On March 20, a significant development in education policy unfolded—one that didn’t make every front page but may carry lasting consequences.
President Trump signed an executive order directing the Secretary of Education to begin the process of closing the U.S. Department of Education “to the maximum extent appropriate and permitted by law.”
This came shortly after an earlier announcement that nearly half of the Department’s staff would be laid off. While these events may seem administrative, together they suggest a deeper reconsideration of the federal government’s role in public education.
Closing the Department of Education outright would require an act of Congress. However, executive directives like this one often signal where priorities are shifting.
For families of students with disabilities in New York and other states, where protections have long been closely aligned with federal policy—this shift raises real questions.
A Proposed Move for Special Education Oversight
Since the executive order was issued, both President Trump and Education Secretary Linda McMahon have publicly suggested that the administration of the Individuals with Disabilities Education Act (IDEA) could be transferred to the Department of Health and Human Services (HHS). While this idea has been floated before in policy circles, it has rarely been positioned with such immediacy.
Legal scholars have already raised concerns. Moving IDEA would likely require congressional action, and questions remain about whether HHS—an agency not traditionally tied to public education—is equipped to oversee such a complex and education-specific law.
IDEA is not just a set of federal regulations. It is the backbone of special education across the country, ensuring access, services, procedural protections, and the right to a free appropriate public education in the least restrictive environment.
How This Could Affect Students in New York and Other States
At present, no federal laws have been repealed.
The executive order does not eliminate special education funding. It does not rewrite IDEA. Yet the process it initiates could alter how special education is managed, interpreted, and prioritized—particularly if IDEA is separated from the Department that houses broader educational policy.
New York has strong state laws mirroring the protections of IDEA. Many other states do as well. These local policies provide a layer of stability. However, federal oversight plays a critical role in funding, accountability, and enforcement. Without a clearly defined and education-focused federal partner, states may find themselves operating in silos, with fewer resources and less guidance.
Uncertainty also complicates long-term planning for schools and families. IEP teams, district leaders, and parents rely on consistency. When that consistency erodes—whether legally or operationally—services can falter, and children may be the ones who experience the impact most directly.
Why the Department of Education Still Matters
PACER Center, a longstanding advocate for students with disabilities, has voiced firm opposition to the potential closure of the Department of Education or the reassignment of IDEA. Their concerns echo those of many families and educators.
The Department has historically played a vital role in protecting civil rights, particularly through its Office for Civil Rights. That office investigates discrimination complaints, monitors compliance with disability law, and helps ensure students with disabilities receive equitable treatment in public schools.
Significant staff reductions could slow or weaken those enforcement efforts. Fewer staff may mean fewer investigations. Reduced oversight may result in more inconsistencies from district to district, state to state.
Moving IDEA to HHS could further isolate special education from the broader dialogue about public education. When services for students with disabilities are treated as peripheral or managed by a non-education agency, there is a risk that these students become less visible. Their needs may be addressed separately rather than integrated into core educational priorities.
What You Can Do, Even If You’re Not a Policy Expert
This moment may feel abstract or far away from your child’s classroom. However, changes at the federal level often work quietly, slowly, and then suddenly. By the time consequences become visible, they can be harder to reverse.
Families and community members have more power than they often realize. You don’t need to understand every detail to raise your voice.
Here are a few steps to consider:
- Reach out to your U.S. Senators and Representatives. Let them know that the Department of Education matters to you. Express your support for keeping IDEA housed where it can be integrated with broader education policy.
- Talk to others in your community. Whether you’re a parent, teacher, or advocate, conversations raise awareness. The more people who understand what’s at stake, the stronger the collective voice becomes.
- Stay informed. Track updates from trusted sources such as PACER or your state’s Department of Education. In times of change, informed advocacy is one of the most protective tools we have.
Education policy may feel distant, but the classroom is local. The IEP meeting is local. The future is local.
This moment asks us not just to pay attention—but to stay involved. For students with disabilities in New York and across the country, what happens next could shape not just how they are educated, but how they are seen.
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