Writing Against Dismantling—Defending the Future of Special Education and Rehabilitation.
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| Title: | Writing Against Dismantling—Defending the Future of Special Education and Rehabilitation. |
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| Authors: | Lindo, Endia J. (AUTHOR), King Thorius, Kathleen (AUTHOR), Sullivan, Amanda L. (AUTHOR), Martínez-Álvarez, Patricia (AUTHOR) |
| Source: | Exceptional Children. Jan2026, Vol. 92 Issue 2, p117-121. 5p. |
| Subjects: | Special education, United States. Individuals with Disabilities Education Act, United States. Dept. of Education, Treatment programs, Equality, Rehabilitation centers, Pressure groups, Inclusion (Disability rights) |
| Abstract: | The article discusses the critical state of special education and rehabilitative services in light of the dismantling of the Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitative Services Administration (RSA). This restructuring threatens the protections established by the Individuals with Disabilities Education Act (IDEA) and risks exacerbating existing disparities in access and outcomes for individuals with disabilities. The authors emphasize the importance of documenting and resisting these changes through advocacy, research, and community engagement, while also calling for a reorientation towards ethical stewardship that considers the long-term implications of current decisions. The article highlights the need for a collective commitment to equity, inclusion, and justice in special education practices and policies. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The article discusses the critical state of special education and rehabilitative services in light of the dismantling of the Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitative Services Administration (RSA). This restructuring threatens the protections established by the Individuals with Disabilities Education Act (IDEA) and risks exacerbating existing disparities in access and outcomes for individuals with disabilities. The authors emphasize the importance of documenting and resisting these changes through advocacy, research, and community engagement, while also calling for a reorientation towards ethical stewardship that considers the long-term implications of current decisions. The article highlights the need for a collective commitment to equity, inclusion, and justice in special education practices and policies. [Extracted from the article] |
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| ISSN: | 00144029 |
| DOI: | 10.1177/00144029251397698 |
