When President-elect Donald Trump announced his intentions to dismantle the
US Department of Education
(DoE), the education community was ablaze with concern, particularly among advocates for special needs children. The
DoE
has long played a pivotal role in ensuring that millions of children with disabilities receive the support they need in public schools. As debates swirl around federal overreach versus state autonomy, it is essential to examine what dismantling the DoE could mean for one of the most vulnerable populations in America.
The Federal Lifeline for Special Education
The US Department of Education’s budget for fiscal year 2024 allocated over $15 billion for the Individuals with Disabilities Education Act (IDEA), according to official budget records. This funding provides essential federal support to states for special education services and ensures compliance, per
IDEA
data. Since IDEA’s enactment in 1975, the federal government has pledged to cover 40% of the additional costs associated with educating students with disabilities—a promise documented in reports by the
National Center for Education Statistics
(NCES) that remains partially fulfilled but crucial nonetheless. Currently, federal contributions hover around 14-16%, as highlighted in Congressional Budget Office analyses, leaving states and local governments to shoulder the rest.
However, even this partial funding has been instrumental in providing critical services such as speech therapy, occupational support, special education teachers, and classroom aides. In 2021 alone, nearly 7.3 million students in the US qualified for special education services under IDEA, according to the National Center for Education Statistics (NCES).
The DoE’s role extends beyond funding. It also enforces compliance with federal mandates designed to protect the civil rights of students with disabilities. The
Office for Civil Rights
(OCR) ensures that public schools adhere to non-discriminatory practices and provide appropriate accommodations. A world without the DoE could see diminished oversight, which may lead to states failing to meet IDEA standards.
A Patchwork of Protections: State Autonomy vs. Federal Oversight
Proponents of dismantling the DoE argue that education decisions should rest solely in the hands of states and local districts. However, history has shown that such decentralization can result in vast disparities in the quality of special education services. A 2018 report by the Government Accountability Office (GAO) found that states varied widely in how they identified and supported students with disabilities, with some states disproportionately failing to identify Black and Hispanic students who required special education.
Without federal oversight, there is a risk that states with fewer resources may deprioritize special education, leaving vulnerable students without essential support. A glaring example of this concern arose in Texas, where an internal policy cap on special education services was discovered in 2016—a move that denied thousands of children necessary services until federal intervention.
Legal Protections at Risk
The DoE’s enforcement of IDEA and Section 504 of the Rehabilitation Act ensures that children with disabilities have the right to a free appropriate public education (FAPE) in the least restrictive environment. This right, enshrined in federal law, obligates schools to provide individualized education plans (IEPs) tailored to each child’s needs.
Without a federal department to enforce these rights, parents of children with disabilities may face steeper legal battles. Families already struggle with the complexities of due process hearings and litigation to secure appropriate services. A reduction in federal oversight could mean an uptick in lawsuits, but with fewer resources available to families, justice may become inaccessible for many.
The Ripple Effect on Special Education Programs
Beyond legal protections, the DoE provides grants and guidance that empower schools to develop inclusive programs. The department’s
Office of Special Education Programs
(OSEP) offers training, technical assistance, and research funding to improve special education outcomes. Eliminating the DoE raises concerns that these initiatives could be defunded or dismantled entirely, leading to a regression in educational access and quality.
Data from the National Association of State Directors of Special Education (NASDSE) reveals that nearly 85% of states rely on federal grants to supplement their professional development programs for special education teachers. With the current nationwide shortage of special education professionals—exacerbated by pandemic-related burnout—any reduction in support could have catastrophic consequences for special education classrooms.
Impact on Marginalized Communities
It is also crucial to consider the intersectionality of disability with socioeconomic and racial factors. A 2022 study by the
National Disability Rights Network
(NDRN) found that low-income families are more reliant on federally funded services due to limited access to private support. For these families, the DoE’s programs serve as a critical safety net.
Additionally, the Department of Education’s initiatives to combat disparities—such as addressing the disproportionate suspension and expulsion rates for students with disabilities—would likely be weakened without federal backing. Marginalized communities could face an even steeper uphill battle to secure equitable education.
The Bigger Picture
Critics of the DoE argue that its bureaucracy slows down innovation and imposes one-size-fits-all mandates that do not reflect local needs. However, dismantling the department without a robust alternative risks undermining decades of progress for students with disabilities. While some states may step up to fill the gap, others may falter due to resource constraints or policy priorities.
The fate of the US Department of Education is not just a political issue—it is a question of national values. If the department is dismantled, the question becomes: Who will ensure that special needs children are not left behind?