Disability is not an epidemic or disease, it is a normal part of the human experience. Millions of disabled Americans, including those with autism, hold college degrees, work in meaningful and fulfilling careers, pay taxes, play sports, contribute to culture and the arts, and form relationships and families of their own.  

Instead of centering the investments and supports needed to ensure people with autism have what they need to thrive in American society, the Secretary doubled down on outdated and harmful beliefs about disability.  

Our communities are better when they include and support those with disabilities. Each and every student relies on the safety, support, community, and genuine belonging in public schools across our state and nation. 

Inclusive school communities are especially vibrant, rigorous, and creative spaces because they have been intentionally designed to uplift and value the contributions of every student. This results in improved learning and better post-school outcomes for all students, including students with and without disabilities. It also means that all students, regardless of whether they have a disability, can experience school as a place where they are seen, accepted, and cherished for who they are.  

In 2018, the Legislature provided multi-year funding for inclusionary practices to increase student access to core instruction in general education classrooms. In Washington, 58% of students with autism move on to educational and employment opportunities after high school, including competitive employment and higher education, a gain of eight percentage points since 2022. Washington benefits from a diverse and growing workforce across all employment sectors.  

This work has been an overwhelming success for all students. Having access to rigorous day-to-day instruction and social opportunities in general education settings prepares students for the dynamic possibilities of adult life. 

Yesterday, the state House passed legislation that will make continued progress toward fully funding special education, including a sustained financial commitment to Washington’s evidence-based inclusionary practices work. The bill passed both the state Senate and House unanimously. 

I am alarmed and heartbroken by Secretary Kennedy’s description of individuals with autism, and by the broader ableist message that dismisses and devalues members of our community who are disabled or neurodivergent. Moments like this demand more than disappointment. They call us to reflect deeply and to commit to doing better. 

Those with disabilities must not be constrained by the narrow perceptions of individuals who underestimate them. Washington state is unwavering in its commitment to leading with compassion and courage, placing public education at the heart of our shared humanity, dignity, and the unshakable truth that every person has inherent worth. 

April is Autism Acceptance Month, and disability rights are critical no matter the time of year. We each have a role in building safe and supportive communities. To get involved and learn more directly from disability communities and self-advocates with lived experience, visit the following links: 

• Disability Rights Washington 

• Autistic Self Advocacy Network 

• Washington Autism Alliance 

• The Arc of Washington State 

• OSPI - Inclusionary Practices Technical Assistance Network