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Family Voices Comments on NJAC proposal 3/31/04 NJ State Board of Education Honorable Members of the Board, I am writing as both a parent and advocate. My daughter is multiply disabled and is currently in an out of district placement. I am the NJ Coordinator of Family Voices, national grassroots network speaking on behalf of children with special health care needs. It appears the current proposed changes to NJAC regarding private schools in an opportunity to decrease segregated settings. I understand that years ago NJ was in the forefront of special education when special programs were developed but now districts rely on separate settings despite current research on inclusion as mutually beneficial for both children with and without special needs. It wasn’t until 1999 that financial incentives for segregation were eliminated with placement neutral funding. Also, legislation was proposed for accountability on how special education funds were used, which should have been a given that the funds go towards special education, but was at the discretion of the districts. However, now NJ is dead last nationally on inclusion of preschoolers with disabilities. NJ is 4th from last nationally on inclusion of school age children. When the federal monitors came to NJ, they found one of the top areas of noncompliance with the Individuals with Disabilities Education Act was placement in the Least Restrictive Environment. This is despite the fact the both the state special education law NJAC and federal law IDEA require that the child attend the school they would have attended if they didn’t have a disability and removal only occurs if appropriate supports and services are unsuccessful. Yet NJ continues to send 3 times the national average of children to out of district settings. NJ has the highest percentage of children sent out of district. Our state also has the highest per pupil expenses for special education and transportation. The Early Intervention statement on natural environments states that once children are segregated, they tend to remain so, even throughout their adult lives. Due to my educational background (B.A. Psychology, M.A. Counseling), I am aware that children learn behavior from modeling and need to be with typical peers. Many districts send their children out regardless of disability. For example, in one district a 17 year old with mental health issues, 8 year old with dyslexia, 5 year old with mild cerebral palsy, 6 year old with chronic illness, and 9 year old with mental retardation were all being sent to the same special services school district (incidentally 45 minutes away as opposed to closer district because it was cheaper which is in violation with state and federal law). There may be a very small number of children who need separate settings but most children with disabilities can be included with appropriate supports. At the Special Education Advisory Council, it was reported that the majority of students are sent out of district due to learning disabilities. This is one of the easiest disabilities to accommodate in the regular setting with concepts such as team teaching, in-class supports, or curriculum modification. The new certification requirements that regular education teachers take special education coursework will help keep more children in district. Research shows that supports are portable and intensity of services doesn’t require a separate setting. We need to realize the “if you build it, they will come” mentality at work. Children with disabilities should be included in their home school districts whenever possible, which is in most cases. It is required by law, the ethical thing to do, and even the most economical. Thank you for your time and consideration. Sincerely, Lauren Agoratus Parent/NJ Coordinator-Family Voices BACK |