We thank the New York City Council’s Committees on Education and Children and Youth for holding this necessary hearing on Summer Rising and the introduction of bills related to the Department of Youth and Community Development (DYCD) establishing mental health services in two afterschool programs and a college admissions counseling program, and the composition of their youth board. INCLUDEnyc is the leading source of training and information for young people ages 0-26 with known or suspected disabilities, their parents, and the professionals who support them. We have helped New York City families navigate the complex special education and support systems for over 40 years.
We commend the City for all it has done to make Summer Rising more inclusive. This includes changing the centralized application process, prioritizing specific groups of students in great need, and developing an accommodation process for students with disabilities. However, many students with disabilities are still excluded.
Every year since Summer Rising has existed, we receive calls from parents looking for information on how to access applications, how to find physically accessible programs, and most of all, how to navigate transportation for their children to and from summer programming, despite their child having the right to busing services as per their Individualized Education Program (IEP). As a result, we recommend that NYCPS proactively provide families with information on bus service, prepaid rideshare, and how Summer Rising Accommodation Plans work.
We also testify today in support of the bills introduced today. The college application process is often complicated and far too often deters all kinds of students from applying. Yet, it is even more daunting for many students with disabilities. Similarly, we fully support DYCD, providing mental health services for students attending afterschool at Beacon and Cornerstone programs because many students with disabilities face additional barriers when simultaneously trying to get support for their mental health.
Staff at after school programs often do not have formal experience supporting students receiving special education services. They also do not have equal access to appropriate professional development opportunities. This is a known fact among program administrations despite their desire or intent to be more inclusive.
As a result, there needs to be dedicated funding allocated to programs to ensure staff training on the most common disability characteristics of students with disabilities and how to support them in the community. So, more students with disabilities can be included academically, physically, and socially.
Thank you for taking the time to consider these important matters. We look forward to partnering with you to improve equity and access for all students with disabilities in New York City.
Respectfully submitted,
Lori Podvesker,
Director of Disability and Education Policy