Federal Shutdown Fallout: How Special Education Teams Are Holding the Line

Impact on School-Based Special Education Teams

In school buildings like mine in Williamsburg, Brooklyn, the ripple effects of the federal shutdown are immediate and deeply felt. At my Title 1 school, our special education team, including paraprofessionals, occupational therapists, and bilingual psychologists, has been stretched dangerously thin. While funding has not yet been officially cut, delays in reimbursements and the absence of federal technical assistance have disrupted our ability to maintain consistent support services for students with disabilities. Staff who previously relied on federal guidance to ensure compliance with IDEA are now navigating legal and procedural uncertainty without the usual backstops.

For example, annual IEP reviews and evaluations are now taking longer to complete due to a lack of substitute coverage and mounting caseloads. Normally, we would receive clarification from the Office of Special Education Programs (OSEP) on procedural updates or compliance questions. But with those federal contacts unavailable, we’re relying on state and regional guidance, which is often less detailed. The New York State Education Department (NYSED) has issued interim advisories, but they cannot replace the robust oversight and expertise previously supplied by OSERS¹. This leaves school-based teams vulnerable to procedural errors that can compromise students’ legal rights.

Maintaining Legal Compliance Without Federal Oversight

With the federal government’s enforcement mechanisms on hold, school districts must double down on internal accountability measures. In our district, we ensure IEP compliance and timelines are met and services are delivered, which is essential in the absence of federal monitoring, especially since noncompliance can result in legal liability and loss of funding.

Principals and special education coordinators should work closely with district-level legal counsel to create decision trees for common procedural questions, such as delayed evaluations or transportation denials. These tools help educators make legally defensible decisions even without direct federal input. Additionally, leveraging state technical assistance centers, such as the Regional Partnership Centers funded by NYSED, can help bridge the gap in professional development and procedural clarity².

Addressing Staffing and Service Disruptions

The shutdown’s disruption of federal oversight has also worsened existing staffing shortages. In many Title 1 schools, special education positions were already difficult to fill due to lower salaries and high burnout rates. Now, with uncertainty about federal grant reimbursements, hiring freezes have been implemented in several districts, including parts of New York City. This leads to larger caseloads for existing staff and increases the risk of noncompliance with mandated IEP services.

To manage this, school leaders could explore partnerships with local universities to bring in graduate-level interns for psychology, speech, and occupational therapy roles. These supervised placements offer valuable experience for students while alleviating service gaps in schools. Additionally, districts should consider using temporary contracts to hire retired service providers or clinicians who can step in short-term while federal funding remains uncertain. These tactics help maintain service continuity for students with high needs while avoiding long-term commitments that may not be financially sustainable under current conditions³.

Strengthening Family Engagement