xMINDS: Major Cuts to MCPS Autism Services - Autism Unit Reduced by half

REDUCTIONS IN AUTISM-SPECIFIC EXPERTISE RAISE CONCERNS

As Superintendent Dr. Thomas Taylor enters his second year and Dr. Margaret Cage is early in her first year leading the Division of Specialized Support Services, MCPS is executing significant changes to special education that directly affect autistic students and their families.

We have learned of reductions and reorganization within MCPS special education, including the elimination of supervisors of services important to autistic students: Autism Services, Speech and Language Services, Transition Services, and Alternate Learning Outcomes. Most concerning, the Autism Unit has been reduced by roughly half. Two positions were eliminated, and five psychologists with autism-specific assessment expertise were reassigned to general caseloads, dispersing specialized knowledge that has long supported schools and IEP teams. At its peak, the Autism Unit included 21 full-time specialists serving 73 schools. The unit’s longtime supervisor, Kristin Ericson, is also departing after 43 years at MCPS, representing a major loss of expertise and institutional knowledge. For more information, go to:  Superintendent's Recommended Fiscal Year 2027 Operating Budget Superintendent's Recommended Special Education Staffing Plan Fiscal Year 2027 Operating Budget Important Upcoming Dates: Board of Education Public Hearings: Thursday, January 15, and Tuesday, January 27, 2026 Board of Education Board Work Sessions: January 20, and January 29, 2026 Tentative Board of Education Adoption: Thursday, February 19, 2026 Final Adoption: Expected Thursday, June 4, 2026

UNCERTAINTY AHEAD It remains unclear how autism services will be delivered under the new structure or how schools or educators will access specialized support. These changes come at a time when MCPS projects continued growth in the number of students with autism and plans to expand its Classic Autism program into three new schools with 10-13 additional classes — raising urgent questions about capacity, training, and oversight. WHY THIS MATTERS Autistic students often require specialized support tailored to their unique learning styles. Even well-intentioned educators who lack training in autism may struggle to provide effective support, as they may misinterpret what they are observing.  Reducing autism-specific staffing while expanding autism programs risks leaving schools without the expertise necessary to meet students’ needs. https://xminds.org/resources/EmailTemplates/News%20Webpage%20January%202026/index_preview.html