By Lateefah S. Williams, Esq.
When the federal government took control of the D.C. Metropolitan Police Department, the White House portrayed it as a response to public safety concerns, even though DC’s crime rate is down. On the surface, this massive increase in law enforcement may seem unrelated to special education. But for students with disabilities and their families, the indirect effects could be much larger than many people realize.
How Law Enforcement Can Misunderstand Disability-Related Behaviors
Many disabilities influence how a person moves, communicates, reacts, or behaves in public. Unfortunately, officers without proper training may misinterpret these behaviors as suspicious or threatening. For example:
- Anxiety or PTSD can cause hypervigilance (i.e. constantly scanning the environment, widened eyes). To an untrained officer, this may look like evasive or suspicious behavior.
- ADHD affects executive functions like time management and navigation. A student who gets lost and rushes past the same officer multiple times could be seen as acting suspiciously, rather than simply being disoriented and running late due to being disoriented.
- Autism and sensory sensitivities may cause certain repetitive movements, avoidance of eye contact, or heightened reactions to noise, which can be misunderstood by officers without disability awareness training.
MPD already needed to better understand people with invisible disabilities. The risks of law enforcement not understanding students with disabilities grows exponentially when there is a large federal police presence added and those federal officers are unfamiliar with the communities they’re patrolling.
Increased Interactions with Federal and Military Personnel
The federal takeover has resulted in more federal law enforcement officers and National Guard troops patrolling D.C., including near schools and in neighborhoods where students with disabilities live.
This raises serious concerns for students with disabilities:
- National Guard members are trained for combat, not civilian de-escalation, and especially not for working with youth with disabilities.
- Federal law enforcement officers, who have been sent into DC communities, have no patrolling experience and often lack training in disability awareness and crisis de-escalation techniques.
- The National Guard and Federal Officers may also be unfamiliar with the diverse communities of D.C., increasing the chance of misunderstandings.
For families of special education students, the thought of heavily armed, militarized officials interacting with their children, who may not respond in expected ways, is scary.
Impact on Daily Routines and Transportation
The sudden increase in police, along with potential street closures and traffic diversions, can disrupt specialized transportation that many special education students receive as part of their Individualized Education Programs (IEPs).
For students who rely on strict routines, like many with Autism, or who require specific accommodations during travel, changes in pick-up and drop-off locations or delays can cause:
- Difficulty transitioning to the school day
- Lower readiness to learn
Even small disruptions can have a negative effect on mood, learning, and overall well-being.
Emotional Strain on Families
Parents of children with disabilities already manage a complex set of responsibilities, including school meetings, medical appointments, and therapy sessions. Heightened law enforcement activity adds another layer of stress, especially when families worry their child might be misunderstood, unfairly treated, or injured during a police encounter.
Students who have communication challenges, behavior differences, or disabilities that aren’t immediately visible are especially vulnerable in these situations.
Legal Rights Remain but Environment Changes
The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act still protect students’ rights to appropriate public educational services. Federal control of the D.C. police does not change these laws or D.C. public and charter schools’ responsibilities to uphold them.
However, this new reality changes the environment around students. Increased law enforcement presence and the potential for policy shifts can easily affect daily life.
One particularly concerning possibility is that federal authorities are putting pressure on the DC Council to lower the age at which juveniles can be tried as adults. This could disproportionately impact special education students, who often face higher rates of school discipline and justice system involvement.
What Families Can Do
- Prepare your child for what they might see in the community by using simple explanations, social stories, or role play.
- Stay in close communication with your child’s school about transportation updates or any increased police presence near school grounds.
- Know your child’s rights under IDEA and Section 504.
- Follow local policy updates on juvenile justice, especially changes that may affect youth with disabilities.
While the federal takeover of D.C. Police does not change special education laws, it can alter feelings of security in ways that deeply affect students with disabilities and their families. Awareness, preparation, and advocacy are essential to keeping students with disabilities safe, understood, and supported during this time of heightened law enforcement activity.
