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Latest News

Panel Discussion and Speak Out on School Accessibility

6/21/2017

 
Thanks to all of you who were able to join us at last week’s panel discussion and speak-out on school accessibility.   Our excellent student panel (Joshua Stern, Aaron Philip, Emma Albert, and Abraham Weitzman), Dayniah Manderson, who moderated the panel, and April Coughlin, who shared information and data on the need to empower students with mobility needs all provided valuable information and insight.   Download copies of the factsheet [PDF] and powerpoint [PDF] given out that evening to help families and individuals make sure they know their rights in this arena. 
​To read more about the event in the press, see pieces in Chalkbeat and WNYC.  
​Finally, even if you couldn’t make it last week, but you have a story you want to share about school accessibility, you can always reach out to ARISE or our wonderful co-sponsor, Parents for Inclusive Education, at mmoroff@advocatesforchildren.org or at pieNYC@gmail.com.

Speak Out on Assistive Technology

2/10/2016

 
Thanks so much to all that were able to attend our Speak Out on Assistive Technology (AT) in February! During the expert panel, Anna Spoden shared her successes in advocating for assistive technology devices for two of her students and the tremendous impact these devices have made. Ptahra Jeppe provided valuable first-hand feedback as a former New York City public school student and user of assistive technology who continues to use AT in her everyday life. Mark Surabian contributed to these experiences by sharing his expertise in the field of assistive technology and its accessibility for students with disabilities in New York City schools. 
event flyer
Copies of the flyer are available in English [PDF] and Spanish [PDF].
​During our speak out portion of the evening, we also heard stories from parents of students using or in need of assistive technology devices, as well as from educators and DOE representatives who were able to provide helpful feedback. 
​For more on what was shared during the program, please see the PowerPoint [PDF] used that night.
Also, it is never too late to share your story! You can find a copy of our Share Your Story form in English [PDF] or Spanish [PDF]. We'd still love to hear from you even if you couldn't be with us in February.

Speak Out on Behavior Supports for Students with Disabilities

11/19/2015

 
Thank you to all who joined us a few weeks ago for our panel discussion and speak-out on providing behavior supports to students with disabilities in New York City’s public schools. The ARISE Coalition uses what we learn from our panelists and the parents, educators, and other stakeholders who attend these events to inform the advocacy work we do — pushing the Department of Education to improve the day-to-day experiences of and long-term outcomes for youth with disabilities in NYC. What we hear from all of you impacts every conversation we have with the DOE and every campaign we undertake to push for improvements on behalf of students with special needs. We couldn’t do our work without you.
event flyer
Copies of the flyer are available in English [PDF] and Spanish [PDF].
Along with our co-host, the Mental Health Association of New York City, we welcomed a great panel that included Dana Ashley from the Positive Learning Collaborative, Amy Breglio from the School Justice Project at Advocates for Children of New York, and Lisa Hunter Romanelli from the REACH Institute. In front of a packed room, our panelists:
  • Discussed their work related to the topic;
  • Talked about the need for systems to avoid and de-escalate problem behaviors at school;
  • Advocated for school staff to receive specific training and on-going assistance in their own efforts to support students with behaviors;
  • Urged that parents and school staff work collaboratively to meet the needs of students with challenging behaviors;
  • Reminded us of the need to consider the unique perspective of each student — using what motivates individual youth to address problem behaviors.

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Speak Out on Literacy

5/18/2015

 
​Thanks to all who came out for the panel discussion and speak out on literacy. Our panel members, Brenda Brazell, Maria Sandoval, and Deena Hellman, did a great job setting the stage and speaking from the point of view of parents and educators about how hard it can be to secure excellent instruction in reading and writing for students with special education needs.  
But we also heard that it can be done. All three panelists told us about successes — Brenda with her daughter who was there with her last night, Maria with her students at Brooklyn Frontiers High School, and Deena, at the Star Learning Center where she is now the Director, and in districts outside of NYC where she worked as an Assistant Superintendent previously.
event flyer
Copies of the flyer are available in English [PDF] and Spanish [PDF]
And then, we heard from community members — parents, educators, and advocates — also about struggles with children reading far below grade level; schools offering little support to address students’ needs but proposing instead to hold students back; and parents eager to advocate on behalf of their children but uncertain what they could and should ask for from their schools. Again, we heard a few success stories. Our first parent speaker spoke to the room with her son by her side — her son whose school years started off incredibly rough because of his disability and his school’s unpreparedness to meet his needs, but who will be graduating with a Regents Diploma in a few weeks. 
With planning, resources, training, and support, our schools can teach our students to read and write — not just decoding, but comprehending what’s in front of them. We heard it last night. The ARISE Coalition will continue to advocate for improved literacy skills for all students, including students with disabilities, but we need your help! If you haven’t yet, please sign our letter to the Chancellor, asking her to plan for and dedicate the resources necessary to prepare all school and district level staff to teach all our children to read and write.   

Speak Out on Inclusive Education

12/12/2014

 
​Last week, along with Parents for Inclusive Education, we co-sponsored an event, “Talking About Inclusive Education.” The turn-out at the event was impressive, with our conference room filled to capacity, and the conversation was especially lively.
​We began the evening with a panel of experts: Claire Lowenstein, the Principal of P.S. 333, the Manhattan School for Children; Kim Madden, a parent and an advocate working at Advocates for Children of New York; and Srikala Naraian, an Associate Professor at Teachers College. They spoke with parents, educators, and other stakeholders about a variety of topics related to making inclusion work. Jackie Okin Barney, who coordinates Parents for Inclusive Education, moderated the panel. Some of the more salient points that came up during the discussion included:  
event flyer
Copies of the flyer are available in English [PDF] and Spanish [PDF].
  • Inclusion should be seen as a civil right. The term goes much deeper than a simple discussion about which classes students are placed in. Inclusion must address the academic, social, and emotional well-being of students. 
  • Successful inclusion requires resources, support, innovation, cooperation, and collaboration. Inclusion is not a “one size fits all” approach to education; it must be individualized to meet the needs of students, schools, and families. Inclusion is not static; all parties involved need to speak up when something isn’t working so changes can be made where necessary.   
  • Schools and parents need to stop seeing each other as adversaries in the quest for inclusion. Parents should be informed about their rights and schools need to recognize that parents participate in any number of ways, not just by showing up for parent conferences and answering phone calls. Teachers, administrators, and parents should be active partners.  
  • Everyone benefits when students receive the assistive technology supports they need to access the curriculum in inclusive settings, and anything that can be done to fast track those supports should be done. 

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