Parents of neurodivergent learners

When a school district or administration decides to reduce special-education services, it can feel overwhelming, confusing, and even frightening. As parents of neurodivergent children, we may suddenly face questions like:

• Why are minutes being cut, or a service no longer offered?

• Who made this decision and based on what data?

• How can we respond in a way that protects our child’s rights?

  
  

It helps me to remember that in the U.S., the federal law Individuals with Disabilities Education Act (IDEA) is designed to ensure that children with disabilities receive a “free appropriate public education” (FAPE). LSNJ Law+2U.S. Department of Education+2 Under IDEA, one key ruling was Endrew F. v. Douglas County School District RE–1, which clarified that a child’s Individualized Education Program (IEP) must be “reasonably calculated to enable progress appropriate in light of the child’s circumstances.”

However, as we all know too well, the system is under strain. Funding gaps and proposed shifts in oversight raise concerns that efforts to reduce or streamline services might undermine the spirit of IDEA. For example, one analysis noted the federal contribution toward special‐education remains far below the originally promised 40 % of excess cost, leaving states and districts bearing the burden. EdSource

So when your school says “we’re reducing resources,” it may be due to budget pressures, shifts in policy, staffing shortages, or re-classification decisions, but you also have rights and a role in the process.

Steps You Can Take as a Parent

Here are some practical actions to consider if you learn your child’s services are being reduced or changed:

1. Request documentation

   • Ask for the prior written notice the school must provide when it proposes changes. This should explain what is changing and why. LSNJ Law

   • Request recent evaluations, progress reports, and IEP meeting notes to understand the data behind the decision.

2. Attend and participate in the IEP/504 meeting

   • Make sure you as a parent (and your child if appropriate) have a voice.

   • Ask: What evidence supports this change? What is the plan for monitoring the change?

   • Discuss how the reduction might affect your child’s progress toward goals.

3. Consider options for disagreement

   • If you don’t agree with the change, you can explore mediation, due-process hearing, or state complaint procedures. LSNJ Law

   • Document your concerns, keep records, and consider seeking advocacy or legal support if needed.

4. Look at the bigger picture

   • Ask whether the change truly aligns with least-restrictive-environment (LRE) requirements and whether the new arrangement still provides meaningful progress. The federal monitoring guidance reminds us that children with disabilities should be educated “to the maximum extent appropriate” with peers who are nondisabled. U.S. Department of Education+1

   • If services are reduced due to outside providers (e.g., therapy through insurance), the school might argue it is meeting needs differently — but you’ll want to examine whether the school still has its obligation under the IEP.

5. Stay connected and proactive

   • Meet with your child’s teacher(s), service provider(s), and IEP team regularly.

   • Monitor how the changes are actually working out: Is your child making progress? Are there unintended consequences (e.g., regression, increased frustration, behavior changes)?

   • Keep a log of your observations — this can help in future IEP discussions or appeals.

Questions to Ask Your School Team

Here are some targeted questions you might bring to your next meeting:

• What data or recent evaluation shows your child still qualifies (or no longer qualifies) for the service being reduced?

• How was the decision made to reduce this service rather than modify it (for example, reducing minutes vs. changing provider)?

• What is the monitoring plan and how will you measure how it goes?

• How will my child’s progress be communicated to me more frequently?

• If the change doesn’t work, what is the fallback plan?

• How were staffing, budget, or district policy issues considered in this decision, and how does the district ensure individual rights are protected despite those issues?

  
  

Why It Matters

Reducing or changing special-education services can have a ripple effect: less support can mean slower progress, increased stress for your child, more pressure on you as a parent, and sometimes the need for costly private supports. Research shows inclusive settings with appropriate services tend to yield positive long-term outcomes for many students. arXiv

When services get squeezed, it may shift the burden onto families, potentially threatening the promise of IDEA and minimizing the opportunities for children to thrive. New America+1

Let’s Learn from Each Other

We’d love to hear from you:

• Have you experienced your school reducing special-education services (e.g., fewer minutes, changed provider, different placement)?

• How did the school explain the change to you, and what was your response?

• Did you request additional documentation, or bring any advocacy/support into the meeting?

• What has worked (or not worked) for your family in this situation?

Please share your thoughts, stories, resources or questions below. Our community is stronger when we support each other, learn together, and speak up. :)