Position Statements on Special Education Submitted to the Lower Merion School District Committee for Special Education as of 11/2/2023*:
*CSE does not endorse candidates.
Please note: All candidates on the ballot have been invited to submit statements. The statements from the candidates who responded appear below, and are listed in alphabetical order.
Please note: All candidates on the ballot have been invited to submit statements. The statements from the candidates who responded appear below, and are listed in alphabetical order.
Robyn Gilbert:
I wholeheartedly believe in a child’s right to a fair and appropriate education, that there ought to be clear communication with the parents, and transparent decision-making. I have unfortunately heard too many stories from families who had to fight for the services that their children needed. This is not acceptable. Our duty is to the children, and if we don’t have the necessary set-up to provide a service, then we need to make sure the child gets it elsewhere.
My entire platform is based on the idea that parents have a right to know what’s going on, and to be heard by the school board. Transparency and honesty are keys to a successful partnership, and this does not stop with families of special needs kids.
I wholeheartedly believe in a child’s right to a fair and appropriate education, that there ought to be clear communication with the parents, and transparent decision-making. I have unfortunately heard too many stories from families who had to fight for the services that their children needed. This is not acceptable. Our duty is to the children, and if we don’t have the necessary set-up to provide a service, then we need to make sure the child gets it elsewhere.
My entire platform is based on the idea that parents have a right to know what’s going on, and to be heard by the school board. Transparency and honesty are keys to a successful partnership, and this does not stop with families of special needs kids.
Jason Herman:
Each student, regardless of their unique needs, has a right to succeed and deserves an education that meets those needs. The school district should acknowledge and plan for the reality of diversity in disabilities in our community, recognize and cater to the varied needs and abilities of all students, and promote an inclusive and empowering educational environment. There should be a collaborative partnership between the school district and parents. This will lead to a more personalized dialogue about each child’s individual needs and how the school district can meet those needs. It will also provide parents with a direct line of communication to school district administrators to work through challenges. We must also ensure that teachers have the necessary resources and tools to succeed.
Each student, regardless of their unique needs, has a right to succeed and deserves an education that meets those needs. The school district should acknowledge and plan for the reality of diversity in disabilities in our community, recognize and cater to the varied needs and abilities of all students, and promote an inclusive and empowering educational environment. There should be a collaborative partnership between the school district and parents. This will lead to a more personalized dialogue about each child’s individual needs and how the school district can meet those needs. It will also provide parents with a direct line of communication to school district administrators to work through challenges. We must also ensure that teachers have the necessary resources and tools to succeed.
Laya Martinez:
There are many different interpretations of what an inclusive education comprises, but most agree that all students, including those with disabilities, should have equal access to social and academic opportunities as valued members of their school communities. The research shows the benefits of inclusive classrooms for both students who have brains that function in a similar way to most of their peers, and special needs children.
IN SUMMARY
In general, inclusive education helps children with special needs and neurotypical students feel like they belong and are satisfied with their school. From an early age, it provides greater learning chances and a variety of experiences.
However, the law dictates that we must provide free and appropriate public-school education for all children, regardless of their needs. Fully functional and special needs children. Additionally, all materials needed for learning accessibility must be provided for all children. Whether it be an interpreter, occupational therapy, braille for the blind, or any other special need.
The school is obligated to provide everything a child needs to be successful.
There are many different interpretations of what an inclusive education comprises, but most agree that all students, including those with disabilities, should have equal access to social and academic opportunities as valued members of their school communities. The research shows the benefits of inclusive classrooms for both students who have brains that function in a similar way to most of their peers, and special needs children.
IN SUMMARY
In general, inclusive education helps children with special needs and neurotypical students feel like they belong and are satisfied with their school. From an early age, it provides greater learning chances and a variety of experiences.
However, the law dictates that we must provide free and appropriate public-school education for all children, regardless of their needs. Fully functional and special needs children. Additionally, all materials needed for learning accessibility must be provided for all children. Whether it be an interpreter, occupational therapy, braille for the blind, or any other special need.
The school is obligated to provide everything a child needs to be successful.
Gerald Perese Jr:
Special education is a complicated issue with many interested parties, many types of disabilities and various accommodations and methods. An engineering perspective like mine can significantly help fix issues within these complicated systems. In general, the board needs to find a way to listen to parents better and incorporate their opinions and views into their child’s education. In time, this approach would significantly reduce the litigation costs that burden our school taxpayers.
We also need to balance state and federal funding opportunities against any stipulations or requirements that come with that funding. Money is no reason to abandon the parents or our local community, and ‘free money’ from governments upstream always come with strings attached. The goal is to get as much support as we can for our families without sacrificing quality of special education locally.
Ultimately, we need to become a leader in this field, and I think that is done by leveraging the intelligence and experience in our own community while also benchmarking with neighboring districts and communities. As technology infiltrates every facet of education and administration, we need to use it to our advantage to collect and analyze data and maybe even find new treatment and education methods. It is highly possible that artificial intelligence will be able to adapt education materials to the needs of students better than humans can, and there should be nothing off the table to help these kids!
I understand the limits of the board to directly affect the day-to-day inclusion of special needs students in our classrooms, but I also understand that the policies we set and expenditures we approve will shape the quality and direction of special education. Today and in the recent past, I think the board is failing by neglecting the parents of special needs children. After attending the CSE forum, it is apparent that the political divides between us have a tremendous influence on the special education process and I am convinced that there is groupthink occurring on the homogeneous boards of yesterday and today.
I am a Republican running for Lower Merion School Director and I feel that if I am not elected, I will not be heard, as many parents from both sides have not felt heard on this topic. When I am elected, I will do everything in my power to break down these toxic barriers, challenge the status quo, and provide a megaphone for any parent who has not felt heard by the board, the district, or the staff.
Please vote for me, Gerald Perese Jr for Lower Merion School Director!
Special education is a complicated issue with many interested parties, many types of disabilities and various accommodations and methods. An engineering perspective like mine can significantly help fix issues within these complicated systems. In general, the board needs to find a way to listen to parents better and incorporate their opinions and views into their child’s education. In time, this approach would significantly reduce the litigation costs that burden our school taxpayers.
We also need to balance state and federal funding opportunities against any stipulations or requirements that come with that funding. Money is no reason to abandon the parents or our local community, and ‘free money’ from governments upstream always come with strings attached. The goal is to get as much support as we can for our families without sacrificing quality of special education locally.
Ultimately, we need to become a leader in this field, and I think that is done by leveraging the intelligence and experience in our own community while also benchmarking with neighboring districts and communities. As technology infiltrates every facet of education and administration, we need to use it to our advantage to collect and analyze data and maybe even find new treatment and education methods. It is highly possible that artificial intelligence will be able to adapt education materials to the needs of students better than humans can, and there should be nothing off the table to help these kids!
I understand the limits of the board to directly affect the day-to-day inclusion of special needs students in our classrooms, but I also understand that the policies we set and expenditures we approve will shape the quality and direction of special education. Today and in the recent past, I think the board is failing by neglecting the parents of special needs children. After attending the CSE forum, it is apparent that the political divides between us have a tremendous influence on the special education process and I am convinced that there is groupthink occurring on the homogeneous boards of yesterday and today.
I am a Republican running for Lower Merion School Director and I feel that if I am not elected, I will not be heard, as many parents from both sides have not felt heard on this topic. When I am elected, I will do everything in my power to break down these toxic barriers, challenge the status quo, and provide a megaphone for any parent who has not felt heard by the board, the district, or the staff.
Please vote for me, Gerald Perese Jr for Lower Merion School Director!
Todd Ridky:
Creating effective Individualized Education Plans (IEPs) involves iterative discussion and productive collaboration among educators, counselors, students, parents, and other relevant specialists. The success of an IEP requires ongoing and active participation from this learning team to design strategies, interventions, and accommodations that align with the student's personal strengths and challenges, and very importantly, establishment of a clear plan detailing how to implement the IEP most effectively. While the IEP approach can fail at many levels (for example not identifying students who could benefit from an IEP, or not developing an appropriate IEP that meets student’s needs) the best designed IEP will fail if not well executed. The recent outside consultants’ LMSD special education report indicated that some teachers were not sufficiently resourced to follow the student’s IEP. A major role of the school board is to work with the superintendent and special education directors to ensure that teachers have the structural, logistical, and educational supports necessary to effectively implement the IEPs, and to provide high quality in-district special education services where possible. If elected to the board, I will look forward to engaging in substantive thoughtful collaboration with the administration to ensure that we work efficiently to fully support the needs of all our special education students.
Creating effective Individualized Education Plans (IEPs) involves iterative discussion and productive collaboration among educators, counselors, students, parents, and other relevant specialists. The success of an IEP requires ongoing and active participation from this learning team to design strategies, interventions, and accommodations that align with the student's personal strengths and challenges, and very importantly, establishment of a clear plan detailing how to implement the IEP most effectively. While the IEP approach can fail at many levels (for example not identifying students who could benefit from an IEP, or not developing an appropriate IEP that meets student’s needs) the best designed IEP will fail if not well executed. The recent outside consultants’ LMSD special education report indicated that some teachers were not sufficiently resourced to follow the student’s IEP. A major role of the school board is to work with the superintendent and special education directors to ensure that teachers have the structural, logistical, and educational supports necessary to effectively implement the IEPs, and to provide high quality in-district special education services where possible. If elected to the board, I will look forward to engaging in substantive thoughtful collaboration with the administration to ensure that we work efficiently to fully support the needs of all our special education students.
Abby Rubin:
For those who learn differently or need accommodations, it is of the utmost importance that the district is not only delivering on those accommodations but also continually looking to adjust the way curriculum is delivered and success is measured so that we work towards a more inclusive and equitable learning community. I like to bring up curb cuts on sidewalks, which not only enable people who use wheelchairs and walkers to safely travel the roadways but also those who push strollers and carts, thereby improving the user experience for all members of the community. If we can take a similar approach to learning and special and gifted ed, all students will benefit from a more holistic education.
For those who learn differently or need accommodations, it is of the utmost importance that the district is not only delivering on those accommodations but also continually looking to adjust the way curriculum is delivered and success is measured so that we work towards a more inclusive and equitable learning community. I like to bring up curb cuts on sidewalks, which not only enable people who use wheelchairs and walkers to safely travel the roadways but also those who push strollers and carts, thereby improving the user experience for all members of the community. If we can take a similar approach to learning and special and gifted ed, all students will benefit from a more holistic education.