ASSEMBLY, No. 2739

STATE OF NEW JERSEY

215th LEGISLATURE

INTRODUCED MARCH 15, 2012

 


 

Sponsored by:

Assemblyman† DANIEL R. BENSON

District 14 (Mercer and Middlesex)

Assemblywoman† CONNIE WAGNER

District 38 (Bergen and Passaic)

 

 

 

 

SYNOPSIS

†††† Directs State Board of Education to promulgate regulations requiring school districts to develop a plan to establish stability in special education programming.

 

CURRENT VERSION OF TEXT

†††† As introduced.

††


An Act concerning special education programs and supplementing chapter 46 of Title 18A of the New Jersey Statutes.

 

†††† Be It Enacted by the Senate and General Assembly of the State of New Jersey:

 

†††† 1.††† The State Board of Education shall promulgate regulations to require school districts to develop a plan to establish stability in special education programming.† The plan shall take into account the consistency of the location, curriculum, and staffing in the provision of special education programs and services.†

†††† The State board regulations shall also require that when developing an individualized education program (IEP) for a student who is prone to regression due to frequent changes in location including, but not limited to, students diagnosed with autism spectrum disorder, the IEP team considers, among other factors, the consistency of the location of services, and that the parentís preference of location be given primary consideration against other factors when determining in-district special education placements.†††† †

 

†††† 2.††† This act shall take effect 90 days after the date of enactment.†

 

 

STATEMENT

 

†††† This bill directs the State Board of Education to promulgate regulations to require school districts to develop a plan to establish stability in special education programming.† The plan must take into account the consistency of the location, curriculum, and staffing in the provision of special education programs and services.† The regulations must also require that when developing an individualized education program (IEP) for a student who is prone to regression due to frequent changes in location including, but not limited to, students diagnosed with autism spectrum disorder, the IEP team considers, among other factors, the consistency of the location of services, and that the parentís preference of location be given primary consideration against other factors when determining in-district special education placements.