New Jersey Assembly Bill A2617

New Jersey 2022-2023 Regular Session

• Introduced: 2/14/22
• Refer: 2/14/22

Caption

Establishes pilot program in DOE to provide assistive technology to elementary and middle school students with dyslexia and related conditions.

Impact

If enacted, the bill will allow the Commissioner of Education to grant funds to selected school districts for the implementation of the pilot program. Participating districts will be chosen through a competitive application process where they must demonstrate the need for assistive technologies in their schools. Each participating district will also provide training for teachers in utilizing these tools effectively. The program intends to foster an inclusive educational environment and help students with dyslexia access grade-level content, thereby increasing their independence and confidence in learning.

Summary

Assembly Bill A2617 establishes a three-year pilot program in the New Jersey Department of Education aimed at providing assistive technology and services to elementary and middle school students diagnosed with dyslexia and related conditions. This initiative addresses a significant gap in educational support for students with learning disabilities, particularly recognizing dyslexia as a prevalent condition affecting approximately 10% of the population according to national studies. The bill's aim is to enhance the academic outcomes of these students by equipping them with technologies that can assist in reading and writing tasks.

Conclusion

Overall, A2617 represents a focused effort to integrate technology into educational practices for students with dyslexia, aiming to improve their learning experiences and outcomes. The success of this pilot program could provide valuable insights into the feasibility of a state-wide implementation, shaping future educational policies for students requiring special support.

Contention

Notable points of contention surrounding A2617 may arise from the allocation of state resources towards assistive technology versus other educational needs. Critics could argue that funding should prioritize broader educational initiatives, while supporters might highlight the critical need for specialized support in addressing dyslexia and similar conditions. Furthermore, the requirement that districts apply and demonstrate a need may lead to debates over resource distribution among districts with varying capabilities and needs.