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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.
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]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Writing Against Dismantling—Defending the Future of Special Education and Rehabilitation.
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  Data: <searchLink fieldCode="AR" term="%22Lindo%2C+Endia+J%2E%22">Lindo, Endia J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22King+Thorius%2C+Kathleen%22">King Thorius, Kathleen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sullivan%2C+Amanda+L%2E%22">Sullivan, Amanda L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martínez-Álvarez%2C+Patricia%22">Martínez-Álvarez, Patricia</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Jan2026, Vol. 92 Issue 2, p117-121. 5p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%2E+Individuals+with+Disabilities+Education+Act%22">United States. Individuals with Disabilities Education Act</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%2E+Dept%2E+of+Education%22">United States. Dept. of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+programs%22">Treatment programs</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Rehabilitation+centers%22">Rehabilitation centers</searchLink><br /><searchLink fieldCode="DE" term="%22Pressure+groups%22">Pressure groups</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink>
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  Data: 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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  Group: Ab
  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189687711
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        Value: 10.1177/00144029251397698
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      – Code: eng
        Text: English
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        PageCount: 5
        StartPage: 117
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      – SubjectFull: Special education
        Type: general
      – SubjectFull: United States. Individuals with Disabilities Education Act
        Type: general
      – SubjectFull: United States. Dept. of Education
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      – SubjectFull: Treatment programs
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      – SubjectFull: Equality
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      – SubjectFull: Rehabilitation centers
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      – SubjectFull: Pressure groups
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      – SubjectFull: Inclusion (Disability rights)
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            NameFull: Sullivan, Amanda L.
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            NameFull: Martínez-Álvarez, Patricia
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              Text: Jan2026
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              Y: 2026
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