 million in federal teacher training grants that include special education teacher training were cut or terminated in California. EdSource
    • Various SELPAs (Special Education Local Plan Areas) projected losses: e.g., $10 million in Tulare County, $4.1 million in San Diego’s South County, etc. EdSource
  3. Budget Proposals for FY 2026
    • The Trump FY 2026 proposes level‐funding for IDEA overall, but also proposes consolidating or collapsing several grant programs (Part D competitive grants, technical assistance, etc.) into the main formula grant (Part B). Learning Forward+3cecpd.exceptionalchildren.org+3K-12 Dive+3
    • Some concern that maintaining funding in name isn’t sufficient when inflation, rising costs, or structural changes reduce the real purchasing power or flexibility of the programs. Education Week+2Brookings+2
  4. Proposals to Shift Oversight or Structure
    • There’s a proposal (and concern) to move special education oversight from the Department of Education to the Department of Health and Human Services. EdSource+1
    • Also, merging or eliminating grant subcomponents under IDEA (like certain competitive grants, parent‐resource centers, etc.) so that states have more discretion but possibly less accountability. K-12 Dive+2cecpd.exceptionalchildren.org+2
  5. Cutting “Supplemental” or Discretionary Programs
    • Some discretionary grants that support special populations (deaf/blind, those needing interpreter training, etc.) have seen cancellation or have been proposed for elimination. opb+3Education Week+3napsa.com+3
    • For instance, in Oregon, some disability support / interpreting centers lost grants citing conflicts with new policy priorities. opb

What’s proposed, and what risks or concerns people have identified

  • “Flat funding” = de facto cuts: Even when the budget proposal claims to “maintain” or “level‐fund” IDEA, inflation, rising costs (e.g. staff salaries, health benefit costs, materials) mean that a fixed dollar amount is worth less over time. This erodes capacity. Education Week+1
  • Loss of oversight/accountability: If programs are consolidated or oversight shifted, there is concern that certain specific protections or supports may no longer be required, or that states may reduce services to save costs. Brookings+1
  • Impact on equity, access: Programs targeting smaller or specific disability populations (e.g. deafblind, braille, interpreter services, parent resource centers) are especially vulnerable under competitive grants. Eliminating or reducing them could disproportionately impact students who depend on them. inewsource+3Education Week+3napsa.com+3

The core IDEA Part B formula grant (for school‐age children) is being proposed to be maintained at current levels in many of the budget documents. Education Week+2cecpd.exceptionalchildren.org+2. While we don’t know what a weakened Congress will ultimately do so far, IDEA funding has remained intact in its recent appropriations . CalMatters

*Information has been obtained from ChatGPT and the web.

 

How did Public Law 94-142 Come to Enact Special Education Laws

It is helpful to know how laws are named or referred to. Whenever an Act is passed by Congress and signed into law by the President, it is given a number, such as P.L. 94-142. “P.L.” stands for Public Law. The first set of numbers means the session of Congress during which the law was passed. For example, the 94 means the 94th session of the U.S. Congress. The second set of numbers identifies what number the law was in the sequence of passage and enactment during that session. Thus, the 142 means that this was the 142nd law that Congress passed and the President signed during the 94th session of Congress.

It is also important to understand that federal laws are often changed or amended regularly. Public Law 94-142, the Education for All Handicapped Children Act (EHA), has had several amendments since its passage in 1975. Laws passed by Congress provide a general legal framework of policy related to a particular issue. Once a law is passed, Congress delegates the task of developing detailed regulations to guide the law’s implementation to an administrative agency within the Executive Branch. Federal regulations are detailed in the Code of Federal Regulations (CFR). The CFR interprets the law, discusses each point of a law, and further explains it. Copies of most federal regulations are available in the public library. State agencies must comply with federal laws and regulations.

At the federal level, special education is an area in which elaborate sets of regulations exist. The regulations for the Individuals with Disabilities Education Act (IDEA), for example, spell out the procedures and programming that must be provided to children and youth with disabilities for states to receive federal funds. States may go beyond what is required in the regulations. For example, some states have broader definitions of which children are entitled to special education and, thus, may include gifted children in their special education programming.

Changing Special Education

In spite of what many younger educators and parents of children with disabilities may think, special education has formally existed since post the World Wars era. Limb loss and head injury were the initial issues addressed by hospitals and adult services. Schools for the deaf and blind have existed since the 1800s. The first school for the deaf in the United States was founded in 1817 in Hartford, Connecticut. The first school for the blind was the Perkins School for the Blind, founded in 1829 in Massachusetts. Major access by a wider range of children with disabilities occurred in the mid-1900s, with public and private schools available within some communities and institutional settings. By 1960, special schools were the main strategy to provide educational services, particularly for students with significant disabilities.

In the 1970s, several states had begun to enact laws mandating educational services to all students with disabilities, 5-18 years of age. By the mid-1970s, some states had enacted requirements, three to 21 years of age but many of these students were still served in separate classrooms or special schools. Through the 1970s, some states had begun to provide classes in general education settings, with services provided within these settings, including occupational, physical, and speech therapy.

The Education for Handicapped Children Act was a Federal law passed in 1975 and required states to provide special education to all children 5 to 18 years of age nationwide through assessments of their needs and the development of individualized education programs (IEPs). The IEP detailed individual education interventions and therapies for each student with a wide range of disabilities.

In 1990, the law was reauthorized as the Individuals with Disabilities Education Act (IDEA) in 1990. After 1990, multiple reauthorizations have been enacted by Congress. These authorized many student changes to support children with disabilities and their families, including preschool special education services. In 1986, Part H, now Part C, was enacted, authorizing services for children from birth to 3 and provided funding to states to develop programs.

Get the Information While it lasts!

Since January, many changes have taken place in the Department of Education, including those related to the Individuals with Disabilities Education Act (IDEA). This is an ALERT for anyone interested in the history and requirements of the law. These pages include the background and resources for professionals and parents.

This is a call-to-action encouraging you to share the information with interested parties.

Essential Resources for IDEA and OSEP Stakeholders

OSEP Update Newsletter

The OSEP Update newsletter provides monthly email blasts with important OSEP announcements as well as a monthly newsletter with updates for OSEP stakeholders.

Related Resources

Autism Revisited

So it starts…too much information without acknowledging the complexity of the factors and issues.

            <h1>Arizona Autism Charter School Founder Tapped as DOE Special Education Chief</h1>

            <h2>Diana Diaz-Harrison’s schools use a controversial intervention. She wants to use her new position to help others launch more like them.</h2>

            <p class="sans">By <a rel="author" href="/about/team/beth-hawkins/">Beth Hawkins</a></p>

            <img src="https://www.the74million.org/wp-content/uploads/2025/05/linda-mcmahon-Diana-Diaz-Harrison.jpg">

            <p>This story first appeared at <a href="https://www.the74million.org">The 74</a>, a nonprofit news site covering education. <a href="https://www.the74million.org/about/newsletters/?utm_source=republish-button&utm_medium=website&utm_campaign=republish">Sign up for free newsletters from The 74</a> to get more like this in your inbox.</p>

The founder and executive director of a network of Arizona charter schools serving autistic children has been named the U.S. Education Department’s deputy assistant secretary for special education and rehabilitative services. Education Secretary Linda McMahon made the announcement while touring the Arizona Autism Charter Schools’ Phoenix location.

Diana Diaz-Harrison, whose son is autistic, said that in her new job she hopes to continue her efforts to help others launch autism charter schools throughout the country. Her schools, she said in remarks captured on video by AZ Central, are a testament to what happens “when parents like me are empowered to create solutions.”

“My vision is to expand school choice for special needs families — whether through charter schools, private options, voucher programs, or other parent-empowered models,” she said in a statement to The 74. .

The five-school network uses a controversial intervention that attempts to train children to appear and behave like their neurotypical peers. Created by the researcher behind LGBTQ conversion therapy, applied behavior analysis, or ABA, is widely depicted as the gold standard despite scant independent evidence of its effectiveness and mounting research documenting its harms. 

Diaz-Harrison opened the network’s first school in 2014 as a free, public alternative to private schools for autistic children, which are popular in Arizona but typically charge tens of thousands of dollars a year in tuition. Her Arizona charter schools are a 501(c)3 nonprofit financed by state and federal per-pupil funds. ABA is specifically endorsed by Arizona education officials as a strategy to use with autistic students.

In the time since those charters opened, ABA has grown to be a national, multi-billion-dollar industry, with for-profit companies tapping public and private insurance to pay for as much as 40 hours a week of one-on-one therapy. The intervention uses repeated, rapid-fire commands that bring rewards and punishments to change a child’s behavior and communication style.

A 74 investigation last year showed that most data supporting ABA’s effectiveness is drawn from research conducted by industry practitioners. Independent analyses, including a years-long U.S. Department of Defense review, found little evidence the intervention works. Former patients who underwent the therapy as children reported severe, lasting mental health effects, including PTSD.

Diaz-Harrison told The 74 the therapy is both valuable and sought-after. “For the autism community, specifically, many families seek schools that integrate positive behavioral strategies,” she says. “The evidence supporting behavioral therapy is extensive and well-established. It has been endorsed by the U.S. surgeon general and the American Academy of Pediatrics as an effective, research-backed approach for individuals with autism.”

During her visit, McMahon told students and staff she was eager to tell President Donald Trump about the schools. “He doesn’t believe any child, whether they have neuro-difficulties or any other problems, should be trapped in a school and not have the facilities that they need,” she said. 

Since Trump’s second inauguration, he has issued numerous orders that have alarmed disability advocates and the autistic community. Though both edicts contradict longstanding federal laws, in March he ordered the closure of the Education Department and said responsibility for special education will be transferred to the U.S. Department of Health and Human Services.

About half of the Education Department’s staff has been fired, including most of the people responsible for investigating what had been a backlog of some 6,000 disability discrimination complaints. Though it’s unclear whether Trump and McMahon may legally disregard special education funding laws and allow states to spend federal dollars as they see fit, both have said they favor giving local officials as much decision-making power as possible.

Meanwhile, HHS Secretary Robert F. Kennedy Jr. has stoked fear in the autistic community by announcing a new effort to tie autism to vaccines or other “environmental toxins” — a hypothesis discredited by dozens of studies. The man he appointed to head the study has been cited for practicing medicine without a license and prescribing dangerous drugs to autistic children. 

Last week, the new head of the National Institutes of Health announced that an unprecedented compilation of medical, pharmaceutical and insurance records would be used to create an autism “disease registry” — a kind of list historically used to sterilize, institutionalize and even “euthanize” autistic people. HHS later walked back the statement, saying the database under construction would have privacy guardrails.RelatedAdvocates Still Alarmed Even as HHS Walks Back Autism Registry Announcement

Among other responsibilities, the offices Diaz-Harrison will head identify strategies for improving instruction for children with disabilities and ensure that as they grow up, they are able to be as independent as possible. The disability community has raised concerns that the administration is retreating from these goals.   

Advocates have said they fear the changes pave the way for a return to the practice of separating students with disabilities in dedicated special ed classrooms rather than having them attend class with typically developing peers. The Individuals with Disabilities in Education Act guarantees special education students the right to instruction in the “least restrictive environment” possible.          

Families’ preferences vary widely, with some parents of autistic children refusing any form of behavior therapy, while others want their kids in settings with children who share their needs. Many insist on grade-level instruction in general education classrooms 

Diaz-Harrison has a master’s degree in education and worked as a bilingual teacher in California early in her career. From the late 1990s until she began supporting her son full time, she worked as a public relations strategist and a reporter and anchor for the Spanish-language broadcast network Univision. 

In 2014, frustrated with her son’s school options, she organized a group of parents and ABA providers who applied for permission to open what was then a single K-5 school serving 90 children. The network now has about 1,000 students in all grades and features an online program. RelatedAmerica’s Most Popular Autism Therapy May Not Work — and May Seriously Harm Patients’ Mental Health

At the end of the 2023-24 academic year, 9% of the network’s students scored proficient or highly proficient on Arizona’s annual reading exam, while 4% passed the math assessments.      

In December 2022, the network won a $1 million Yass Prize, an award created by Jeff and Janine Yass. The billionaire investors have a long track record of donating to Republican political candidates and organizations that support school choice. 

One of the award’s creators, Jeanne Allen, is CEO of the Center for Education Reform. The center nominated Diaz-Harrison for the federal role. 

Yass award winners were featured at the 2023 meeting of the American Legislative Exchange Council, or ALEC, a conservative forum where state lawmakers are given model bills on education and other policies to introduce in their respective statehouses. 

Diaz-Harrison has partnered with a Florida autism school to create a national charter school accelerator program to help people start schools like hers throughout the country. She told The 74 the effort has so far supported teams of hopeful school founders from Louisiana, Texas, Florida, Alabama and Nevada. 

Parents of young autistic children and autistic adults often disagree about ABA. Told by their pediatrician or the person who diagnosed their child as autistic that they have a narrow window in which to intervene, families fight to get the therapy. Adults who have experienced it, however, report lasting trauma and have lobbied for research — much of it now at risk of being defunded by Kennedy — into more effective and humane alternatives.

        <img id="republication-tracker-tool-source" src="https://www.the74million.org/?republication-pixel=true&post=1014643&ga3=UA-64416702-1&ga4=G-YQBR2DBZ9Z" style="width:1px;height:1px;">

What is IDEA? (Part 1)

The use of jargon in special education and early intervention is overwhelming for parents and many non-special educators.  For example, how many of you know what IDEA stands for?  It is the current term for the Individuals with Disabilities Education Act.  

“The Individuals with Disabilities Education Act is a piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act from 1975 to 1990.”  Wikipedia

Public lawPub.L. 101-476

U.S.C. sections amended1400 et seq

Long titleIndividuals with Disabilities Education Act

Acts amendedEducation for All Handicapped Children Act

Enacted bythe 101st United States Congress

Titles amended20

Statutes at Large104 Stat. 1142

Adaptive Clothing for Children with Disabilities

During my early years as a special educator, I had to alter clothing for my students, by cutting out labels, adding extra large zippers, adding magnets to easily secure clothing, and using velcro for fly closures. Now, with the increasing awareness of the needs of students with disabilities, particularly for independence, retailers are recognizing the need for adaptive clothing and the financial gains retail markets represent. Retailers are adapting clothing for children with medical needs as well, including hidden access to medical ports and adaptive underwear for incontinence pads.

Sales of specialized clothing apparel are expected to top $1 billion, with the demand outpacing availability. With the market expanding and the need for both casual clothing for children and more high end options for working adults, many more retailers are expected to add greater options for size, styles, and purchasing options, both online and in-store.

https://www.washingtonpost.com/business/2021/08/06/adaptive-clothing-target-kohls-jcpenney/

Photo by Marcus Aurelius on Pexels.com

The Unexpected Benefits of Remote Learning for Neurodivergent Students | EdSurge News

Learning disruptions have been an unfortunate but all-too-frequent sight during the pandemic. But not every student felt those effects evenly as …
— Read on www.edsurge.com/news/2021-08-04-the-unexpected-benefits-of-remote-learning-for-neurodivergent-students

This story reminds us of the importance of individualized compensation for loss learning since March 20, 2020. Every IEP needs to be reviewed in a meeting with appropriate educators and professionals able to determine the services and frequency needed to provide an opportunity to regain prior skills and learning.