Parent and Professional Partnerships for Students with Disabilities

During the early 1970’s, I found my passion in life working with children with disabilities and their families. My career has spanned 50+ years and although my professional roles have varied, my teamwork has resulted in optimistic outcomes for students with disabilities. To date, the New York State Department of Education and local school districts have supported and upheld the federal laws on the books focused on the education of students with disabilities. But now, our world is undergoing a period of hyper-change, and we must not leave future decision-making to chance. Given that schools operate on combined local, state, and federal funding streams at the core, many difficult decisions are currently being reviewed. It is vital that parents and caregivers understand the ramifications that affect their child’s education especially if your child has special learning needs.

In just a few short months in 2025, the Trump administration has gutted the office within the federal Department of Education (DOE) that oversees special education law. Over 95% of professional staff are gone. Without guardrails, students with disabilities risk losing the supports needed to succeed in public education and in their communities. It has been 50 years since President Gerald Ford signed Public Law 94-142 in 1975. Now known as IDEA (The Education for All Handicapped Children Act), this legislation began as a remarkable grassroots movement initiated by Families of the Arc of Pennsylvania, providing for a Free and Appropriate Public Education to All Children (FAPE) in the Least Restrictive Environment (LRE). Currently, approximately 10-15% of all students in any given school district receive individualized special education services along a continuum of inclusive practices and settings. These laws and the resulting services support inclusion for all students across the lifespan; not only are students able to be included in their neighborhood schools, but specialized services throughout the school day ensure they have the foundational skills needed to participate in their communities. The professionals who support students in school-based settings including general and special education teachers, speech and language pathologists, occupational and physical therapists, psychologists, counselors, and behavioral specialists. With guidance from federal and state agencies, educational professionals work as a collaborative team in partnership with children’s parents and caregivers.           

But it gets worse with numerous court cases currently being litigated. Across the nation, “DEI”–Diversity, Equity, and Inclusion– has become a political flash point. Legislators denounce it. Agencies distance themselves from it. Universities are being told to eliminate DEI offices and policy entirely. Some universities have even warned faculty not to make any public comments on these issues for fear of losing federal grant monies. The Universities responsible for educating the next generation of teachers and supporting critical research towards the prevention of and intervention for should not be dictated to by lawmakers with political agenda that have nothing to do with quality services.

Yet the backbone of special education law is “inclusion” as a civil right. Before it became a politicized talking point, Inclusion was a Promise: That everyone, no matter their background or ability, deserves a fair chance to participate in community life. Educational legislation protecting the rights of children with disabilities have always been non-partisan to ensure an equal playing field across all 50 states and territories. With the disbanding of DOE, this is no longer the case. In  the November 1, 2025, issue of The Atlantic, in her article The Slow Death of Special Education Pepper Stetler writes “Ending federal oversight of IDEA isn’t about giving control to states, it is about denying the civil rights of all students with disabilities.” The protections of a student’s right to a public education are on the chopping block in many states. The right to a public education that includes special education services should NOT be determined by which state you live in. 

My professional and personal experience spans the entire special education continuum. Families need our support, understanding, and expertise. I have been privileged to see students with significant learning needs benefit from supports across grades K-12 within the general education curriculum. Success is possible when families work in partnership with their local professionals. One parent said to me “Everyone has a need to be part of a community and it has been awesome to have a child living with Down syndrome be a part of a school system where full inclusion was possible. I’m not sure who benefited more, my child or the other students!” This family valued emotional intelligence over cognitive skills and even signed a waiver with school officials stating to prioritize his social goals. Children who go to school together will grow into adults who have learned to not simply co-exist, but to value one another as full members of our communities.

Clearly, there currently is a multitude of pressing societal needs–food insecurity, healthcare, and housing to name just a few, But it is crucial that we not overlook the necessity of constant communication with one’s state and federal legislatures, state education departments, various school personnel, and advocacy groups (TASH; Arc; CIL) working to safeguard your child’s civil right to a public education and community life. 

Carol Reinson, PhD, Occupational Therapist
Permanently Certified in New York State as a Special Education Teacher (Birth-21 years)
Associate Professor Emeritus University of Scranton (Jesuit)