In this edition of Capitol Connection, we share updates on federal agency actions affecting the Autism community, new data on students with disabilities and school discipline, and legislation endorsed by the Autism Society of America to advance access, inclusion, and support for Autistic individuals and their families. With Election Day approaching, we encourage you to stay engaged and visit the Autism Society’s Action Center to advocate for policies that support our community and prepare to make your voice heard at the ballot box. 

Election Day 

November 3 is Election Day! Make sure you’re prepared to vote by visiting the Autism Society’s voting guide. Learn about the voting process and take steps to make your voice heard.   

American Federation of Teachers Webinar 

The American Federation of Teachers and the Autism Society are hosting a free panel discussion on October 28 from 6 pm-7 pm ET to highlight our joint publication, Beyond Acceptance: Autism Inclusion and Equity — A Guide for Educators, Parents, and Students. The conversation will discuss the importance of special education and highlight practical strategies for creating inclusive learning environments and supporting students with Autism to learn, participate, and thrive. Register here.  

Congressional Updates 

Multiple pieces of legislation have been introduced before the end of the 119th Congress that the Autism Society has endorsed. The Autism Society will continue to monitor these bills and advocate for policies that improve access to services, strengthen family stability, and support the well-being of Autistic individuals across the lifespan. 

New bills endorsed:  

• Family Stability and Opportunity Vouchers Endorsement: Would create 250,000 additional housing vouchers for low-income families with young children, expanding access to well-resourced neighborhoods with high-performing schools, employment opportunities, and other resources. The legislation aims to reduce homelessness among families with young children and decrease the number of children growing up in areas of concentrated poverty. 
• Protecting Our Students in Schools Act (POSSA): Would prohibit corporal punishment in schools and educational programs that receive federal funding, helping protect students, including Autistic students and students with disabilities, from harmful disciplinary practices.
• Bright Beginnings Act: Provides tax credits to childcare providers to access accommodations for children with Autism and other developmental disabilities.   
• Stop the Wait Act: Would eliminate harmful waiting periods that prevent Americans with serious disabilities from accessing Medicare and Social Security Disability Insurance (SSDI), helping individuals obtain essential health coverage and financial support without unnecessary delays. 
• AACCENT Act: Would establish national training, technical assistance, and resource centers to improve access to augmentative and alternative communication (AAC) for individuals with significant expressive communication disabilities. The legislation aims to ensure people have access to the communication tools and supports they need to learn, work, socialize, and participate fully in their communities. 

Administration Updates 

Head Start Proposed Rulemaking Comments  

The U.S. Department of Health and Human Services (HHS) issued a Notice of Proposed Rulemaking entitled “Reducing Federal Burden for Head Start Programs”. Head Start provides critical early learning and developmental support for children from low-income families, including Autistic children and children with developmental delays. The proposal would remove requirements for developmental and other screenings, accommodations and individualized supports, and services for children awaiting special education evaluations. It would also weaken protections against suspension and expulsion, eliminate disability-related staff training requirements, and replace current teacher-child ratios and class size limits with state licensing standards. HHS estimates this change could result in teachers being responsible for 16 to 32 percent more children per classroom. 

The Autism Society submitted comments raising concerns that these changes could delay the identification of developmental needs, reduce access to early intervention referrals, and make it more difficult for programs to provide individualized supports and inclusive learning environments. Our comments emphasized that reducing administrative burdens should not come at the expense of access, inclusion, early identification, and individualized support. Maintaining these protections is essential to ensuring children with disabilities can fully participate in Head Start and access the services they need during critical early developmental years. 

E-Rate Comments 

The Federal Communications Commission (FCC) requested public comment on whether the E-Rate program, which helps public schools and libraries access affordable broadband and internet connectivity, remains necessary. The Autism Society joined coalition comments emphasizing the program’s importance for students and library patrons with disabilities, particularly as assistive technology increasingly requires reliable, high-capacity internet access. 

The coalition urged the FCC to preserve affordable broadband access, maintain E-Rate eligibility for Head Start and pre-kindergarten facilities, and ensure that any potential screen-time limits, internet filtering, or technology restrictions do not interfere with assistive technology and accessibility needs. The comments also called for accessible internet safety policies and emphasized that any changes to E-Rate must preserve meaningful access for people with disabilities and remain consistent with federal disability rights laws. 

Civil Rights Data Collection Release 

The Department of Education’s Office of Civil Rights released an analysis of the most recent data from the 2023-2024 Civil Rights Data Collection (CDRC), highlighting disparities in how students with disabilities experience public education. Approximately 7.6 million students receiving services under the Individuals with Disabilities Education Act (IDEA) represented 15% of public school enrollment, while another 1.9 million students served under Section 504 represented 4%. 

The data also revealed significant disparities in disciplinary practices. Although students served under IDEA accounted for 15% of K–12 enrollment, they represented 73% of students physically restrained, 68% of students placed in seclusion, and 23% of students mechanically restrained. Students with disabilities served under IDEA also accounted for 24% of students receiving in-school suspensions, 27% receiving out-of-school suspensions, and 23% of students who were expelled. 

These findings underscore the need for continued attention to school discipline practices, appropriate supports, and the civil rights of students with disabilities. The data is particularly relevant to Autistic students, who may need individualized behavioral supports and accommodations to participate safely and meaningfully in school. 

Resources 

ANCOR Report on Direct Support Workforce 

The American Network of Community Options and Resources (ANCOR) recently published a report titled “The State of America’s Direct Support Workforce Crisis”, which discusses the challenges impacting the direct support workforce within the past year. The report consists of findings from a survey consisting of 524 responses from provider organizations across the United States. 

Below are some of the key findings from the survey responses: 

• 85% of respondents experienced moderate or severe staffing challenges in the past year  

• 55% were turning away new referrals due to inadequate staffing  

• 29% were discontinuing programs and services due to staffing challenges  

• 57% intended to delay the launch of new programs due to staffing challenges  

• 48% were considering implementing further cuts to programs if staffing recruitment challenges failed to subside  

• 36% were experiencing more frequent reportable incidents due to staffing shortages 

• 59% delivered services in areas where few or no other options exist and 56% of these case management services struggled to connect people with available services  

The findings of the ANCOR report emphasize the current direct support workforce crisis and the limited progress being made in progressing with solutions to this crisis. Staffing shortages significantly impact individuals with intellectual and developmental disabilities ability to access the support they need within their homes and communities.