CW: Ableism
Rep. Steve Miller’s recent comments about special education hit hard. During a conversation about linking school funding to “outcomes,” he went further and questioned whether some disabled students should even receive an education. He stated plainly, “If a student has no future in some level of self-care, then I believe they need to be in facilities that have the professional capability of taking care of them. We need to draw that line in education.”
When an elected official talks about deciding which children deserve an education, it reveals a deeper issue than just a policy disagreement. It shows their belief that human worth is conditional, tied only to meeting specific benchmarks or achieving certain results. That’s not accountability; that’s creating a hierarchy of humanity.
Public education is not a reward for potential productivity. It’s supposed to be a public good, a shared commitment to the dignity and development of every child. Not every student will grow up to live independently. Not every student will hit the same milestones.
Education’s purpose has never been to categorize students based on their usefulness. It’s about giving them connection, communication, stimulation, community, and opportunities for growth in whatever ways they can.
As a former special education student myself, I am grateful that I received an education from my local school district. Because of legislation like The Individuals with Disabilities Education Act (IDEA), I attended public school from preschool to twelfth grade. I had many wonderful teachers, therapists, and paraprofessionals. I have fond memories of field trips, and other events that wouldn’t have been possible if I weren’t allowed to attend school.
Disabled students are not burdens to manage or costs to cut. They are human beings with the same inherent value as any other student, They deserve teachers who recognize them, families that feel supported, and a society that doesn’t view their existence as a hassle.
The suggestion that these students should be removed from schools due to their inability to meet “self-care” milestones echoes a past that disability advocates have fought hard to change. It’s a history of institutionalization, segregation, and invisibility.
Federal laws like IDEA exist because disabled students were once denied an education. Comments like Miller’s remind us how fragile progress can be. When policymakers begin to frame certain students as unworthy of an education, it becomes easy to apply that thinking to others: students who struggle academically, students who don’t test well, students who need more resources. Once you accept the idea that some children don’t deserve a place in the classroom, the entire foundation of public education starts to crumble.
A strong, inclusive education system does not abandon students who need the most support. It invests in them. It trains educators, funds programs, and recognizes that inclusion is not an act of charity; it’s a civil right.
Rep. Miller may think he’s being practical, but practicality that overlooks some of the most vulnerable members of society, is not practical at all. It’s a lack of imagination and compassion. The real line we need to draw is between those who believe every child deserves an education and those who see some children as expendable.
Sources:
Hroma, Joel. “Governor Initiatives Recommend Cutting Medicaid Services to Help Balance the Budget.” KBOI, CBS, 22 Jan. 2026, idahonews.com/news/local/governor-initiatives-recommend-cutting-medicaid-services-to-help-balance-the-budget.
Long, Cindy. “IDEA Is 50 Years Old — and at Risk.” NEA, NEA, 14 Nov. 2025, https://www.nea.org/nea-today/all-news-articles/50th-anniversary-IDEA
“Legislature Week 2: Lawmakers Question Need for Educating Sped Students.” Idaho Education Association, Idaho Education Association, 23 Jan. 2026, idahoea.org/news/all-news-articles/legislature-week-2-lawmakers-question-need-educating-sped-students.