Disability advocates raised concerns about a new special education role tied to Robert F. Kennedy Jr., arguing that administration shifts could disrupt services and oversight for students with disabilities. The report frames the reaction as alarm focused on how special education policy and program administration could change under new departmental alignment. While details of the operational impacts were not included in the excerpt, the emphasis from advocacy groups is on the risk to specialized supports, consistent programming, and institutional accountability for student learning needs. For higher education, the relevance is indirect but significant: universities that train teachers, special educators, and school counselors may see changes in licensure requirements, practicum partnerships, and the demand profile for disability services. The story also signals that stakeholders are preparing for governance uncertainty in child-focused education policy—an environment that can cascade into K-12-to-college readiness and support structures.