
AFC testified at a Department of Health and Mental Hygiene Behavioral Health System Planning Forum on the need for DOHMH to work with the DOE to improve the mental health system for New York City’s students so they can stay and succeed in school.
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AFC testified at a Department of Health and Mental Hygiene Behavioral Health System Planning Forum on the need for DOHMH to work with the DOE to improve the mental health system for New York City’s students so they can stay and succeed in school.
AFC submitted comments to the U.S. Department of Education regarding disproportionality under Section 618(d) of the Individuals with Disabilities Education Act (IDEA). Our comments focus on racial disproportionality in the identification, placement, and discipline of children with disabilities in New York City.
AFC testified at the Discipline Code hearing, which offers the opportunity for students, parents, teachers, and advocates to offer input into the draft of the discipline code which will go into effect during the 2013-2014 school year. AFC called for the discipline code to include meaningful information regarding behavioral supports for students with disabilities. Though students with disabilities make up 12% of the NYC public school population, they receive almost 1/3 of all suspensions.
تقرير مايو 2013 وتوصيات فريق عمل الشراكة بين المدرسة والعدالة في مدينة نيويورك. تحت إشراف رئيسة القضاة السابقة جوديث كاي، جمع فريق العمل مجموعة فريدة من نوعها وواسعة المعرفة من اللاعبين الرئيسيين من مجتمعات التعليم والعدالة الذين لم تتح لهم الفرصة من قبل للتعاون. ويحدد التقرير خطة عمل لرئيس البلدية المقبل للحد من عمليات الإيقاف والاستدعاءات والاعتقالات في المدارس.
This report examines the May 1984 public hearing on Our Children at Risk: The Crisis in Public Education that was organized by Advocates for Children of New York and co-sponsored by Statewide Youth Advocacy. The hearing focused on three areas that are key to inequity: the denial of equal access to school resources, the denial of equal quality in the learning process, and the denial of open futures in the link between school and work.
This 1974 report details the system of educational services for children with emotional and behavioral disabilities in New York City, focusing on students of color and students from low-income families. The report, which is based on interviews and field research conducted between 1972 and 1974, shines a light on the discriminatory education and support services provided to low-income students with disabilities.