New Jersey Assembly Bill A683

New Jersey 2022-2023 Regular Session

• Introduced: 1/11/22
• Refer: 1/11/22

Caption

Exempts certain students with disabilities from requirement to take college credits during Bridge Year Pilot Program; modifies age eligibility criteria under program.

Impact

The modification introduced by A683 is expected to significantly impact students with disabilities, enabling them to pursue appropriate educational pathways that better correspond to their unique learning needs. The bill mandates collaboration between a student's IEP team and the bridge year liaison to ensure that learning plans are consistent with the student's IEP. This collaborative approach is designed to promote effective support systems for students, helping them navigate their educational journeys without being burdened by requirements that may not be conducive to their success.

Summary

Bill A683 seeks to amend the Bridge Year Pilot Program established under P.L.2020, c.41, specifically impacting students with disabilities. The bill exempts these students from the requirement to take college credits if it is determined that such courses would not align with their individualized education program (IEP). This amendment reflects an understanding of the specific needs of classified students, aiming to provide flexibility in educational requirements that may not suit their learning objectives. Instead, the bill allows students to engage in vocational and educational programs that better support their transition from school, thus enhancing educational opportunities tailored to individual circumstances.

Contention

One notable point of contention surrounding the bill is the balance between standardized educational requirements and tailored support for students with disabilities. Supporters argue that removing mandatory college credit requirements is necessary to accommodate diverse learning needs, while critics might contend this could set a precedent that undermines the overall educational standards within the state. The discussion surrounding A683 emphasizes the tension between maintaining rigorous academic expectations and ensuring equitable access to education for all students, particularly those who face significant challenges due to disabilities.