An Asian woman with short hair is helping a young Black girl color a picture on a green and yellow desk

Broad Coalition Urges Congress to Keep Special Education and Civil Rights in the Department of Education

/in /by Jackie Dilworth

The Department of Education calls its plan to move special education oversight to Health and Human Services and school civil rights enforcement to the Department of Justice a “partnership.” Disability, civil rights, education, parent, and educator organizations see something very different: core education and civil rights responsibilities being moved away from the agency Congress charged with protecting them.

The Arc of the United States joined a broad coalition urging Congress to reject these transfers and keep special education, Section 504 enforcement, vocational rehabilitation, and school civil rights protections connected inside the Department of Education. Read The Arc’s full statement on what this move could mean for students with disabilities, families, schools, and civil rights enforcement.

Download the Coalition Letter

Full Coalition Letter

FOR IMMEDIATE RELEASE
June 18, 2026

Broad Coalition of Disability, Civil Rights, and Education Organizations Denounces ED’s Latest Transfers of Core Functions

Washington, D.C. — The undersigned disability, civil rights, and education organizations strongly oppose the Administration’s efforts to transfer the Office of Special Education and Rehabilitative Services (OSERS) from the U.S. Department of Education (ED) to the Department of Health and Human Services (HHS) and the Office for Civil Rights (OCR) to the Department of Justice (DOJ) through Interagency Agreements (IAAs). These agreements undermine the core foundation of federal disability, education, and civil rights policy and implementation.

Students with disabilities deserve educational systems that are designed around their needs, rights, and opportunities, not administrative restructuring that risks disrupting critical services and protections. They deserve equitable access to education, robust protections under the law, and an intact Department of Education that is committed to their success and steadfast in defending their rights.

Far too many students experience unacceptable barriers to receiving services and supports – but these transfers do not reflect meaningful solutions to this problem. While ED states that stakeholder input was considered, these IAAs do not reflect the concerns widely expressed by parents, educators, disability organizations, and civil rights advocates. Congress specifically entrusted ED with administering the Individuals with Disabilities Education Act (IDEA), enforcing Section 504 protections in public schools and colleges, overseeing vocational rehabilitation programs, and safeguarding the civil rights of students with disabilities. Congress has repeatedly reauthorized and strengthened these laws within the Department since its establishment in 1979, creating an integrated framework for students with disabilities that connects educational opportunity, civil rights enforcement, transition services, workforce preparation, and employment outcomes.

Transferring OSERS to HHS moves critical education, transition, and employment programs into an agency primarily focused on health care, weakening the coordination between schools, vocational rehabilitation, and postsecondary opportunities. Furthermore, separating OSERS from the Office of Elementary and Secondary Education (OESE), which funds and oversees K-12 education programs, segregates disability-related education programs from the broader education system and weakens the coordination necessary to ensure students with disabilities are fully included in general education. Special education is not a separate enterprise. IDEA is built on the principle that students with disabilities should be educated alongside their peers and have access to the same academic standards, accountability systems, and opportunities for success. State education leaders and educators⸺including both general and special educators⸺also rely on ED’s expertise, guidance, monitoring, and technical assistance; responsibilities that Congress unilaterally funds and directs the Department to provide.

Likewise, transferring OCR to DOJ separates education-focused civil rights enforcement from the agency responsible for education policy and oversight, exposing students and their families to longer wait times when discrimination is occurring in schools and risking the loss of specialized expertise that students and families rely upon to resolve their complaints and drive necessary improvements in school policy and practice to prevent future discrimination. It will also discourage some families from seeking assistance or filing complaints due to concerns about engaging with a law enforcement agency rather than experts in education and disability law.

Congress intentionally built an education and vocational rehabilitation continuum that supports individuals with disabilities from early intervention through school, postsecondary education, and employment. Moving OSERS to HHS and OCR to DOJ dismantles this coordinated and cohesive approach and threatens decades of progress advancing educational, employment, and civil rights outcomes for students with disabilities.

The undersigned organizations urge Congress to reject these transfers and preserve the Department of Education’s longstanding and Congressionally mandated roles to lead, direct, oversee, administer, and enforce the laws and programs that support opportunity, inclusion, and success for all students with disabilities.

Organizations that Signed the Letter

The letter was signed by a broad coalition of national, state, and local disability, civil rights, education, parent, educator, and community organizations, including The Arc of the United States, ACLU, National Disability Rights Network, Council for Exceptional Children, National Education Association, National Center for Learning Disabilities, Disability Rights Education and Defense Fund, COPAA, and dozens of state and local groups across the country. Download the full coalition letter to see the complete list of organizations.

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

Moving Special Education and Civil Rights Out of Education Department Risks a Patchwork of Rights for Students With Disabilities

/in , , /by Jackie Dilworth

Today, the U.S. Department of Education announced plans to move the Office of Special Education and Rehabilitative Services (OSERS) to the U.S. Department of Health and Human Services (HHS) and the Office for Civil Rights (OCR) to the U.S. Department of Justice (DOJ). The Arc of the United States warns that the move disregards federal law placing the Office of Special Education Programs (OSEP) in the Department of Education and would make it harder for students with disabilities to access services, resolve discrimination, and hold states accountable under IDEA, the 50-year-old law that guarantees a free appropriate public education tailored to each child’s unique needs.

This plan follows interagency agreements announced in November 2025 that began shifting major Education Department programs to other federal agencies. But these offices are supposed to work together. Students with disabilities need access to school, special education services, accommodations, accessibility, and civil rights enforcement under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). Moving that work across separate departments risks more confusion, longer delays, and less accountability for families and schools.

The Education Department says OSERS and OCR will keep their legal responsibilities and continue their work without interruption. Calling this a partnership doesn’t change what’s happening: core education and civil rights functions would be moved into agencies that weren’t created to oversee schools, special education, or education-based civil rights enforcement.

“Students with disabilities don’t experience school in agency silos,” said Katy Neas, CEO of The Arc of the United States and former Deputy Assistant Secretary and Acting Assistant Secretary in the Office of Special Education and Rehabilitative Services at the U.S. Department of Education. “A student who is denied services, disciplined for disability-related needs, or blocked from an accessible classroom needs one federal education system that can see the whole picture and act. Moving special education to HHS and civil rights enforcement to DOJ would split apart the offices responsible for making disability rights real in schools, leaving families chasing answers across the federal government instead of getting accountability from one education agency.”

“HHS and DOJ have important roles, but they weren’t built to replace the Department of Education’s school-specific expertise,” said Robyn Linscott, Director of Education and Family Policy at The Arc of the United States. “Moving IDEA oversight into HHS pushes students with disabilities toward a medical model, where disability is treated as a diagnosis to manage instead of a natural part of human life. When that mindset drives education decisions, students are more likely to be segregated, underestimated, or treated as separate from the school community. IDEA belongs in an education agency because it is about classrooms, IEP meetings, behavior support, accessibility, and whether students can learn alongside their peers.”

Why OSERS and OCR belong inside the Education Department

OSERS has two primary components: the Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA). OSERS oversees federal programs that shape the school experience for students with disabilities and help students move from school to work and community life. It distributes federal special education funding, provides guidance to states and schools, supports teacher training, funds research on effective instruction, and helps ensure students receive the services they are legally entitled to receive.

OCR investigates discrimination in schools, including disability discrimination involving accommodations, accessibility, harassment, restraint and seclusion, and discriminatory discipline. For many families, OCR is one of the few ways to seek federal enforcement without going straight to court.

Why IDEA belongs in an education agency

IDEA is an education and civil rights law. It was created because children with disabilities were excluded from public schools, denied instruction, or sent to institutions instead of being educated in their communities.

Moving IDEA oversight into the Department of Health and Human Services risks changing how the federal government understands and responds to students with disabilities. Instead of focusing on classroom access, instruction, inclusion, services, and school accountability, it could push decisions toward diagnosis, treatment, and care management. Students with disabilities may need health care and related services, but they are students first.

That distinction matters. A medical model can lead to lower expectations, more segregation, and decisions based on diagnosis instead of what a student needs to learn and participate in school. IDEA’s promise depends on schools seeing students with disabilities as full members of the school community. That work must stay connected to the federal education systems that guide schools, support educators, and hold states accountable.

What this could mean for families

Families already spend months, sometimes years, trying to get schools to follow the law. Splitting special education and civil rights enforcement across agencies could add another layer of confusion when students can’t afford to wait.

For families of students with disabilities, this could mean:

  • More confusion about where to go when a child is denied services or accommodations
  • Longer delays when a student is missing instruction, therapies, supports, or accessible materials
  • Less coordination between special education oversight and civil rights enforcement
  • More barriers when a student faces harassment, exclusion, restraint, seclusion, or discriminatory discipline

A student’s education shouldn’t depend on whether their family can figure out which federal agency now owns which piece of the law.

What this could mean for schools and states

Schools and state education agencies need clear, consistent federal guidance. Moving OSERS to HHS and OCR to DOJ could make it harder for states and districts to understand expectations and resolve problems early. This plan could lead to:

  • Conflicting guidance from different federal agencies
  • Slower answers on IDEA and Section 504 questions
  • Less coordination between funding, technical assistance, and enforcement
  • More uneven implementation across states
  • Greater risk that families in different places receive different levels of protection

Federal disability rights shouldn’t depend on a student’s ZIP code or on which agency happens to hold part of the responsibility.

Students can’t get back lost learning time

The Department of Education’s special education and civil rights offices have been weakened by staff cuts, office closures, and delays in enforcement. Recent reports and staffing changes have shown what happens when federal capacity shrinks: complaints take longer, guidance becomes less clear, and families are left wondering whether anyone is responsible for enforcing the law.

When a student with a disability goes without the services, accommodations, accessible materials, instruction, or behavior supports they need, the impact can last a lifetime, shaping whether they graduate, continue their education, find work, participate in their community, and feel like school is a place they belong.

Moving these offices out of the Department of Education would deepen that instability at the exact moment students, families, schools, and states need clarity. The rights in IDEA and Section 504 haven’t changed, but rights are only as strong as the systems that enforce them.

Why The Arc is taking action

The Arc has fought for the education rights of students with disabilities for decades. Our advocacy helped lay the groundwork for IDEA, and we have worked ever since to protect and strengthen the systems that make that law real for students and families.

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. We joined that case because weakening federal education capacity threatens special education oversight, civil rights enforcement, and the ability of students with disabilities to access the education federal law promises them.

The Arc’s policy and legal advocacy teams continue to meet with policymakers and education officials to protect IDEA, Section 504, and the federal infrastructure students with disabilities rely on.

We urge Congress to step in immediately, assert its constitutional role over federal agencies, and keep critical education and civil rights programs where the law says they belong. Students’ rights may remain in statute, but those rights are only meaningful when families can access the systems that enforce them.

For reporters: interview availability

The Arc can connect reporters with national policy experts who can explain the impact of this decision on students with disabilities nationwide.

Robyn Linscott, Director of Education and Family Policy at The Arc of the United States, is available for interviews on what this move means for students with disabilities, families, schools, IDEA, Section 504, and federal civil rights enforcement.

Katy Neas, CEO of The Arc of the United States and former Deputy Assistant Secretary and Acting Assistant Secretary in OSERS, is also available for interviews on the history and federal role of special education oversight.

More on the dismantling of the Department of Education

A man with disabilities wearing sunglasses, a navy Rushcreek Fire Department T-shirt, jeans, and sneakers stands in front of a bright yellow fire truck. The truck door is open and has text that reads, “Rushcreek Twp. Vol. Fire Dept.

The Cost of Medicaid Cuts: What Kaycee and Keith Stand to Lose

/in , /by The Arc

Every person deserves the chance to live, learn, and be part of their community. For many people with disabilities, Medicaid home and community-based services (HCBS) make that possible. These services help people stay healthy and connected to their communities, with the support they need. Without HCBS, many families would face fear, isolation, and impossible choices.

A smiling woman with disabilities wearing glasses, a tiara, and a pink sash stands in front of a sparkly pink backdrop. She is holding a crown-shaped trophy, flowers, and a bouquet. A decorative banner behind her includes the words “IN OUR AMAZING.”Melanie from West Virginia knows this better than most. Her daughter, Kaycee, is 22 years old and full of hope for her future. But getting to this point was not easy. Melanie remembers the years before HCBS, when every day felt like a crisis. As she explains, “Before Kaycee had access to Medicaid and the IDD Waiver, our family was in constant crisis. She needed step-by-step support for daily life… We were doing everything we could, but it was not enough.”

Everything changed when Kaycee finally got the support she needed. With HCBS, she gained access to therapies, medical care, and community services that helped her grow. She found her voice. She learned new skills. She began to take part in her community in ways that once felt impossible.

But Melanie knows how fragile that progress is. “If home and community-based services are cut, my daughter will not just lose support, she will lose her ability to safely live the life she has worked so hard to build.”

Kaycee still needs daily help to stay safe, communicate, and manage her medical needs. Without HCBS, she could lose the independence she fought so hard for. She could face medical emergencies, isolation, or even institutionalization.

A smiling man with disabilities wearing glasses, a black shirt, and a black baseball cap with a yellow sun design takes a selfie indoors. Fluorescent ceiling lights and a window with vertical blinds are visible behind him.In Ohio, Keith also depends on HCBS to live the life he chooses. He is proud of the ways he gives back to his community. He is an Eagle Scout, a volunteer football coach, a church sound tech, and a member of his local fire department’s auxiliary team. He also has complex medical needs that require daily support.

Keith shares, “I depend on HCBS services to manage my complex needs that are not always visible to others. I was born with complex heart and pulmonary complications. These services have allowed me to remain active in my community and church.”

He worries deeply about what cuts would mean for his future. “I am deeply concerned that any end to these programs would jeopardize my ability to contribute to society and live independently,” he says. “I urge you to protect these essential services for myself and others with disabilities.”

These stories show what HCBS makes possible. But right now, these services are at risk. Congress has already made major cuts to Medicaid, and more cuts may come. That means longer waiting lists, fewer supports, and more families in crisis.

People with disabilities and their families deserve better.

Now is the time to act. Contact your members of Congress and tell them to protect Medicaid home and community-based services. Lives, futures, and communities depend on it.

 

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.

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.

Two young people sit side by side at an outdoor picnic table, smiling and looking at a smartphone together. One person sits in a wheelchair, and both wear jackets in a park setting

Medicaid Work Reporting: What Does It Mean for You?

/in , /by The Arc

Congress passed a new law that made cuts to Medicaid, called Public Law 119-21. This law says that some adults with low income who get health coverage through Medicaid will need to report their work or community activities to the state in the future

Public Law 119-21 creates a Medicaid community engagement requirement (often called a Medicaid work requirement). A community engagement requirement makes reporting work, school, or volunteering a condition of staying enrolled in Medicaid for some adults. CMS gives states guidance on how to implement Medicaid community engagement requirements.

This law does not affect you if: you get Supplemental Security Income (SSI) and Medicaid and/or you receive Medicaid home and community-based services.

Nothing is changing right now. The federal law sets the requirement to start by January 1, 2027, unless a state chooses to start sooner. Changes may happen in your state in the next few years.

In this blog, we explain:

  • Who may need to report work or activities.
  • Who does not need to report.
  • What you can do now to protect your Medicaid.

Remember: Medicaid may have a different name in your state.

Who may have to report work or activities for Medicaid?

The new rules will affect adults who:

  • Are 19–64 years old
  • Get Medicaid through Medicaid expansion

Lawmakers may decide certain groups of people are exempt. Exempt adults do not need to report. You can find out more about who is exempt below.

What is Medicaid expansion?

Some states give Medicaid to adults with low income, even if they don’t have children. This is called Medicaid expansion. Check if your state has Medicaid expansion.

What counts as work or community engagement activities?

You may need to report things like:

  • Working at a job (even part-time)
  • Working for yourself
  • Volunteering or helping in the community
  • Going to school or job training

Federal law defines ‘community engagement’ as employment, a work program, community service, or education/training. Many states will use an 80-hours-per-month standard to measure community engagement.

How reporting works:

Your state Medicaid agency runs the reporting process, and your state Medicaid agency sends the notices. Each state will decide:

  • How often you must report
  • How you report (online, by phone, or in person).

Who should NOT need to report work or activities?

Lawmakers have decided that many people with disabilities and caregivers should not need to follow these rules. They are exempt or free from the rules.

People who are exempt include:

  • People who get Medicaid because of a disability, like many people on Supplemental Security Income (SSI).
  • People who have serious health needs or need a lot of help every day. These people are sometimes called “medically frail.”
  • People who get both Medicare and Medicaid.
  • Some family caregivers who provide help to a person with a disability or serious health problem.

Important: Even if you should not need to report, mistakes can happen. Always read your mail from Medicaid. Get help if you get a letter about reporting work or community activities. In past work-reporting programs, people lost Medicaid coverage because paperwork didn’t go through, even when they were eligible or should have been exempt.

What you can do now:

  • Keep copies of any letters that show you get Supplemental Security Income, Social Security Disability Insurance, a Medicaid waiver, or other disability benefits.
  • Keep letters or reports from doctors that explain your disability or the help you need.
  • If you get a notice saying you must report work and you have a disability, contact your local chapter of The Arc or legal aid right away.

Family Caregiver Information

You may not have to report work if you are a family caregiver and you:

  • Give care to a person with a disability or serious health need.
  • Help with things like dressing, eating, bathing, taking medicine, behavior support, getting around, or communicating.

What you can do now:

  • Write down who you care for and how you help.
    • Example: “I help my adult son with dressing, meals, and seizures every day.”
  • Keep papers that show:
    • You are a paid caregiver through Medicaid.
    • A doctor says the person needs your help.
  • If you get a letter about work reporting, ask if you qualify for a caregiver exemption.

What Everyone Can Do Now

Even before these rules start, you can:

  • Update your contact information.
    • Make sure Medicaid has your current address, phone number, and email.
  • Open and read all mail from Medicaid or your health plan.
    • Do not ignore letters, even if they are hard to understand.
    • Ask a trusted person to help you read letters.
  • Get help right away if you get a letter asking about work or activities.
    • Contact your local chapter of The Arc, your Protection & Advocacy (P&A) agency, or legal aid.
    • Say: “I have a disability / I am a caregiver. I think I may not have to follow these new rules. Can you help me?”

Where to Get Help

Quick Answers (Medicaid Work Reporting)

Q: What is Medicaid work reporting?
A: Medicaid work reporting is the process a state uses to document “community engagement” activities for some adults.

Q: Does Medicaid work reporting affect SSI Medicaid?
A: No. People who receive SSI and Medicaid are not the target group in this post’s summary.

Q: When could this start?
A: The law sets an effective date by January 1, 2027, unless a state starts sooner.

Q: Who is most likely to be asked to report?
A: Adults ages 19–64 who receive Medicaid through Medicaid expansion (and certain similar coverage pathways).

Q: What’s the biggest risk for people who should be exempt?
A: Missing paperwork or unclear notices can still trigger coverage problems.

Q: Who can help if I get a letter?
A: Your local chapter of The Arc, your state P&A agency, or legal aid.

Written by Kim Musheno, Director of Medicaid Policy at The Arc of the United States.

A white woman on a city street holding a cardboard protest sign that says "Education for All"

Why Public Education Matters for Students With Disabilities and for Us All

/in /by The Arc

Public education is one of our country’s most important promises: a commitment that every child, no matter their abilities or background, deserves the opportunity to learn, grow, and participate fully. For the 95% of students with disabilities who attend public schools, that promise is both vital and vulnerable.

Today, that promise is under strain. Funding shortfalls, teacher shortages, and policies that divert resources away from public schools threaten the foundation of inclusive education. For families of students with disabilities, those challenges are deeply personal.

Stories of families like Amanda’s, Christina’s, Kristen’s, and Susannah’s remind us why public schools and special education services must be protected and strengthened, not dismantled or defunded.

Reaching Her Potential: Kristen’s Journey to Graduation

A person with long curly hair and glasses stands smiling in front of a framed painting of a colorful heart. They wear a red sweater, black pants, and a red headband against a neutral wall.

As a former special education student, Kristen knows firsthand how a strong public education can shape a person’s future. Kristen credits her Individualized Education Program (IEP) team and family for helping her meet her goals and graduate high school, something that might not have been possible without that support.

Now an adult, Kristen advocates for reinvesting in public education so that every student, with or without disabilities, has the same opportunity to succeed.

“This is not the time to take money from public schools but rather to put more money into public schools and services so all students have the opportunity to achieve their goals and reach their full potential, like I was given.”

Building Confidence and Hope: Amanda’s Family Finds Support

When Amanda’s son was diagnosed with ADHD, her family worried about how he would manage in school. But public education gave them more than academic success; it gave them hope.

“Thanks to dedicated special education teachers and an individualized support plan, [my son] received the guidance and attention he needed. The school helped him build confidence, develop important skills, and feel supported every step of the way. These services didn’t just help him do better in class; they gave our whole family hope and relief.”

The Only Door That Opens: Susannah’s Fight for Inclusion

A young child sits on a yellow scooter board in a gym, gripping a green hula hoop. The child smiles with an open mouth. A red exercise ball rests on the floor behind them.

For Susannah, the promise of public education isn’t theoretical—it’s the only thing standing between her child and exclusion. Her 12-year-old son has a rare genetic disorder, Turnpenny-Fry syndrome, and requires significant support to learn safely and effectively.

Private schools turned him away, even with tuition assistance through a voucher. Public school was the only place willing and equipped to meet his needs, with specialized staff, accommodations, and a commitment to serve every child.

“More vouchers for private schools would directly harm my child,” Susannah said. “Federal funding is vital to ensure his constitutional right and access to a free, appropriate education.”

Starting Early: Christina’s Story of Hope and Early Intervention

For Christina’s son, the public education system’s support began before preschool. Through the North Carolina Infant-Toddler Program, he receives critical early intervention services, made possible through federal law under the Individuals with Disabilities Education Act (IDEA).

“It was clear early on that [my son] had global delays. He wasn’t making eye contact and was having a hard time lifting his head during tummy time. After a medically complex diagnosis, it was important to get interventions and therapies in place. By 6 months old, [my son] already had an individualized family service plan put in place under IDEA. With these plans, a team is able to assist in ensuring that he gets the interventions he needs through physical therapy, occupational therapy, vision therapy and speech. This plan will help him has he enters the school system at the age of 3 and beyond.”

Early intervention can change the course of a child’s life. These programs not only prepare children for school but help families understand how to support their development from the very beginning.

Protecting a Promise and Strengthening a System We All Depend On

These stories remind us that public education and special education are not optional extras. They are essential civil rights and the foundation of an inclusive society.

The current public school system isn’t perfect. It needs more funding, more staff, and more understanding. The answer isn’t to pull resources away or funnel them into systems that exclude the very students who need support most.

We must strengthen public schools by investing in teachers, therapists, and aides; expanding early intervention; and honoring our collective promise that every child deserves a chance to learn.

Public education is not just a service. It’s a commitment to fairness and inclusion. It’s how we, as a society, say to every child: You belong here, you matter, and we will help you succeed.

Take Action Today: Tell Congress to Protect this Promise for All Students.