Officials from the U.S. Department of Education held a private briefing with disability rights advocates Thursday to address concerns about a planned reorganization that would move special education offices to the Department of Health and Human Services. The briefing was intended to reassure stakeholders that federal protections would remain intact, but participants indicated the effort was largely unsuccessful.
During the call, Kelly Rogers, the acting assistant secretary overseeing special education, stated that the move would not compromise the Individuals with Disabilities Education Act, a federal law guaranteeing students with disabilities access to quality public education. However, she also clarified that staff from the Office for Special Education and Rehabilitative Services, who currently support states and schools in implementing the law, would relocate to HHS while she maintains oversight from the Education Department with additional support from HHS. This apparent contradiction raised concerns among participants about the practical implications of the restructuring.
Disability advocates expressed skepticism about the administration’s rationale for the reorganization. While department officials have framed the move as a bureaucratic efficiency measure, critics argue it adds layers of complexity rather than streamlining operations. Disability rights organizations noted that the uncertainty surrounding implementation timelines and specific procedures could create confusion for families, educators, and state agencies attempting to serve students with disabilities.
The proposed shift represents part of a broader Trump administration initiative to transfer multiple Education Department functions to other agencies as part of a campaign described as “Returning Education to the States.” For decades, the federal government has used the Education Department to enforce accountability for special education services, distribute federal funding, and provide technical assistance to local school systems. Advocates expressed concern that despite IDEA remaining technically under Education Department authority, relocating implementation staff could result in slower guidance, weaker monitoring, and reduced accountability when services are delayed or denied to students.
The Education Department stated that federal funding for special education will continue flowing to states and schools through its offices, though the long-term implications of the staff relocation remain unclear. Disability advocates have called on Congress to intervene, noting that only a legislative act can fully dissolve a federal agency.
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