Krishnan questions DOE on screen time exceptions for students with disabilities and ELLs

I have one other question going back to screens, and then I'm going to turn it over to Councilmember Shulman and other members for member questions.

In the policy, in the screen time policy, it states the exceptions, one of those exceptions is for students with disabilities and English language learners or multi-language learners, and they're sort of in the same category.

Students with disabilities have an IEP, an Individualized Education Plan, where it may specify a specific adaptive device.

What is the equivalent document or tool that is used to justify using technology for L's and multilingual learners?

Thank you for the question.

I will ask Suzanne Sanchez from the Division of Inclusive and Accessible Learning to join us, and also Kyle, who oversees our Office of Multilingual Learners.

This exception is...

Both steeped in law, a child's IEP, but also deeply around access and removing potential barriers.

And so as it relates to our multilingual learners, ensuring where there's an opportunity to give them access that they have it.

So Kyle, can you share a couple of those examples?

And Suzanne, thanks for joining.

Of course.

Can I have your counsel?

Because of timing, okay?

I just want to make sure you know what I'm not asking.

I'm not asking what are some great tools that we can give to L's.

I'm asking compare the justification for students with disabilities that it's written in a legal document compared to L's where...

Where if you could explain what the equivalent document would be, how it's researched and justified,

and how it wouldn't turn into just, well, let's just give RLs translation tools and screens and put them more at a disadvantage by some of the detrimental effects of screen time.

Thank you.

Absolutely.

Thank you for the question, Chair and Committee.

I'm Kyle McDonald, Executive Director of Policy and Data for the Office of Multilingual Learners within the New York City Public Schools.

And I appreciate the advocacy on behalf of our multilingual students and our English language learners.

The general grounding of policy is in both federal and state policy that English language learners must be provided equitable access to content that is appropriate in grade level.

And that includes language scaffolds.

There are technology tools that enable our English language learners then to access content regardless of their home language background.

It also helps us have those students be more integrated within their classrooms so they can participate meaningfully and then provide appropriate home language scaffolds when possible.

And so it's the grounding within our state and federal policies that ensure that we want to uphold those same rights for all English language learners.