Photo credit: hechingerreport.org

The Essential Role of the Education Department in Special Education

My family’s singular move was motivated by the need for special educational support. When my twin brother, Rohan, was diagnosed with profound nonverbal autism, my parents recognized the necessity of enrolling us in preschool at the age of two. They were assured that I would thrive in any environment, but Rohan required a more specialized setting than what was available in our Missouri community.

Guided by advisors, our parents explored options across the state line in Kansas, where a public school district was renowned for its special education services tailored for children from preschool through age 21. This marked the beginning of our family’s extensive journey into the realm of special education. Despite facing challenges, this move undoubtedly allowed Rohan to make remarkable progress in essential life skills and communication.

A significant portion of Rohan’s success can be attributed to the protections provided by the U.S. Department of Education, which is currently facing challenges from President Donald Trump. The department plays a critical role in ensuring compliance with the Individuals with Disabilities Education Act (IDEA). This legislation mandates that all public schools offer a free education customized to meet the unique needs of students with disabilities. The federal government also allocates substantial funding to support these initiatives. In 2024, the Department is projected to distribute approximately $7.9 million for early intervention programs, alongside $420 million for preschool services and $14.2 billion for students up to age 21. Without this federal assistance, the 7.3 million children who experience various physical, cognitive, and sensory disabilities could lose crucial resources that facilitate equitable education opportunities.

For students like Rohan, having access to Individualized Education Plans (IEPs) and 504 Plans is vital. These documents outline specific requirements, such as additional time for tests and modified classroom environments for students with physical impairments. The importance of such accommodations cannot be overstated. For children with severe disabilities, IEPs can determine whether they can attend a school alongside their peers or face isolation. For Rohan, they have been transformative, allowing him to communicate meaningfully with others.

Rohan’s IEP ensured that he spent ample time in a specialized classroom with personalized support, including weekly therapy sessions focused on speech, occupational skills, and even music. These components of his educational plan were essential for teaching him to express his needs nonverbally. Thanks to the dedication of his speech therapist, Rohan learned to use modified sign language, empowering him to communicate simple requests like needing the restroom or asking for a drink. His significantly improved quality of life is a testament to the efficacy of these interventions.

While laws mandating special education services would remain intact even if the Department of Education were to dissolve, the ensuing shift in responsibility to state authorities could lead to a fragmented system. States would then dictate funding and service allocation, likely deepening existing disparities in education quality across regions. Current data highlights this concern; a report reveals that about 12% of school-age children in Maine and Massachusetts benefit from special education services, whereas only 6% receive similar support in states like Texas and Hawaii.

Eliminating the Department of Education would also dismantle the quality control mechanisms currently in place. The department conducts annual reviews of state special education programs, helping identify those that require federal support to improve their services.

The elimination of federal oversight would intensify disparities between families with fewer resources and those with ample means. Even within a well-resourced school district, parents like mine worked tirelessly to ensure Rohan received the necessary services. In one instance, they engaged a professional advocate when school officials attempted to reduce his frequency of speech therapy. While we were fortunate to have dedicated parents equipped to advocate for Rohan, many families, especially those from lower-income backgrounds or non-English speaking communities, may lack the resources needed to secure the accommodations their children require. A decrease in federal oversight of IDEA could diminish schools’ motivation to provide quality services, disproportionately impacting vulnerable families.

Ultimately, the Department of Education is essential for safeguarding the right to receive a fair and adequate education for millions of children nationwide. Without its diligent enforcement of vital legislation, countless children relying on special education services would be subject to the whims of varying state policies. My family is eternally grateful for the educational opportunities Rohan received, and we hope that future generations will continue to benefit from the same support we were privileged to access.

Romila Santra is a member of the Harvard Medical School class of 2027 and a freelance writer committed to advocating for individuals with intellectual and developmental disabilities. She has also contributed to STAT news.

Source
hechingerreport.org