Katy Neas, CEO of The Arc of the United States, sitting in a white chair with a black binder on her lap smiling at the camera

A New Q&A Series Helps Journalists Cover Disability With More Accuracy and Respect

/in /by Jackie Dilworth

People with intellectual and developmental disabilities, or IDD, are part of every community. They are students, workers, voters, family members, advocates, neighbors, and people directly affected by the systems journalists cover every day.

But too often, people with IDD are left out of stories about disability, Medicaid, education, healthcare, housing, transportation, employment, criminal justice, and community life. When they’re included, coverage can still rely on outdated language, inaccessible interviews, narrow sourcing, or images that don’t reflect the full reality of people’s lives.

That’s why The Arc partnered with the National Press Club Journalism Institute on a three-part Q&A series to help journalists cover disability with more accuracy, accessibility, and respect.

The series features practical guidance from Katy Neas, CEO of The Arc of the United States, on interviewing people with IDD, avoiding harmful framing, and choosing visuals that represent people with disabilities as diverse participants in everyday life.

Disability Reporting Guidance for Journalists

The Q&A series focuses on three common gaps in disability coverage: who gets interviewed, how stories are framed, and what visuals are used.

Together, the series gives reporters, editors, producers, and photo editors practical ways to make disability coverage more accurate, accessible, and rooted in the lives of people with disabilities.

How & Why to Interview People With Intellectual and Developmental Disabilities

This Q&A focuses on how journalists can make interviews more accessible and respectful for people with IDD. It includes guidance on asking what would make the interview work best, sharing questions in advance when helpful, using plain language, giving people time to process, and making sure people with IDD stay at the center of their own stories.

It also explains why people with IDD can be important sources on the policies, systems, barriers, and supports that shape daily life.

How to Choose Better Visuals for Disability Stories

This Q&A focuses on the visuals newsrooms use when covering disability. Too often, disability stories rely on the same narrow visuals, like isolated wheelchair images, hospital scenes, or photos that frame people with disabilities through pity or dependency.

The guidance offers practical standards for reporters, photo editors, and producers, including how to choose visuals that show people with disabilities in all their diversity and in real settings: at school, at work, with family, in the community, using technology, advocating, and participating in everyday life.

How to Avoid Outdated and Harmful Disability Language

This Q&A focuses on language and framing. The words journalists choose shape how audiences understand disability. The guidance explains how to avoid stereotypes, respect how people describe themselves, and cover disability as part of public policy, civil rights, and community life.

It also reminds newsrooms that disability coverage shouldn’t default to pity, tragedy, or treating someone as inspiring simply for existing.

Why Accurate Disability Reporting Matters for People With IDD

Coverage shapes public understanding. It influences how people think about disability, what policymakers pay attention to, and whether people with IDD are included in stories about the issues that affect their lives.

Better reporting starts with better sourcing, better questions, better language, and better visuals.

People with IDD should be included early in the reporting process, and not just in stories focused on disability issues. They should be asked what would make an interview work best. They should be given the same respect, preparation, and clarity any source deserves. And they shouldn’t be expected to represent an entire community.

The Arc Is a Resource for Journalists Covering IDD

Through our national office and chapter network, The Arc can provide background on intellectual and developmental disabilities, connect reporters with experts, and help identify people and families who may want to share their experiences when appropriate. For media inquiries and more resources, visit The Arc’s Press Center.

Read the Full National Press Club Journalism Institute Q&A Series:

Picture of the U.S. Department of Education building in Washington, DC

HELP Committee Report Finds OCR Reached a 12-Year Low in Enforceable Relief for Students Facing Discrimination

/in /by Jackie Dilworth

Staff for the U.S. Senate Committee on Health, Education, Labor, and Pensions (HELP) released a new report yesterday documenting a steep decline in enforceable civil rights outcomes at the U.S. Department of Education’s Office for Civil Rights (OCR), including in cases involving students with disabilities.

The report finds that OCR reached 112 resolution agreements in 2025, down from 507 in 2024, a steep drop in one of the main ways OCR can require schools to fix civil rights violations. That’s about 1% of the 11,985 civil rights cases the report says were pending. For disability discrimination cases, the report lists 5,794 pending cases and only 83 resolution agreements in 2025, down from 390 in 2024.

That drop comes after major disruption to OCR’s capacity. In March 2025, nearly half of OCR staff were affected by a reduction in force, a change that reduced the number of investigators available to respond to students and schools and contributed to instability in how complaints were handled.

Bottom line: resolution agreements are one of the main ways OCR can require a school to fix a civil rights violation. Without a resolution agreement, families often don’t get a schoolwide fix, and the same barriers can continue for the family who filed and the students who come after them.

Key takeaways from the report on disability cases

The report shows that some of the most serious disability-related categories had little to no enforceable relief in 2025, including:

  • Restraint and/or seclusion: 172 pending cases, 0 resolution agreements
  • Disability harassment: 595 pending cases, 1 resolution agreement
  • FAPE (free appropriate public education): 1,887 pending cases, 40 resolution agreements

The report also describes civil rights enforcement at a 12-year low and notes that multiple regional civil rights offices have been closed, shrinking the federal capacity families and schools rely on.

Why OCR capacity is the difference between rights and reality

“This report shows federal civil rights enforcement in education, an essential tool provided by Congress to help fight disability discrimination, is being denied to students with disabilities,” said Katy Neas, CEO of The Arc of the United States. “OCR is where families turn when a student is denied accommodations or accessibility, pushed out of learning time, or harassed or disciplined unfairly because of disability. When OCR isn’t delivering solutions schools must follow, students lose learning time, families lose a workable path to resolve what’s happening, and schools are left with uncertainty and weaker oversight. Students with disabilities pay the price now, and it shapes what comes next, from graduation to employment and independence.”

What this means for families of students with disabilities

Families often turn to OCR after they have documented the problem and tried to resolve it through the school and district with no meaningful change. When OCR enforcement is inconsistent, urgent issues can drag on while a student keeps losing access to learning and support.

Families turn to OCR for urgent situations like:

  • A student being denied accommodations or accessibility
  • Repeated removals from class instead of support
  • Disability-based harassment not being addressed
  • Discriminatory discipline that keeps a child out of learning time
  • Restraint and seclusion issues that demand immediate accountability

OCR is one of the few avenues families can pursue without having to hire a lawyer or spend years in court.

What this means for schools and educators

Schools rely on OCR enforcement and guidance. When enforcement is inconsistent or guidance isn’t available, confusion grows and problems linger.

  • Schools lose clear, reliable direction about what compliance looks like.
  • Disputes last longer and are more likely to escalate into conflict, due process, or litigation.
  • Inconsistent enforcement leads to uneven practices across districts.

Why The Arc is weighing in

The Arc exists because families had to fight for the basic right of children with disabilities to be educated. Our advocacy helped lay the groundwork for the Individuals with Disabilities Education Act (IDEA), and for decades we’ve worked to protect and strengthen it so students can learn alongside nondisabled students with the support they need.

Today, our policy team regularly meets with members of Congress and education officials to protect IDEA and Section 504, and to push for the staffing and oversight that make those rights real in schools.

The Arc is also a plaintiff in Somerville Public Schools et al. v. Trump et al., a federal lawsuit challenging efforts to dismantle the U.S. Department of Education, because weakening federal capacity threatens special education oversight and civil rights enforcement that students with disabilities rely on.

Next steps to restore civil rights enforcement in education

The report points to a simple reality: students’ rights depend on a civil rights office that can do its job consistently and transparently. OCR’s work affects students facing discrimination based on disability, race, national origin, and sex, and families need a process that leads to real answers and real fixes.

If OCR is going to protect students and provide meaningful accountability, these steps can’t wait:

  • Fully staff and stabilize OCR so complaints get a real review and timely decisions.
  • Restore transparency by regularly publishing basic information about workload, timelines, and outcomes so families and schools can understand what’s happening.
  • Act quickly when a student is facing ongoing harm or being shut out of education, including cases involving denial of accommodations or accessibility, harassment, discriminatory discipline, and restraint or seclusion.
  • Communicate clearly with families and schools about what to expect after a complaint is filed, including timelines, reasons cases are dismissed, and what steps schools must take when OCR finds a violation.

For reporters: Interview availability

Robyn Linscott, Director of Education and Family Policy at The Arc of the United States, is available for interviews on what the report’s findings mean for students with disabilities and what policymakers are weighing based on input from families and school systems.

Frequently Asked Questions about OCR enforcement and students with disabilities

What is a resolution agreement at the Office for Civil Rights?
A resolution agreement is a formal agreement that requires a school to take specific steps to fix a civil rights problem identified through OCR’s process.

Why do OCR resolution agreements matter for students with disabilities?
They can require changes like providing accommodations, fixing accessibility barriers, changing discipline practices, and addressing harassment so the same harm does not continue.

What types of disability issues do OCR handle in schools?
Common issues include Section 504 accommodations, accessibility barriers, disability harassment, discriminatory discipline, and concerns related to restraint and seclusion.

What should families do if they believe a student’s disability rights are being violated?
Families can document concerns, use school and district complaint processes, and consider filing an OCR complaint when discrimination is alleged.

A black and white picture of people with disabilities protesting to get Section 504 signed

Nine States, A Defining Civil Right: Here’s How Chapters Are Fighting Back

/in /by Jackie Dilworth

Update (June 22, 2026): Our advocacy is working! Kansas withdrew from Texas v. Kennedy, following sustained advocacy from disability advocates across the state, including The Arc of Douglas County. Indiana also withdrew after months of advocacy from The Arc of Indiana, and South Dakota withdrew soon after.

Six states are still part of the case: Alaska, Florida, Louisiana, Missouri, Montana, and Texas.

Texas v. Kennedy is a lawsuit that targets Section 504 of the Rehabilitation Act of 1973. Section 504 requires that any program or service supported with federal funding be accessible to people with disabilities. This case focuses on the rights of people with disabilities who want to live and get government-financed services in the community instead of being limited to receiving these services in a nursing home or other institutions.

This case has real stakes for millions of people with disabilities. It could weaken protections people rely on to stay in the community with the services they need.

Across these states, The Arc’s chapters are doing what they have always done best. They’re organizing, showing up, and refusing to let this happen quietly.

Texas: Making the stakes impossible to ignore

The Arc of Texas has pushed this fight into public view. They sent a letter to Texas Attorney General Ken Paxton asking Texas to withdraw, and issued a press release and an action alert urging calls and emails. They also produced a short video to drive public awareness and action.

It’s breaking through. Their work has generated coverage in NPR’s KERA News and the Fort Worth Star-Telegram. Even more importantly, the Attorney General’s office received a significant surge of calls and emails from The Arc’s advocates, so much so that the phone line was intermittently disconnected. They’re asking advocates to keep going and not be silenced! They’re also working in partnership with Texas Advocates to elevate the perspectives of people with disabilities through new videos on why community living matters.

Indiana: A win powered by advocacy

Indiana is no longer part of this lawsuit, and that didn’t happen by accident.

The Arc of Indiana spent months pushing Indiana to back out, including direct conversations with Indiana Attorney General Todd Rokita and his team about what this case could mean for people with disabilities who rely on community-based services and civil rights protections.

On May 4, 2026, The Arc of Indiana announced that Attorney General Rokita has decided to withdraw Indiana from Texas v. Kennedy. This is exactly what strong grassroots advocacy can do: move a state from being part of the problem to protecting rights.

Kansas: Another state withdraws after disability advocates push back

On June 10, 2026, Kansas withdrew from Texas v. Kennedy, another major sign that public pressure can change the course of this lawsuit. The Arc of Douglas County joined more than 20 Kansas disability organizations in urging Attorney General Kris Kobach to withdraw the state from the case. In a coalition letter, advocates made clear that Kansas’ participation threatened people with disabilities and community-based services. Kansas’ withdrawal shows what happens when disability advocates stay organized and keep the pressure on.

Louisiana: Coalition-building and accountability

The Arc of Louisiana convened a coalition, developed a fact sheet, and shared it widely across social media, with legislators, and with partners across the state. They have also pressed Louisiana Attorney General Liz Murrill directly, including following up after the state rejoined the lawsuit.

Missouri: Turning silence into pressure

In Missouri, chapters are doing what grassroots advocacy demands: they’re escalating.

St. Louis Arc has already sent a letter to Missouri Attorney General Catherine Hanaway and copied Governor Mike Kehoe. Now they’re running a campaign that floods the Attorney General’s office with emails and phone calls from The Arc’s advocates, making it clear that Missouri must drop the lawsuit. The Arc of the Ozarks is also pushing for answers and pressing for access to decision makers, including through state legislative relationships.

Alaska and Florida: Building the groundwork

The Arc of Anchorage is working with Alaska’s disability community to coordinate a stronger response. They partnered with the Developmental Disabilities Association, the Disability Law Center of Alaska, and other stakeholders for a planning session, and they’ve reached out to Alaska Attorney General Stephen Cox while continuing follow-up to secure a meeting.

The Arc of Florida is pushing for answers at stage agencies.

What you can do right now

If you live in one of the six states still pushing this lawsuit, your call matters.

Call your state Attorney General and say: “Withdraw [STATE] from Texas v. Kennedy. People with disabilities should be able to live in the community with the supports that make life possible, and [STATE] should not be part of a lawsuit that puts that at risk.”

Then take one more step:

  • Ask two people in your state to call too.
  • Share this blog and tag your Attorney General’s office.

This is how change happens. Public pressure creates consequences, and it changes decisions. Help us protect rights that should never be treated as negotiable.

Picture of a rally in front of the U.S. Capitol with someone holding a "Protect Medicaid" sign

The Arc Responds to Kennedy’s Medicaid and HCBS Comments

/in /by Jackie Dilworth

Statement from Katy Neas on RFK Jr.’s Medicaid and HCBS Comments:

“Recent comments from HHS Secretary Robert F. Kennedy Jr. at a House Committee hearing, and similar statements from CMS Administrator Mehmet Oz, reflect a troubling pattern of mischaracterizing Medicaid and the essential role of home and community-based services (HCBS). People with disabilities want to live in their communities with the support they need, on their own terms. We can all agree that protecting the integrity of the programs that provide these supports is important. But making broad and unsupported claims that HCBS, particularly services delivered by family caregivers, are ‘rife with fraud’ puts adults and children with disabilities, and their families, at risk of losing the help they need to live in the community.

After decades of institutionalization, people with disabilities and their families fought for the home and community-based services necessary for their independence, dignity, and inclusion. Some people with disabilities prefer that help to come from family members. Some rely on direct care workers who help people get up in the morning, get dressed, take medications, and participate in community life. Both provide essential support. Like the majority of Americans, many family members need to work to make ends meet, but they’re also contending with a serious shortage of direct care workers. For many families, a family member is not just often a preferred caregiver. They are the only reliable option.

We urge federal leaders to distinguish clearly between documented fraud and lawful services, and to work in partnership with the disability community to strengthen, not weaken, Medicaid and HCBS.”

A picture of Alex LaMorie, a white man with sunglasses, headphones around his neck, and a blue polo shirt, standing in front of an Autism Society table

Joint Statement on Crisis Response, Disability, and Community Safety Following the Death of Alex LaMorie

/in /by Jackie Dilworth

The Autism Society, The Arc, and the undersigned organizations are deeply saddened by the tragic death of Alex LaMorie, who was fatally shot during a police response to a behavioral health crisis in Columbia, Maryland. Our heartfelt condolences go out to his family, loved ones, and all those affected, including first responders.

This tragedy demands a full and transparent investigation. It also underscores the ongoing and complex risks that can arise at the intersection of disability, mental health, and law enforcement response. While crisis intervention training is one tool officers use, training alone cannot fully prevent tragic outcomes, particularly in rapidly evolving situations involving distress, fear, or vulnerability. A more comprehensive and coordinated approach is needed to ensure safety for everyone involved.

We are especially concerned about the broader context highlighted in this case, including the growing prevalence of online scams and exploitation. Individuals with autism and other disabilities are disproportionately targeted and face elevated risks of victimization and involvement with the criminal justice system, often due to communication differences, social vulnerability, or unmet support needs.

Research indicates that a majority of autistic adults report experiencing some form of victimization, including bullying, exploitation, or abuse (Brown-Lavoie et al., 2014), and studies have documented increased likelihood of police contact and misunderstanding during crises (Weiss & Fardella, 2018). These realities can escalate into acute emotional or behavioral crises, reinforcing the urgent need for accessible supports, preventive education, and responsive crisis systems.

Alex’s death underscores the need for stronger collaboration between government agencies, law enforcement, and the disability community to improve crisis response procedures and training. The Autism Society and The Arc remain committed to working alongside policymakers, law enforcement, and community partners to develop solutions that prioritize safety, dignity, and understanding, including expanded use of 988, increased availability of mobile crisis teams, and greater investment in non-law and non-lethal enforcement responses whenever possible. Ensuring that trained mental health professionals are available, and that systems are coordinated, transparent, and accountable, is critical to preventing future tragedies.

We reaffirm our commitment to safe and inclusive community living. Individuals with autism have the right to choose where and how they live, with access to a range of housing, services, and supports that promote independence, interdependence, and full community integration. Inclusive living relies on agencies like the police and 911 being aware and able to respond to the disability community when members are in crisis.

Ultimately, advancing safety requires a shared commitment to understanding, acceptance, and proactive support. We must continue working toward systems that recognize the diverse needs of individuals with autism, reduce vulnerability to harm, and ensure that every person can live safely and with dignity in their community.

Signed By:
The Arc of Howard County
The Arc of the United States
Autism Science Foundation
Autism Society of America
Autism Society of Baltimore-Chesapeake
Autism Society of Maryland
Help 4 HD
Hussman Institute for Autism
Maryland Developmental Disabilities Council
National Alliance on Mental Illness of Howard County
National Association for the Dually Diagnosed (NADD)
National Autism Safety Council

List of Resources:

Sexual Violence and Disability: How Health Care Providers Can Respond Better

/in , /by The Arc

People with intellectual and developmental disabilities (IDD) face disproportionately high rates of sexual assault, yet too many health care providers are still not trained to respond well when survivors come forward. The Arc’s Transforming Health care Project is working to change that.

April is Sexual Assault Awareness Month, a time to confront a reality that doesn’t get nearly enough attention: people with IDD are sexually assaulted at seven times the rate of people without disabilities. Health care settings should be places where survivors are met with safety, clarity, and support. Too often, they’re not.

When health care providers aren’t trained to communicate accessibly, recognize abuse, or respond in trauma-informed ways, survivors with disabilities can be dismissed, misunderstood, or left without the support they need. That’s not just a training gap. It’s a health care access gap.

That’s where The Arc’s Transforming Health Care Project comes in. Through The Arc’s National Center on Criminal Justice and Disability, in partnership with the World Institute on Disability (WID) and chapters of The Arc in Massachusetts, Oregon, and Philadelphia, the project is examining how health care training can better prepare providers to respond to sexual violence against people with IDD. The project is also seeking to ensure that people with lived experience are leading training efforts within health care. The goal is straightforward: help build health care systems where people with disabilities are believed, respected, and supported.

Why Health Care Response Matters

Sexual violence is already underreported. For people with disabilities, the barriers can be even higher. Some survivors may not have been taught what sexual violence is. Some may not have the language to describe what happened. Some may fear they won’t be believed. And some may have already experienced a lifetime of being talked over or dismissed in medical settings. When providers are unprepared, those barriers grow.

This isn’t about blaming individual clinicians. Most providers enter health care because they want to help people. But they work in systems shaped by short appointments, productivity demands, and uneven training. In those conditions, signs of abuse can be missed. Disclosure can be mishandled. A survivor may finally speak up and still leave without real support because the system wasn’t built to meet the moment.

For survivors with disabilities, that failure can have lasting consequences. A health care visit may be one of the few places where someone has the chance to disclose abuse, ask for help, or begin to feel safe. When that moment is missed, the harm doesn’t end with the appointment.

What The Arc’s NCCJD Is Doing

The Transforming Health Care Project is focused on changing how providers are trained, so they’re better equipped to respond when patients with disabilities disclose sexual violence. The project is assessing existing health care training programs and developing recommendations grounded in three priorities: cultural humility, sexual violence awareness, and leadership by self-advocates. The project is developing guidelines that will promote cultural humility, people with IDD as co-trainers, and safe, respectful, inclusive health care.

That matters because better care starts with better preparation. Providers need tools that help them communicate clearly, slow down when needed, respond without assumptions, and create conditions where patients with IDD can share sensitive experiences safely. They also need to understand that people with disabilities are the experts in their own lives and should direct their own care.

As Dawn Skaggs, Chief Programs Officer at the World Institute on Disability, shares, “This work centers the leadership and lived expertise of people with disabilities and moves us closer to a health care system that is truly accessible and inclusive.”

Led by People With Disabilities and Survivors

Taylor Woodard, on the far left, poses with three other women at a table during a professional event, smiling at the camera.What sets this project apart isn’t just the subject matter. It’s the leadership model.

People with IDD aren’t being treated as subjects of reform. They’re helping lead it. The Transforming Health Care Project is guided by a 12-member advisory board co-led by two people with disabilities, including a person with IDD who is a sexual assault survivor. The board brings together people with IDD, survivors of sexual abuse, and health care professionals. Advisory board members with IDD are compensated for their time and expertise, reinforcing a simple but too often overlooked truth: lived experience is expertise.

Members do much more than review materials. They are shaping recommendations, challenging assumptions, and helping define what respectful care should actually look like in practice. That means the final guidance will not be built around theory, but around actual lived experience. It will reflect the experiences of people who know firsthand what it means to seek care, disclose abuse, and navigate systems that were not designed with them in mind.

Taylor Woodard sits on a mobility scooter on a city sidewalk, smiling over her shoulder at the camera. She's wearing a denim jacket and blue headphones, with a floral tote bag hanging from the scooter

Taylor Woodard

One of the project’s co-facilitators is Taylor Woodard, Manager of Information & Referral at The Arc of the United States. Taylor, who has a developmental disability, explains the significance of that space: “I truly value being part of a team bringing the health care challenges and concerns of a community that has historically been overlooked by the medical profession to the forefront. I leave each meeting knowing our members feel listened to, some for the first time in their lives.”

For many advisory board members, being heard in a setting where decisions are actively being shaped is new. Taylor emphasizes that leadership must remain central to lasting change: “Disability justice initiatives must be directed by people with disabilities. Centering disabled leadership is the only way we will obtain equality alongside our fellow citizens without disabilities.”

What Change Could Look Like

The long-term goal of this project is better care when it matters most.

When the final guidelines reach the health care community, the hope is that providers will be better prepared to listen, respond appropriately, and respect the autonomy of patients with IDD who disclose sexual violence. That includes communicating clearly, taking disclosures seriously, and recognizing that survivors with disabilities shouldn’t have to fight to be believed or to direct their own care.

Fran Hladysz stands in front of a brick wall with colorful graffiti, leaning casually and smiling slightly at the camera.

Fran Hladysz

Taylor puts it this way: “When medical professionals read the guidelines and realize how much people with disabilities want to direct their health care, I hope they will quickly integrate the advisory board’s recommendations into their practice. I also hope they will listen to and respect people with IDD, or anyone for that matter, who comes forward to report sexual violence.”

Advisory board member Fran Hladysz, a person with IDD and a survivor of sexual abuse, also points to the importance of inclusion across disability experiences: “Just because I have a disability, that doesn’t mean you should treat me differently or less. I like that [the Transforming Health Care Project] involves all different types of disabilities because we need to make sure that we get the best treatment that’s possible for us and the best health care.”

The Transforming Health Care Project advisory board is also being positioned as a public-facing force in health and hospital coalition work, offering a model other organizations can learn from. As Taylor noted, “The Arc has provided a model for elevating leaders with IDD that other organizations can and should replicate.”

Why This Work Cannot Wait

Sexual Assault Awareness Month shines a light on sexual violence each April, but this work can’t begin and end with one month of attention. People with disabilities deserve health care systems that are ready to meet them with dignity all year long. They deserve providers who know how to respond. They deserve to be heard the first time.

The Transforming Health Care Project guidelines are expected to be released in fall 2026. They will reflect the leadership, expertise, and lived experience of the people most directly impacted and lay the groundwork for more responsive health care practices.

Meaningful change in health care will take more than awareness. It will take training, accountability, and a willingness to rethink who gets treated as an expert. This project starts from the right lens: people with disabilities and survivors are not at the margins of the solution. They’re leading it.

Need help now? The Arc’s NCCJD offers resources on talking about sexual violence with people with IDD. Please contact us by filling out this form or email us at NCCJDinfo@TheArc.org. If you or someone you know has experienced sexual assault, RAINN’s National Sexual Assault Hotline is available at 800-656-HOPE (4673) and an online chat is available 24/7.

Frequently Asked Questions

What is The Arc’s Transforming Healthcare Project?
It is a project led by The Arc’s National Center on Criminal Justice and Disability, in partnership with the World Institute on Disability and several Arc chapters, to improve how healthcare providers respond to sexual violence against people with IDD.

Why does this project matter?
People with IDD face disproportionately high rates of sexual assault, but healthcare systems are often not prepared to respond well when survivors disclose abuse.

Who is shaping the recommendations?
Self-advocates, survivors of sexual violence, and healthcare professionals are helping lead the work through a 12-member Advisory Board.

What will the project produce?
The project will produce guidelines to help healthcare professionals respond in safer, more respectful, and more accessible ways.

When will the guidelines be released?
They are expected in fall 2026.

Red, white, and blue stickers that say "I Voted."

The SAVE America Act Threatens Accessible Voting for People With Disabilities

/in /by Jackie Dilworth

As Congress debates the SAVE America Act, people with disabilities have reason to be alarmed. The bill would require in-person proof of citizenship to register to vote in federal elections, government-issued photo ID that matches current name and address for in-person voting, and copies of photo ID with mail-in ballots. For voters with disabilities, that means new barriers at every stage of the voting process.

The reality is that too many people with disabilities face real barriers to voting. A Government Accountability Office study found that 60% of polling places had barriers for voters with disabilities, and 65% had voting stations that weren’t set up to allow a private and independent vote. Federal law mandates that voters with disabilities must have a full and equal opportunity to vote, including during registration, at the polling place, and through early or absentee voting.

Mail voting and accessible voting technology aren’t simply conveniences for people with disabilities. They’re civil rights. In the 2020 election, more than half of voters with disabilities cast their ballot by mail. The SAVE America Act would severely restrict mail registration and force online voter registration systems to be overhauled to meet its new requirements. Millions of Americans rely on those options to make their voices heard. Federal guidance makes clear that vote by mail must be accessible. When lawmakers add new in-person paperwork, photo ID requirements, or other hurdles to mail voting and registration, they risk shutting out voters who can’t easily travel, print, copy, scan, or navigate inaccessible systems.

Courts have ruled that systemic barriers preventing voters with disabilities from casting ballots are illegal. The Americans with Disabilities Act covers voter registration, polling places, and absentee voting. The Help America Vote Act requires accessible voting systems so voters with disabilities can cast a ballot with the same privacy and independence as others. The Voting Rights Act protects the right of voters with disabilities to use an assistor of their choice. The Arc has fought and won challenges against laws that restricted in-person and mail-in voting, and we’ll continue to challenge attempts to suppress the disability vote.

But statistics and legal protections only tell part of the story. Voters with disabilities live these barriers every election.

  • Lydia, who has muscular dystrophy, told us: “I think it really boils down to whether people believe that disabled people or any people from marginalized groups are deserving of the full benefits of democracy. We’re all interconnected. And I think that’s the promise of democracy—we all get to enjoy the same basic human rights and privileges as everyone else.” Lydia prefers to vote in person but needs the option to vote by mail when her specialized mobility equipment isn’t working properly.
  • Danielle, who has autism, dyslexia, and dysgraphia, has difficulty voting because she is sensitive to abrupt changes or alterations to routine. As Danielle’s mother, who assists her with voting, shared: “My daughter just needs a little more help, but she can vote. It’s her constitutional right… She wants to practice her civic duty, and she should be able to vote… People with disabilities are a part of our community and the fabric of our lives. They need to be heard.”
  • Ralph has Chronic Inflammatory Demyelinating Polyneuropathy and was hospitalized due to this condition for 6 months. Vote by mail was the only option available to him because he couldn’t leave the hospital during treatment.
  • Laura has Limb Girdle muscular dystrophy and chronic muscular respiratory failure. It’s important for her to have access to different methods of voting because her ability and energy levels fluctuate daily. It’s also much safer for her to vote by mail since she’s immunocompromised.

People with disabilities are one of the largest voting blocs in the country. One in 6 eligible voters has a disability, and 1 in 3 eligible voters has a disability or lives with someone who does. When voting is accessible, participation rises. When it’s not, people with disabilities are pushed out of decisions that shape their health care, education, housing, transportation, employment, and community living. Their votes aren’t optional, and their participation isn’t secondary.

If a bill makes it harder for people with disabilities to register, vote by mail, or cast a ballot privately and independently, it’s moving this country in the wrong direction and violating federal laws. The Arc will continue to fight in courtrooms, Congress, and communities nationwide until every voter with a disability can cast a ballot that’s accessible, private, and counted.

SAVE America Act FAQ: What Voters With Disabilities Need to Know

What is the SAVE America Act?
The Safeguard American Voter Eligibility (SAVE America) Act is the federal voting bill now being debated in Congress. It would require in-person proof of citizenship to register to vote in federal elections, government-issued photo ID for in-person voting, and copies of photo ID with mail-in ballots. Some people may still refer to an earlier version of this proposal as the SAVE Act.

How would the SAVE America Act affect voters with disabilities?
It would add new steps to registration, in-person voting, and vote by mail in a system that is already too inaccessible for many voters with disabilities. The bill includes an accessibility provision, but it is limited and does not include a clear enforcement mechanism. Federal law requires equal access to all parts of voting, including absentee voting.

Does the SAVE America Act affect mail-in voting?
Yes. The bill would require copies of photo ID with mail-in ballots, and the current debate around the bill has also included proposals to narrow mail voting further. That matters because voters with disabilities are more likely to rely on voting by mail, and mail voting must be accessible.

Why are election officials and disability advocates concerned about implementation?
The SAVE America Act would take effect immediately, gives the Election Assistance Commission just 10 days to issue guidance, and provides no funding for states to make the required changes. That rushed timeline raises serious concerns about confusion, administrative errors, and whether accessible systems would be implemented well enough to protect voters with disabilities.

Why do voters with disabilities rely on mail voting and accessible voting machines?
Because many polling places still present physical and technological barriers, and accessible voting systems plus mail voting can be the difference between having a private, independent vote and not being able to vote at all.

What laws protect the voting rights of people with disabilities?
Key protections include the Americans with Disabilities Act, the Help America Vote Act, the National Voter Registration Act, the Voting Accessibility for the Elderly and Handicapped Act, and the Voting Rights Act.

A man with disabilities stands indoors at a busy event space holding a sign that reads “I’M VOTING BECAUSE… it’s my voice!” The sign has The Arc logo in the top left and the hashtag #REVUP in the bottom right.

Voter 101: Why Voting Matters to People With Disabilities

/in /by The Arc

What Is Voting?

Voting is how people make choices together. When you vote, you say what you want. We vote for people who want to lead our country, state, and city. These people are called candidates. When they win, they become elected officials.

Elected officials make choices about our lives. They decide how programs work. This includes Medicaid, Supplemental Security Income (SSI), education, housing, and transportation. When you vote, you help choose who will speak for the disability community.

Visit TheArc.org/Vote for more information about voting, including resources about guardianship and voting, tips for helping someone vote, what to do if your voting rights are denied, and more.

Why Does Voting Matter?

Laws and rules affect people with disabilities every day. Voting helps make sure leaders hear you.

People with disabilities vote less often than people without disabilities. This is called the voting gap. The gap exists because voting can be hard. Polling places may not be accessible. Rules can be confusing. Some people do not get the help they need.

When people with disabilities get clear information and support, more people vote. When more people vote, leaders pay attention. Voting helps close the gap.

Your Right to Vote

People with disabilities have the right to vote. You can vote privately and independently. Laws like the Americans with Disabilities Act and the Help America Vote Act support this right. These laws help make polling places accessible. They allow voting tools and help from a person you trust or a poll worker if needed.

Who Can Vote?

You can vote if you:

  • Are a U.S. citizen
  • Are 18 or older by Election Day
  • Live in the state where you vote
  • Register by your state’s deadline

Some people think people with disabilities cannot vote. That is not true. People with disabilities can and do vote.

Some people may not be able to vote, like non-citizens, some people with guardians, or some people with past convictions. Rules vary by state. If you are not sure, check with your local election office.

How Do You Register to Vote?

Each state has its own rules. You must register by your state’s deadline. You may need your name, address, Social Security number, and/or a state or government identification (ID).

You can check or update your registration on The Arc’s online Election Center. If you move or change your name, make sure to update your registration.

You can ask for help. A friend, family member, or support worker can help you register.

Remember: Voting is powerful. When you vote, you help shape your future and your community.

Three people with and without disabilities stand outdoors in front of the US Capitol, smiling and holding protest signs. The signs read "We Vote!," "Equity," "Disability Rights Are Human Rights," and "Stop Discrimination Now."

2026 Disability Advocacy: What We’re Watching & How to Help

/in , /by The Arc

Important decisions about programs for people with disabilities are happening right now. Congress is closely divided, so every action and message can make a difference. Here’s what we’re watching this spring and how you can help.

Federal Funding for Disability Programs

Every year, Congress decides how much money federal programs get.

Our policy team watches what Congress and the President want to spend money on. This includes:

  • Developmental Disability Act programs
  • Special education
  • Housing
  • Other important services

We want to make sure that the programs that people with disabilities and their families rely on stay strong.

Key Bills to Watch

Some bills in Congress could make a big difference for people with disabilities:

  • SSI Savings Penalty Elimination Act: This bill would update the rules for Supplemental Security Income (SSI) and end marriage penalties for people who get SSI. These rules haven’t changed in almost 40 years.
  • Direct Support Professional (DSP) Recognition: This bill would improve federal data on DSPs, the people who help individuals with disabilities at home and in the community. Better data could help solve workforce shortages.
  • Money Follows the Person: This program helps people move from institutions into community homes. It must be renewed to continue. We want it to keep helping people live in their communities.
  • Keeping All Students Safe Act (KASSA): This bill would ban seclusion and dangerous restraints in schools. It now has support from both parties in the House, which is an important step forward.

Education: A Critical Issue in 2026

Education policy is a major focus this year.

  • Lawmakers are talking about moving the Office of Special Education Programs (OSEP) out of the Department of Education. This could weaken how the government enforces the Individuals with Disabilities Education Act (IDEA). We are working with officials to keep strong oversight.
  • A new federal voucher program lets states choose to participate. Students who use vouchers may lose IDEA protections. Families need clear information before making decisions.

State-Level Changes to Medicaid and SNAP

Federal changes to Medicaid and SNAP passed last year. Now, each state is deciding how to put them into action. The Arc is working with our chapters to:

  • Track what happens in each state
  • Share state-specific information
  • Support local advocacy
  • Local decisions can affect communities quickly, so getting involved at the state level is important.

Ways to Get Involved in 2026

Start advocating early and often this year. Acting early is especially important because many decisions will happen by July due to midterm elections.

Here are a few ways you can help:

  • Use our Action Center to advocate for federal issues.
  • Connect with your state or local chapter of The Arc to address Medicaid and SNAP changes.
  • Contact your members of Congress or state lawmakers in person or online. Use this toolkit to make it easier.
  • Vote! One of the biggest ways to advocate is by voting for leaders who will make the decisions you want them to make about schools, jobs, health care, and daily life. Make sure you register and are ready to vote.

Every action matters. Together, we can protect rights, services, and opportunities and make sure the disability community is strengthened in 2026.

Written by: Jenny Alexander, Director, National Initiatives

A diverse group of young adults with disabilities stand together in a circle with their heads close, smiling. The view point is looking up at them from inside the circle.

Developmental Disabilities Awareness Month: 2026 Theme & Ways to Act

/in /by The Arc

Developmental Disabilities Awareness Month is observed every March to recognize people with developmental disabilities, celebrate inclusion, and spotlight the barriers that still block full participation in community life. The month traces back to a 1987 presidential proclamation calling the nation to increase awareness of the needs and potential of Americans with developmental disabilities.

Key Takeaways

  • Developmental Disabilities Awareness Month happens every March.
  • The 2026 theme is “We’re Here: Then, Now, Always.”
  • You can take action by donating, volunteering, and sharing accurate information and stories (with consent).

What Is a Developmental Disability?

A developmental disability is a lifelong condition that can affect learning, language, mobility, or independent living. Developmental disabilities occur in every community and across all backgrounds.

The Big Picture

Here’s what drives us at The Arc: the fundamental belief that everyone deserves to write their own life story. That means real access to education, meaningful employment, quality health care, and genuine community connections. Too many barriers still stand in the way of these basic rights. This month, we’re making more space for self-advocates and families to share what needs to change, and what real inclusion looks like.

History

The roots of Developmental Disabilities Awareness Month trace back to 1987, when President Ronald Reagan proclaimed March 1987 as National Developmental Disabilities Awareness Month.

2026 Theme: “We’re Here: Then, Now, Always”

This year’s national theme from the National Association of Councils on Developmental Disabilities (NACDD) is “We’re Here: Then, Now, Always.” It connects past, present, and future, recognizing progress, naming what’s still at risk, and reinforcing that community living and inclusion must be protected and funded.

What We’re Doing

Change happens when people come together, and that’s what The Arc’s nationwide network does every day. This month, we’re sharing stories from people with developmental disabilities and their families that reflect real life: goals, barriers, pride, and the supports that make inclusion possible.

There’s Marcus, whose job search shows how talented, dedicated workers face discrimination. Lawrence, who’s showing the world what’s possible for athletes with disabilities. Ashley, who’s revolutionizing how we think about diversity and inclusion. Steve, who shows us that people with disabilities thrive when they can live independently in their communities, not institutions. Carlos, who persevered through immigration, bullying, and discrimination to graduate college and build his accounting career. And Mitch, whose voice on our board helps shape how we support people with disabilities.

Three Ways to Take Action

“Segregation and discrimination still cast an ugly shadow over the lives of millions of people with disabilities. This month, we must elevate the leadership and priorities calling for true inclusion—in our schools, workplaces, and communities. When we follow self-advocates’ lead and remove unfair barriers, communities get stronger for everyone.” – Katy Neas, CEO of The Arc

Frequently Asked Questions

What is Developmental Disabilities Awareness Month?
It’s observed every March to recognize people with developmental disabilities, celebrate inclusion, and highlight barriers that still exist.

When is Developmental Disabilities Awareness Month?
Every March.

What is the 2026 DDAM theme?
“We’re Here: Then, Now, Always.”

What is a developmental disability?
A lifelong condition that can affect learning, language, mobility, or independent living.

How can I support DD Awareness Month?
Learn, share accurate resources, support disability-led leadership, volunteer locally, and donate if you’re able.