From the Capitol: Seclusion and Restraint in New Jersey
While restraint continues to occur in New Jersey schools, the state has made progress in addressing the issue of seclusion and restraint. In 2020, the state enacted a law requiring the New Jersey Department of Education (NJDOE) to collect data on incidents of...
Resources for Parents and Schools
In New Jersey, several organizations provide resources, training, and support to help reduce the use of seclusion and restraint for students with disabilities. Here are some key organizations: New Jersey Coalition for Inclusive Education (NJCIE) – Provides...
Accessing Preschool Special Education
IDEA, the nation’s special education law, is designed with one goal in mind: to ensure that children with disabilities receive an appropriate education to address their needs. The law covers children from birth through age 21. One part of IDEA—Section 619—funds...
BETTER IEPS: High Expectations and Outcomes for Preschoolers
The State of New Jersey has very clear expectations for preschoolers with disabilities. In fact, Indicator 7 in our state’s performance plan measures the percent of preschool children aged 3 through 5 with Individualized Education Programs (IEPs) who demonstrate...
Does Your Student Have a Reading Disability?
What Parents and Educators Need to Know About Reading Assessment Assessing students for reading disabilities is a crucial step in ensuring they receive appropriate support and intervention. Early and accurate assessment can provide valuable insights into a student’s...
Q&A: Key Terms in Reading Disabilities
Q: What is Decoding? A: Reading decoding is a fundamental skill in the process of reading. It refers to the ability to translate written words into spoken language. When readers decode, they use their knowledge of letter-sound relationships to recognize and pronounce...
BETTER IEPs: Developing SMART IEP Goals for Students with Reading Disabilities
Individualized Education Programs (IEPs) drive services and supports for students with reading disabilities. Students must learn to decode words, recognize vocabulary, and understand what they have read. Before setting IEP goals, it is vital to assess the student in...
Person-Centered Planning
A person-centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person.” — Beth Mount & Kay Zwernik, 1988 All too...
Q&A: The Role of Students with Disabilities in the IEP Process
By Jason Krasnow Q: What does the Individuals with Disabilities Education Act (IDEA) say about student involvement in the IEP process? A: The IDEA requires that students aged 14 and older be invited to attend their IEP meetings. Younger students do not need to be...
The Right to a Free and Appropriate Public Education
Common Ground is committed to informing families and guardians about parental rights and special education advocacy. In this and upcoming editions we will share a series of basic and important special education topics on the rights, responsibilities, administrative...
What to Do if You Suspect Your Child has a Disability Impacting Their Education
Common Ground is committed to informing families and guardians about parental rights and special education advocacy. In this and upcoming editions we will share a series of basic and important special education topics on the rights, responsibilities, administrative...NJCommonGround.org, and the Common Ground E-newsletter are projects of the NJ Council on Developmental Disabilities
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- The Right to a Free and Appropriate Public Education
- What to Do if You Suspect Your Child has a Disability Impacting Their Education
- Initial Special Education Evaluations and Eligibility
- The Individualized Education Program (IEP)
- Special Education Placement
- Q&A: What are Extended School Year (ESY) Services?
- Q&A: Dispute Resolution