By Aurora Dreger
The federal landscape of special education and civil rights enforcement is experiencing an unprecedented structural shift. At the Educating All Learners Alliance (EALA), we believe that policy changes are best understood through the lived experiences and expertise of the individuals navigating them on the ground.
In this installment of our Voices from the Field series, we talked with Samantha Fung, founder of Music for Every Child. As a recent high school graduate, and the leader of an education non-profit, Fung provides an essential perspective on how moving special education and civil rights oversight out of the Department of Education impacts the daily realities of students with learning differences.
Context: In 2026, federal oversight shifted as the Office of Special Education and Rehabilitative Services (OSERS) transitioned to Health and Human Services (HHS), and the Office for Civil Rights (OCR) moved to the Department of Justice (DOJ). This ongoing interview series explores the real-world impact, systemic challenges, and community opportunities stemming from these structural moves.
Aurora Dreger (EALA): When you think about your own educational experiences, and your work through Music for Every Child, what does it feel like to see special education moved out of the Department of Education?
Samantha Fung: It’s honestly very discouraging. Having volunteered in Special Education programs since elementary school all the way through high school, I’ve always seen these programs as centered around learning. Yes, students need adaptive learning methods and they learn in different ways, but that doesn’t take away from the fact that it is education. One of the most remarkable things that left a lasting impression on me is the passion and joy for learning that these students have.
With this shift in policy, it feels like we are treating intellectual exceptionalities as a healthcare issue rather than supporting everyone’s potential to learn. Education is a fundamental right. If society views special education as a healthcare issue rather than an educational one, that feeling will inevitably trickle down into the classroom.
Putting myself in the shoes of a student in a Special Education program, if the system focuses less on education, it feels like society has less hope in your ability to learn and grow. That isn’t fair. These students have a genuine passion for learning; they deserve a society that believes in them and supports their right to pursue their education.
EALA: What are your biggest hopes and worries about how this change might affect how students view themselves, or how they are viewed by their peers?
Fung: To add to how students are viewed by their peers, my biggest worry is social isolation. Lately, I’ve seen schools starting to work toward mending the gap between special education and general education programs, and creating a more connected school community. But with this policy switch, I worry that social isolation will grow. Framing educational differences as healthcare issues triggers a lot of stigma. Moving special education into a healthcare department separates the entire goal of why students are in the school building in the first place. That isolation isn’t good for anyone—mainstream students and special education students alike lose out on the growth that comes from being part of an interconnected community.
Looking at it another way, while I don’t know all the policy details, I do recognize that healthcare professionals have strategies and interventions that make learning more accessible. My hope is that if this shift happens, the healthcare department will pour resources into providing interventions that actually help make education more inclusive and accessible.
EALA:What can organizations like EALA, and our partners who are positioned to impact change, do to help ensure that students stay at the center of this conversation?
Fung: I’m really grateful for the fact that you are intentionally trying to bring in parents, students, and people who usually aren’t included in policymaking. Continuing to do exactly that is one of the best things larger organizations can do.
A lot of the time, students, everyday citizens, and smaller local organizations try to advocate and raise awareness, but it is incredibly difficult to reach people on a scale large enough to actually have your voice heard. It is so important to have larger organizations like EALA step in to amplify those local efforts and bring the direct voices of students and parents directly to the major decision-making tables.
Showing the Path to Possible
At EALA, we remain steadfast in our commitment to non-partisan resource sharing, community collaboration, and amplifying the bright spots and vital perspectives within our network. A special thank you to Samantha Fung and the team at Music for Every Child for sharing their time and vital insights for this series.
What is your transition story? Every voice matters as we navigate this new chapter together. If you are a parent, practitioner, student, or advocate with thoughts, hopes, or questions regarding the OSERS and OCR structural moves, we want to hear from you.
