I Promise, I'm Not Turning a Blind Eye

If you've been following the news, you've probably seen discussion about federal budget cuts, changes to Medicaid funding, and the movement of the Office of Special Education to the Department of Health and Human Services (HHS).

I want to start by saying this: I'm not turning a blind eye.

These decisions matter. They affect students with disabilities, families, educators, and the communities that support them. Talking about those impacts is not political. It's personal.

I am not here to tell anyone how to vote. I am not here to push a political agenda. I am here to help families and teachers understand why these decisions matter and what they could mean for the people we care about.

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Why Medicaid Matters

When people hear "Medicaid," they often think about health insurance. For many children and adults with disabilities, Medicaid is much more than that.

Medicaid helps fund therapies, medical equipment, home and community-based services, personal care supports, transportation, and other services that allow individuals with disabilities to live, learn, and participate in their communities.

In Kentucky, many families rely on Medicaid-funded supports that make everyday life possible.

When funding is reduced, families worry about access to services. Providers worry about sustainability. Communities worry about how needs will be met.

These concerns are not hypothetical. They are concerns that many disability advocates, families, and service providers are discussing right now.

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Why the Office of Special Education Matters

Another concern involves the movement of the Office of Special Education to the Department of Health and Human Services.

For decades, disability advocates have worked to shift society away from a purely medical model of disability.

The medical model views disability as a problem that exists within a person--something that needs to be fixed, treated, or cured.

The social model takes a different approach. It recognizes that many barriers exist because environments, systems, and communities are not designed to be accessible.

Instead of asking, "How do we fix this person?"

We ask, "How do we remove barriers so this person can fully participate?"

Special education has increasingly embraced this perspective through inclusion, Universal Design for Learning, accommodations, assistive technology, and person-centered planning.

Many educators and advocates are concerned that moving special education oversight into a health-focused department could shift how disability is viewed and discussed.

While we do not yet know exactly how all of these changes will unfold, it is reasonable to pay attention and ask questions.

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Teachers, You Are Impacted Too

I want to speak directly to educators for a moment.

You are impacted by these decisions.

Support in special education often feels stretched thin already.

I know because I've lived it.

I spent years in special education classrooms. I know what it feels like to serve students with significant needs while juggling paperwork, staffing shortages, behavior support, compliance requirements, and unrealistic expectations.

Today, I teach future teachers.

I am realistic about what special education is.

I am realistic about what special education should be.

And I know the gap between those two realities can feel overwhelming.

The truth is that teachers are often expected to do more with less. When funding decreases, staffing becomes harder to maintain, resources become more limited, and the pressure on educators grows.

Yet students still deserve the support they need.

Their rights do not disappear because budgets get tighter.

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So What Can We Realistically Do?

I know many people are feeling anxious.

I know some people feel powerless.

Not everyone is comfortable protesting.

Not everyone can make calls to legislators.

Not everyone has the time, energy, or confidence to engage in political advocacy.

That's okay.

There are still meaningful things we can do.

Learn the System

Understanding special education law matters.

• Learn about IDEA.

• Learn about procedural safeguards.

• Learn about IEPs.

• Learn about Section 504.

Knowledge is one of the most powerful forms of advocacy.

Know Your Rights

Families should understand the rights they are guaranteed.

Teachers should understand the services students are legally entitled to receive.

When we know our rights, we are better prepared to protect them.

Build Community

• Connect with other families.

• Connect with educators.

• Connect with disability advocates--Brandi Lemay, Mary Beth Patton, and Holly Carpenter are a few other advocates in our region. I view them as teammates in advocacy, not as competitors. We all offer unique perspectives in advocacy and a passion driven by our own personal backgrounds.

Change is easier when people work together.

Continue Showing Up

• Keep attending IEP meetings.

• Keep asking questions.

• Keep documenting concerns.

• Keep advocating for accessible environments.

• Keep believing that students with disabilities belong in our schools and communities.

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Where I Stand

I am on the side of students.

I am on the side of families.

I am on the side of educators.

I am on the side of inclusion.

I am on the side of disability rights.

I am on the side of ensuring that every person has access to the support they need to live a meaningful life.

And yes, I am concerned when decisions are made that may harm the people I love and the communities I serve.

Ignoring those concerns would be easier.

But our children, families, and educators deserve more than silence.

They deserve people willing to learn, pay attention, and continue showing up--especially when things feel uncertain.