WHATSUPWEDNESDAY - A federal court in Massachusetts delivered a decisive ruling on May 22, 2025, temporarily blocking President Trump`s efforts to eliminate the U.S. Department of Education. U.S. District Judge Myong Joun issued a preliminary injunction in New York v. McMahon, halting the administration`s dismantling of the agency while litigation proceeds.

➡️ Legal Foundation and Court Reasoning -
U.S. District Judge Myong Joun determined that dismantling federal departments requires Congressional authorization, which the Executive Branch lacks. The controversy began when Education Secretary Linda McMahon announced plans in March to reduce the agency`s workforce by approximately half, describing it as an initial step toward abolishing the department entirely. Trump subsequently issued executive orders on March 20 and March 21, 2025, directing the complete elimination of the agency and transferring special education responsibilities elsewhere.
While the Trump administration claimed these actions were designed to enhance "efficiency" and "accountability," Judge Joun found otherwise. The court concluded that "the record abundantly reveals that [the administration`s] true intention is to effectively dismantle the Department" without proper legislative approval. The judge emphasized that "a department without enough employees to perform statutorily mandated functions is not a department at all," refusing to "cover its eyes while the Department`s employees are continuously fired and units are transferred out until the Department becomes a shell of itself."

➡️ Prohibited Actions -
The injunction blocks the planned workforce reduction, Trump`s closure directive, and special education transfers. The court mandated that all terminated federal employees be reinstated and that normal departmental operations resume.

➡️ Service Disruptions -
Mass layoffs had eliminated all attorneys handling K-12 grants and special education funding, dismantled civil rights enforcement, and disrupted Federal Student Aid programs serving 12.9 million students across 6,100 institutions. See the complaint for further details.

TEACHME TUESDAY: Gestalt language acquisition is a natural way of learning language in which children absorb and use whole phrases or chunks of words from the start rather than building up word by word, like in traditional language development.

Instead of learning "ball," then "red ball," then "throw the red ball," a gestalt language learner might hear someone say "Let`s throw the ball outside!" and use that entire phrase whenever they want to play with a ball - even if they`re indoors or the ball isn`t the same color.

This approach is completely normal and healthy, just different from the more commonly understood step-by-step word-building method. Many autistic children learn language this way, though non-autistic children can too.

The key insight is that these children`s brains naturally process language in larger, meaningful units. What might look like repetitive or "scripted" speech is actually the first stage of their language development process. Over time, with the right support, they learn to break apart these familiar phrases and mix and match the pieces to create new combinations and express their own thoughts.

Understanding this difference is important because it means we can better support these children by working with their natural learning style rather than trying to force them into a different pattern. Instead of discouraging their phrase-based communication, effective approaches help them gradually develop flexibility within that system.

Supporting gestalt language learners requires teams to become detectives, figuring out what the children`s phrases actually mean and using natural, complete phrases consistently in meaningful contexts. This takes patience, observation skills, and embedding learning in activities the children enjoy - which often creates an implementation gap where teams understand the concept but struggle to change their ingrained communication habits in practice.

The bottom line is that there are multiple valid pathways to developing language, and recognizing a child`s natural processing style can lead to much better outcomes. Check out meaningfulspeech.com.

HAPPY MOTHER`S DAY!

To the incredible moms of the families I work with:
Your devotion shows in every step you take for your child. The courage it takes to reach out and partner with others shows not weakness, but extraordinary strength and wisdom.

To the amazing moms holding it down solo – juggling financial responsibilities, emotional support, and all of the invisible labor that goes into raising these remarkable humans – you are seen and valued. Your resilience is nothing short of extraordinary.

To the neurodivergent mothers who break norms and celebrate their children exactly as they are, you`re transforming the world through your radical acceptance and understanding. Your unique perspective enriches your children`s lives in immeasurable ways.

Even when the path isn`t clear, you keep moving forward with unwavering commitment, adapting and finding solutions that work for your family`s unique journey.

You are your child`s first and most powerful advocate. The trust you place in our work together demonstrates your profound commitment to your child`s future.

Here`s to all of you doing motherhood in your own way. Today and every day, you deserve to be celebrated for the incredible difference you make in your children`s world. You are truly amazing.

Sincerely and with admiration from -
Your Favorite Family Advocate

#happymothersday

FEATUREFRIDAY - As an educational advocate who regularly participates in IEP evaluation meetings, I`ve witnessed firsthand the challenge of ensuring school teams understand the complete profile of female students on the autism spectrum. The phenomenon of "masking" among autistic girls creates a particularly difficult diagnostic situation. These young girls often present as model students in the classroom—sitting quietly, following directions, and appearing socially appropriate—while privately struggling with overwhelming sensory and emotional challenges that manifest as meltdowns the moment they reach the safety of home.

When parents describe these at-home behaviors to educators, they are frequently met with dismissive responses, like "we don`t see anything like that at school," creating a frustrating cycle of invalidation. It`s typically not until middle school, when social demands increase and masking becomes more challenging to maintain, that teachers begin noticing the struggles these girls have been experiencing all along. This leaves parents who sought help years earlier feeling vindicated but frustrated by the delay in intervention.

As Autism Awareness/Acceptance Month comes to a close, I want to highlight the unique experiences of autistic girls who have been masking their true selves for far too long. Riley-Hall`s essential book not only illuminates these experiences but also provides parents with the validation and strategies they need to advocate effectively for their daughters while helping them embrace their authentic selves both at home and at school.

#parentinggirlsontheautismspectrum #autismspectrum #maskingautism #lookatthewholechild #rileyhallautism #readthisbook

THOUGHTSONTHURSDAY - Understanding "Appropriate" in FAPE
The definition of "appropriate" in the context of Free Appropriate Public Education (FAPE) means services that are suitable or fitting for a particular student`s unique needs, circumstances, and educational goals. This aligns with the general definition from Dictionary.com: "suitable or fitting for a particular purpose, person, occasion, etc."
This individualized approach was reinforced by the Supreme Court in Endrew F. v. Douglas County School District, which established that education must be "reasonably calculated to enable a child to make progress appropriate in light of the child`s circumstances."
Unfortunately, the trend I see today for Extended School Year (ESY) services directly contradicts this principle. When district directors simply tell parents what their limited options are—such as choosing between predetermined services like "12 hours of tutoring" or "$1,500 towards a local reading program"—they`re replacing the legally required individualized team process with standardized options based primarily on budgetary concerns.

This approach fundamentally undermines IDEA`s requirements that:
➡️ ESY decisions must be made by the IEP team, including parents
➡️ Services must be individually determined based on factors like regression/recoupment, critical developmental periods, and the nature of the disability
➡️ The focus must be on what`s suitable for the student, not what`s convenient for the district

Parents facing these predetermined ESY options should advocate for proper team-based decision-making, document how the offered choices fail to address their child`s specific needs, reference relevant legal standards in their communications with the district, and consider procedural safeguards if necessary.
The shift from collaborative team discussions to district-dictated choices represents a concerning departure from the individualized approach that forms the core of special education law and the true meaning of "appropriate" within FAPE.

#makethemappropriate #myfivecents #kids1stadvocacy #advocate

WORLDWIDEWEDNESDAY - Autism Is Not an Epidemic: A More Accurate Framing

When discussing the CDC`s latest data on autism prevalence, it`s important to examine both the statistics and how they`re presented. The original article states that autism prevalence in the U.S. has increased from 1 in 36 children to 1 in 31, according to the CDC`s latest ADDM Network survey. This factual data point is important, but characterizing this as an "autism epidemic running rampant" misrepresents the nature of autism and does a disservice to autistic individuals and their families.

While the ADDM report highlights important disparities, noting higher ASD prevalence among Black (3.66%), Asian (3.82%), and Hispanic (3.30%) children compared to White children (2.77%), these deserve attention within a context of improving support, not containing an "epidemic." Similarly, the finding that nearly two-thirds of children with ASD had intellectual disability underscores the need for appropriate services.

Rather than framing autism as a crisis, "a thousand times more threatening than COVID-19," a constructive approach would emphasize acceptance by recognizing autism as a natural neurological variation. Public discourse should focus on creating accommodating environments with sensory-friendly spaces, flexible communication options, and recognition of diverse thinking styles.

It`s essential to highlight autistic strengths and contributions. Many autistic individuals possess unique perspectives and talents that have led to significant innovations across numerous fields. This balanced approach shifts the conversation from alarm to understanding and support, better serving autistic individuals and their families during Autism Acceptance Month and beyond.

#worldwidewednesday #itsnotatumor #autismacceptance #rootcausereally #kids1stadvocacy #notanepidemic

Original Article: https://www.hhs.gov/press-room/autism-epidemic-runs-rampant-new-data-shows-grants.html