Shifting Federal Priorities: Implications for Transition-Aged Youth With Extensive Support Needs
Year: 2025
Type: article
Abstract: During the first 4 months in office, the Trump administration initiated federal initiatives and substantial policy shifts in the U.S. Department of Education that directly affect how students with disabilities, including those with extensive support needs (ESN), access education, and health services. The purpose of this article is to describe (a) how the federal government has historically supported the inclusion of students with ESN in public schools, (b) how the Trump administration has shifted the role of the federal government in supporting transition-aged youth prepare for post-school life, and (c) recommendations for how advocates can continue to promote equity, opportunity, and inclusion for transition-aged students with ESN in light of the current political context.
Source: Inclusive Practices
Authors: Magen Rooney-Kron, Tim Riesen, Aubrey Snyder
Institutions: University of Missouri–St. Louis, Utah State University
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4415604470