Gracie Messier of NYLPI on special education service disparities
Messier from New York Lawyers for the Public Interest supports Intro 853's goals but questions whether the study is the most effective use of resources, noting existing data already shows language, income, and geography affect access. She cites that only 28% of ELL students with IEPs receive services in another language and 47% of Spanish-speaking students receive recommended services versus 95% of English speakers.
Good afternoon.
My name is Gracie Messier, and I'm a legal intern with the Disability Justice Program at New York Lawyers for the Public Interest, or NOPI.
NOPI is here to testify and supports the goals of Intro No.
853 and appreciates the Council's commitment to special education services.
However, we encourage the Council to consider whether the study, as currently proposed, is the most effective use of the city's resources.
Much of the information the study seeks to collect is already available through existing reporting.
We encourage the Council to refocus the study to answer questions that existing data cannot, or devote funds directly towards improved special education services.
According to the city's most recent data, only 28% of English language learners with individualized education plans, or IEPs, receive those services in another language.
And 95% of English-speaking students were fully receiving their recommended special education services, while only 47% of Spanish-speaking students were fully receiving those same services.
Data also show substantial differences in accessing services based on income.
Students receiving services disproportionately come from low-income households, and students from higher-income neighborhoods are more likely to be placed in inclusive settings.
Gaps in services fall hardest on low-income families and multilingual households.
In NOPE's work, these communities have consistently reported the same barriers, delays in receiving related services, shortages of qualified providers, difficulty accessing bilingual services, and limited availability of appropriate placements.
NOPE shares the Council's commitment to improving outcomes for students with disabilities.
However, existing data already established that language, income, and geography affect access to services.
Whether through investment, through direct investment, or more targeted study, we urge the Council to instead focus its efforts on ensuring that students receive the services to which they are entitled.
Thank you for the opportunity to testify.
Thank you so much.