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The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More News & Blog FEATURED POST Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights LATEST POSTS Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Literacy Making Reading Time Count: How to Choose the Right Book Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action EXPLORE ALL POSTS Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action SEPAGs The Power of Partnership: Why SEPAGs Matter in Special Education Literacy Raising Readers: How New Research Can Help At Home Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Special Education Meaningful Supports for Students with ASD NJTSS How NJ Schools Support Students: What Parents Need to Know About the NJTSS Literacy Making Reading Time Count: How to Choose the Right Book SEPAGs Understanding SEPAGs: A Simple Guide for Parents and Communities Literacy There’s a Science to Reading. Here's What Parents Need to Know The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative offers a free, statewide portal with plain-language tools, training, and partnerships that help families and schools collaborate on IEPs, inclusion, literacy, and NJTSS. The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The BRIDGE Initiative Helping Families and Schools Work Together ABOUT THE BRIDGE INITIATIVE Engagement of Parents of Students with Disabilities The Building Resources for Inclusive Development and Growth in Education (BRIDGE) Initiative is a new partnership between Rutgers University and the NJ Department of Education Office of Special Education. It promotes strong partnerships between families and schools to help students with disabilities make steady progress towards their learning goals. The BRIDGE Initiative's work is centered around: SEPAG Development, Improvement, and Sustainability Family and School Literacy Partnerships NJTSS Understanding and Home Support There are many resources about special education and family engagement, but it can be hard to know what you need, what to trust, and how to use it. BRIDGE brings the best materials together in one place. Our team curates, creates, and organizes high-quality resources so you can easily find what works and get support in putting it to practice. UPCOMING EVENTS Join us for upcoming webinars, workshops, and learning opportunities. BRIDGE events bring together families, educators, and district leaders to share strategies, build connections, and strengthen support for students across New Jersey. See All Events OUR MAJOR FOCUS AREAS SEPAG Development, Growth, and Sustainability Special Education Parent Advisory Groups (SEPAGs) facilitate the exchange of information, ideas, and input between families and school districts on matters affecting students with disabilities. The BRIDGE Initiative supports both district and parent leaders and makes free resources available online. QUICK ACCESS Join Our Mailing List Follow us on X Book a SEPAG Office Hour See Upcoming Events Access Free Resources FEATURED RESOURCES Explore guides, toolkits, and strategies designed to support families and educators. Our resources provide practical information on special education, SEPAGs, literacy, NJTSS, and family engagement that you can use right away. Resource Library One-Pager What is a SEPAG? Toolkit SEPAG Parent Leader Starter Kit Webinar Supporting SEPAGs: Practical Guidance for District Leaders FROM THE BLOG Special Education Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Special Education Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Literacy Making Reading Time Count: How to Choose the Right Book Mental Health Children’s Mental Health Awareness Day: Moving from Awareness to Action FEATURED OPPORTUNITIES For SEPAGs : Direct Support & Training The BRIDGE Initiative provides assistance to parent and district-affiliated SEPAG leaders including leadership training, meeting planning and facilitation, resource development, and strategies for growing membership. We also work to cultivate and support parent leadership opportunities within groups. The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Celebrating 36 Years of the Americans with Disabilities Act: A Milestone in Civil Rights Anna Lasek, Communications Assistant July 26 marks the 36th anniversary of the Americans with Disabilities Act (ADA), a landmark civil rights law that transformed access, opportunity, and inclusion for millions of Americans with disabilities. This article reflects on the ADA’s lasting impact in education and beyond while highlighting the ongoing commitment to creating accessible, equitable, and inclusive communities where everyone can thrive. Return to Blog Passing the ADA July 26, 2026 will mark the 36th anniversary of the Americans with Disabilities Act (ADA), a civil rights law that transformed opportunities for millions. Signed into law on July 26, 1990 during the Bush administration, the American with Disabilities Act prohibits discrimination against individuals with disabilities in employment, public services, transportation, public accommodations, telecommunications, and many other areas. Through grassroot work and years of countless advocacy, the signing of the ADA recognizes the work and the advocacy organizers did to advocate for access, opportunity, and participation for all in our communities. Why the ADA Was a Historic Achievement Prior to the passing of ADA, barriers in education, employment, and public life made it difficult for individuals with disabilities to fully participate. Inaccessible buildings, transportation systems, workplaces, and public services often prevented individuals from accessing opportunities that others took for granted. Curb cuts, ramps, elevators, accessible parking spaces, captioned media, accessible websites, and workplace accommodations were added as features in many communities and although these improvements often go unnoticed, they have expanded opportunities for millions of people. The ADA's Impact on Education For educators and families, the ADA continues to play an important role in promoting equal access to educational opportunities. While laws such as the Individuals with Disabilities Education Act (IDEA) provide specific educational protections, the ADA reinforces broader civil rights by helping ensure that students with disabilities can participate in school programs, extracurricular activities, and community life without discrimination. Flexible learning environments, accessible instructional materials, and inclusive practices create opportunities for all students to engage, participate, and succeed. Progress and Continuing Challenges Thirty-six years after its passage, the ADA has had a lasting impact, but the work of building more accessibility continues. Work in digital accessibility, inclusive employment opportunities, equitable healthcare, transportation, and community participation remain important areas for continued improvement. Meaningful inclusion requires more than compliance with laws. It involves listening to the experiences of individuals with disabilities, removing barriers before they arise, and designing environments where everyone can participate fully. Looking Ahead The anniversary of the ADA offers an opportunity to celebrate the progress that has been made while recommitting ourselves to the work that remains. For schools, this means continuing to build inclusive classrooms where students of all abilities feel welcomed, respected, and empowered. For families and communities, it means advocating for accessibility and recognizing the strengths and contributions of individuals with disabilities. The ADA changed the landscape of civil rights in the United States by affirming that disability should never prevent someone from participating fully in society. Thirty-six years later, its legacy continues to inspire efforts to create communities where accessibility, equity, and inclusion are not aspirations, but everyday realities. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Parent Leader Starter Kit RESOURCE DESCRIPTION New parent leaders often feel overwhelmed by the sheer volume and variety of resources available online. This comprehensive Starter Kit brings together practical guides, templates, and tools to help parent leaders start, revitalize, or strengthen a SEPAG. It focuses on the most common questions and challenges while presenting information in a practical, organized, and accessible way. Topics: SEPAG Formation, SEPAG Development Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V4.0; last updated July 21st, 2026 Whether you’re revitalizing a SEPAG or strengthening an existing one, these resources will help you build a strong foundation. We recommend beginning with the two guides below, then exploring the additional templates and tools as you work through them. This content reflects the same foundational guidance BRIDGE provides through technical assistance, allowing this knowledge to be shared more broadly and used by parent leaders across New Jersey. 1) Start Here Parent SEPAG Leadership: Where to Start A practical guide that explains what SEPAGs are, why they matter, and how successful groups operate. ✓ Learn the role of a SEPAG ✓ Understand parent leadership ✓ Explore meeting ideas ✓ Learn how districts and families collaborate Download Guide Guía de descarga 2) Take the Next Step Building Bridges Roadmap A step-by-step action plan that walks you through your first months as a new parent leader. Developed collaboratively with members of The BRIDGE Initiative’s Working Group, this resource brings together perspectives from both SEPAG parent leadership and community experts. ✓ Phase 1: Start Small ✓ Phase 2: Get the Word Out ✓ Phase 3: Plan Your Meeting ✓ Phase 4: Deepen Relationships Download Roadmap Additional Resources The guides above reference many of the resources below. While these tools are available throughout The BRIDGE Initiative’s Resource Library, we’ve also gathered them here for quick access. What is a SEPAG one-page overview Google Forms FAQs Canva FAQs Zoom & Google Meet FAQs SEPAG Kickoff Meeting Guidance The first SEPAG meeting sets the foundation for future collaboration. Use this time to introduce members, discuss the role and purpose of the SEPAG, identify areas of shared interest, and begin building a supportive community. This list can help guide your preparations. Download Kickoff Meeting Guide Descargar la guía para la reunión inicial Google Parent Input Survey (Template) When you click the link, you will be prompted to make a copy of the survey, which will be saved to the Google Drive account you are currently signed into. Click Here to Make a Copy of the Template Haz clic aquí para hacer una copia de la plantilla. Using a survey is an excellent way to demonstrate your group’s commitment to building community and ensuring that all voices are heard. This template is especially helpful for groups becoming more parent-led, and it can be used to gather input from families and inform decisions such as preferred meeting times, formats, and discussion topics. The survey is available in both English and Spanish to support accessibility and broader family engagement. Ready-to-Use Sample Emails for District Outreach Connecting With Your District Leader A district leader is a district staff member, usually the Director of Special Education, that supports a SEPAG. The district liaison will hear input from parents and often assists with organizing meetings, arranging speakers, and sharing information with other parents. As you develop your group, use the below email as a guide to invite the Director of Special Education to serve as your SEPAG's district liaison. To : [Director of Special Education] Subject : Partnership to Support [District Name]’s SEPAG Dear [Name], My name is [Name], and I am a parent in [District] of a child receiving special education services. I’ve learned about the positive impact that Special Education Parent Advisory Groups (SEPAGs) have had in other districts and am eager to start one in our district. As you may know, SEPAGs are parent-driven groups where community members come together to learn about, discuss, and provide input to the school district on special education policies, programs, practices, and services. I would appreciate your collaboration and support as we continue building on this work together. The pareent leader(s) and the district leader(s) work together to coordinate meetings and communications and ensure that the group’s efforts lead to concrete improvements for students. The responsibilities of the district leaders are not set in stone, and may change as the group develops, but generally include: Coordinate parent outreach • Post SEPAG information on the district website and parent portal • Send emails to families of students receiving special education services Assist with group operations/logistics • Set up a district SEPAG email address for the group (e.g., sepag@[district].org) • Support scheduling, room/virtual setup, and calendar listings Partner with local parents • Serve as the primary district contact for SEPAG parent leaders for check-ins • Share relevant updates, recommendations, and other SEPAG input with district leadership I’d love to discuss your thoughts and explore next steps together. Thank you for considering this important partnership in supporting family engagement in our district. Warm regards, [Your Name] [Phone] Early SEPAG Logistics Your district leader will be able to help you as you develop your SEPAG. As the group gets started, it will be important to have a single email address for the SEPAG. This way, you can keep messages about the group separate from your other email, and future group members will be able to use the same account. At the same time, you'll want to start building community awareness of the SEPAG. Your district leader can help you make information about the group available on the school district's website. Use the below email to ask your district leader about these items. To : [Director of Special Education] Subject : Partnership to Launch [District Name]’s SEPAG Dear [Name], Thank you for agreeing to serve as our SEPAG leader. On behalf of our special education parent community, we’re excited to partner with you to launch [District Name]’s SEPAG and appreciate your support in making this a meaningful, collaborative effort. As we get started, we’re requesting your assistance with the following items, if possible: • District email address. Create a district email address for the SEPAG (sepag@[district].org) • District webpage. Add information about the SEPAG to the district’s special education webpages (samples attached) Would you be available for a 15-minute call next week to discuss timing and next steps? Please let me know your availability. With appreciation, [Your Name/Names] [Phone] Promoting Your SEPAG It's time to let others know that you've started your SEPAG group! Use the below materials (and share them with your district liaison) to send to other families in the district inviting them to attend your SEPAG kickoff meeting. Email to District Leadership To: Superintendent, Assistant Superintendent, CST Leader (or equivalent), Principals from Different Divisions, Assistant/Vice Principals CC : Director of Special Education Subject: [District Name]’s SEPAG – Please Help Spread the Word Attachments : Kickoff Meeting Promotion Flyer Dear [All/Colleagues], We’re pleased to introduce updates to the [District Name]’s Special Education Parent Advisory Group (SEPAG) to strengthen family-school collaboration in support of students with disabilities. As you may know, SEPAGs provide a structured way for parents and caregivers to share input and partner with district leaders to improve programs and services. Our district’s SEPAG will host around [number] meetings per year, each with dedicated time for gathering parent input and generating discussion. Meetings will use plain language, invite broad participation, and end with actionable next steps. We want families to be informed, welcomed, and encouraged to participate, whether as active members or simply by staying aware of SEPAG’s role and activities. [NAME], Director of Special Education, will continue to serve as the district SEPAG leader in partnership with our parent leaders. We’d appreciate your support in announcing this opportunity by personally inviting [District Name] families in your buildings and networks to attend our kickoff meeting or join our mailing list. To make this easy, we’ve attached a flyer that you can share. Thank you for helping us reach every family. With appreciation, [Parent Leader(s)] [Role/Title, if applicable] [Phone] | [SEPAG Webpage] SHARE THIS RESOURCE Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Portal is an online library of high-quality materials and training for parents and educators around meaningful parent engagement in special education. The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Resource Portal FILTER RESOURCES Resource Area All Home Reinforcement NJTSS SEPAGs Type Activity Brief Guide Office Hour One-Pager Tech Help Templates Toolkit Webinar Audience Educators Parents/Caregivers SEPAG Leaders (District) SEPAG Leaders (Parents) Topic Home Activities Literacy Support NJTSS Parent Engagement Reference SEPAG Development SEPAG Formation SEPAG-District Collaboration Language English Spanish Office Hour SEPAG Support Office Hours: Upon Request Informal conversations to ask questions, brainstorm, and plan next steps together. Toolkit SEPAG Parent Leader Starter Kit Develop your SEPAG with step-by-step guidance and practical tools. Activity, Guide Home Reinforcement Guide: Read Aloud Strategies Turn story time into a conversation that builds your child's vocabulary and comprehension! Tech Help Designing with Canva: FAQs for SEPAG Leaders Frequently asked questions about using Canva to support your SEPAG. One-Pager What is a SEPAG? A one-pager to help you and others learn what SEPAGs are and why they matter. Templates SEPAG Community Outreach for Parent Leaders Ready-to-use materials for parent leaders to promote their group and encourage participation. Activity Home Reinforcement Guide: Activity Cards Simple activities and everyday materials create learning opportunities right at home! Tech Help Zoom & Google Meet: FAQs for SEPAG Leaders Frequently asked questions about using Zoom & Google Meet to support your SEPAG. One-Pager What is NJTSS? A Family Reference Sheet What the three tiers mean, how screening and progress monitoring work, and how families fit in Templates SEPAG Community Outreach for District Leaders Materials for districts to engage parents in SEPAG events and leadership opportunities. Activity, Guide Home Reinforcement Guide: Reading Comprehension Simple before, during, and after strategies to support your child's reading comprehension. Tech Help Google Forms: FAQs for SEPAG Leaders Frequently asked questions about using Google Forms to support your SEPAG. 1 2 1 ... 1 2 ... 2 The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Community Outreach for Parent Leaders RESOURCE DESCRIPTION Adapt and use these materials to promote your SEPAG and encourage parent participation. Written in a family-friendly voice, this collection includes customizable: Marketing Materials for distribution at school events, community spaces, or at meetings. Sample Text for newsletters, emails, or social media posts Each resource emphasizes the practical benefits of SEPAG participation and reinforces that your group welcomes diverse perspectives from all families. Customize materials with your SEPAG's information, like event details, specific accomplishments, discussion topics, and links. Then, share in the ways that work best for reaching families in your district. Topics: Parent Engagement Best For: SEPAG Leaders (Parents) < BACK TO RESOURCES V3.0; last updated July 21st, 2026 Customizable Flyer Templates Promoting your SEPAG doesn’t have to start from scratch. These free Canva templates are fully editable, making it easy to personalize them with your district’s logo, meeting information, contact details, and branding. Use them to introduce your SEPAG, share your annual meeting schedule, and promote individual meetings throughout the year. Each template link includes an English and Spanish version. Click any template link below to open a copy in Canva and customize it for your district. Haz clic en cualquiera de los enlaces de las plantillas que aparecen a continuación para abrir una copia en Canva y personalizarla para tu distrito. Introducing your Group Open Template in Canva Yearly Save-the-Dates Open Template in Canva Specific Meeting Details Open Template in Canva Sample Text Use these ready-to-adapt messages to communicate about your SEPAG through multiple channels. Each snippet explains different aspects of SEPAG participation: what SEPAGs do, how they create change, and why diverse perspectives matter. Copy and paste into newsletters, emails, social media posts, or meeting reminders. Customize with your district's specific meeting information, recent accomplishments, upcoming topics, or contact details to make each message relevant to your community. Mix and match snippets to build communications that work best, and share often to keep families engaged throughout the year! Introduce & Explain These text snippets help you introduce yourself and explain what a SEPAG is and how it works. About You : Hi! I'm [Name], one of the parent leaders for our district's Special Education Parent Advisory Group (SEPAG). I joined because I wanted to help improve special education programs for all our kids. If you have questions about the group or want to learn more, feel free to reach out! I became a SEPAG leader because I experienced [challenge/gap] and wanted to help make things better for other families. The best part? I've learned so much about special education programs and connected with amazing parents along the way! As a SEPAG leader, my role is to help facilitate our meetings, share information with families, and bring parent perspectives to district leadership. But I'm also just another parent navigating special education - we're all learning together! About Your SEPAG : Our district's SEPAG is a group where parents of students with disabilities meet to learn more about and discuss current special education programs and services. It's required by New Jersey law and gives us a direct line to share our experiences and ideas with our district leaders to see real change! Our SEPAG focuses on improving programs and services for ALL students with disabilities in our district. We're not an advocacy group for individual student issues, those should go directly to your child's case manager or the Director of Special Education. Instead, we look at the bigger picture and work with the district to create positive change. Want to learn more about our SEPAG? Visit [website] for meeting schedules, past presentations, resources, and contact information. You can also email us at [email] or find us on [Facebook/social media platform]. New to our SEPAG? Check out [website/Facebook group] for meeting information, FAQs, and resources. You can also reach out to [contact person] at [email] with any questions! How Your SEPAG Works : SEPAGs work by collecting input from families across the district, identifying patterns, and presenting findings to our district leaders. Our ideas and perspectives help make changes in special education. What's the difference between a SEPAG and an advocacy group? SEPAGs address system-level issues like program accessibility, transition services, or resource allocation. We focus on ideas that benefit groups of students to improve special education in our district. Our SEPAG meets [frequency] to discuss system-level topics like transition programs, communication practices, or resource allocation. We gather input from families, identify patterns, and bring recommendations to district leadership. It's about making changes that benefit groups of students, not addressing individual concerns. How does SEPAG actually influence change? We share parent input directly with our district's Department of Special Services. When administrators understand what families are experiencing, they can make more informed decisions. Educate & Demonstrate These text snippets help you communicate why SEPAGs matter, how parent input creates change, and the value of partnership for families and the district. Why Parent Input Matters: Parents see what actually happens day-to-day - not just what's in the handbook. When we partner with district leaders to share those real experiences, together we can identify where systems are working and where they need improvement. This collaboration makes special education stronger for everyone. District leaders might know special education law inside and out, but parents know what it's like to navigate these systems with their children. When we bring both perspectives together, we can turn policies that look good on paper into programs that actually work for families. One parent's concern might be seen as an isolated issue. But when SEPAG members share similar experiences, it reveals system-level patterns the district needs to address. Through this partnership, our collective voice helps shape better programs and services. How Collaboration Creates Change: Here's a real example of partnership in action: Multiple parents mentioned confusion about [process/policy] → SEPAG discussed the pattern → We collaborated with district leadership to propose clearer communication → District created [new resource/changed practice]. That's what happens when families and schools work together. Change doesn't always mean big policy shifts. Sometimes our collaboration leads to adjusting meeting times so more families can attend, translating materials into additional languages, or explaining processes more clearly. SEPAG partnership has led to both small wins and major system improvements. When parents wanted to learn more about [topic like transition planning, assistive technology, college preparation], we partnered with the district to bring in a speaker. Now families have information they needed, and the district better understands what topics matter most. That's collaborative problem-solving at work. Examples of Impact: Through our partnership with district leadership, our SEPAG has worked on [mention specific example if available, or: improving transition programs, enhancing family communication, and identifying service gaps]. Change happens when parents and districts collaborate around systems-level improvements! Based on collaborative SEPAG discussions, our district now [specific change like: sends IEP meeting reminders two weeks in advance instead of one, offers virtual meeting options, provides translation services, created a parent resource library]. These system-level changes came directly from our partnership. Parents in our SEPAG shared concerns about [topic], so we partnered with district leadership to organize a presentation with [expert/speaker]. Over [number] families attended, and together we used that feedback to [action taken]. That's family-district collaboration creating real impact! Invite & Encourage These text snippets help you invite families to meetings, emphasize that everyone is welcome, and provide clear ways to get involved. Who Should Participate: Our SEPAG is centered on the perspectives and experiences of families of students with disabilities, while welcoming participation from all families in the district community. Every parent or caregiver is encouraged to participate whether their child receives services in-district or out-of-district. No experience necessary, no commitments required. Just show up when you can! Parents of students in out-of-district placements are part of our SEPAG, too. Your children are district residents, and your perspective on special education programs and services is valuable! Join our next meeting to share your experiences! We want our SEPAG to include parents of students in different schools, grade levels, interests, and abilities! The more diverse our group is, the better we can understand the range of experiences in our district. Different perspectives help us identify issues we might otherwise miss – share yours at our next meeting! You don't need to be an expert to join our district's SEPAG! In fact, many of us learned about special education programs and services through the SEPAG! Join us for our next meeting on [topic] on [date/time]! It's not about how much time you have, it's about using your voice. Joining our SEPAG comes with no commitments, so attend when you can and share what you're comfortable sharing. Every parent's input helps us see the bigger picture - hope to see you there! What Participation Looks Like: Our SEPAG is YOUR opportunity to: ✅ Share ideas & concerns ✅ Connect with other parents ✅ Learn about programs & services ✅ Provide input to district leaders ✅ Help improve outcomes for students with disabilities. No pressure, no commitments, just parents making a difference. SEPAG participation can look different for everyone. Some members come to every meeting and actively share. Others attend when they can and mostly listen. Some contribute feedback online between meetings. There's no "right" way to participate - just do what works for your family! Wondering what happens at a SEPAG meeting? We typically [brief agenda overview like: hear updates from district leadership, discuss a specific topic or hear from a guest speaker, break into small groups or have open discussion, and identify next steps]. Meetings usually last [time] and include time for questions. How to Participate: Ready to join us? Our next meeting is [date/time] at [location or virtual link]. No RSVP needed - just show up! Have questions first? Reach out at [email/phone]. Not sure if SEPAG is for you? Come to just one meeting. See what we're about, meet other parents, and decide if you want to come back. Our next meeting is [date/time/location]. Can't make it to meetings? You can still participate! Share your feedback through our [online form/email/survey], join our [Facebook group/email list], or reach out to a SEPAG leader with questions or concerns. We want to hear from you however works best! Visit [website/Facebook page] to learn more about our SEPAG, see our meeting schedule, access resources, and find contact information. You can also email us at [email] with questions or to be added to our mailing list. Interested in taking on a leadership role? We're always looking for parents willing to help facilitate meetings, communicate with families, or serve as a liaison to district leadership. It's a great way to make an even bigger impact - reach out to [contact] to learn more! Have a topic you'd like our SEPAG to discuss? A speaker you think we should hear from? An idea for improving special education in our district? Let us know! Contact [email/leader name] or bring it up at our next meeting on [date]. Join our [Facebook group/email list/remind group] to stay connected between meetings, get meeting reminders, and hear about upcoming events and opportunities. [Include sign-up link or instructions] Utilice estos mensajes listos para adaptar y comunique información sobre su SEPAG a través de diversos canales. Cada fragmento explica diferentes aspectos de la participación en un SEPAG: qué hacen los SEPAG, cómo generan cambios y por qué son importantes las diversas perspectivas. Copie y pegue en boletines informativos, correos electrónicos, publicaciones en redes sociales o recordatorios de reuniones. Personalícelos con la información específica de las reuniones de su distrito, los logros recientes, los próximos temas o los datos de contacto para que cada mensaje sea relevante para su comunidad. ¡Combine los fragmentos para crear comunicaciones más efectivas y compártalos con frecuencia para mantener a las familias informadas durante todo el año! Presentar & Explicar Estos fragmentos de texto le ayudarán a presentarse y a explicar qué es el SEPAG y cómo funciona. Acerca de usted : ¡Hola! Soy [Nombre], uno de los padres líderes del Grupo Asesor de Padres de Educación Especial (SEPAG, por sus siglas en inglés) de nuestro distrito. Me uní porque quería ayudar a mejorar los programas de educación especial para todos nuestros hijos. Si tiene preguntas sobre el grupo o desea saber más, ¡no dude en comunicarse con nosotros! Me convertí en líder de SEPAG porque experimenté [desafío/deficiencia] y quería ayudar a hacer las cosas mejor para otras familias. ¿La mejor parte? ¡He aprendido muchísimo sobre los programas de educación especial y he conectado con padres maravillosos en el camino! Como líder de SEPAG, mi función es ayudar a facilitar nuestras reuniones, compartir información con las familias y llevar las perspectivas de los padres al liderazgo del distrito. Pero también soy solo un padre más navegando por la educación especial: ¡todos estamos aprendiendo juntos! Acerca de su SEPAG : El SEPAG de nuestro distrito es un grupo donde los padres de estudiantes con discapacidades se reúnen para conocer más y analizar los programas y servicios actuales de educación especial. Es un requisito de la ley de Nueva Jersey y nos brinda una vía directa para compartir nuestras experiencias e ideas con los líderes de nuestro distrito para ver un cambio real. Nuestro SEPAG se enfoca en mejorar los programas y servicios para TODOS los estudiantes con discapacidades de nuestro distrito. No somos un grupo de defensa para casos individuales de los estudiantes; estos deben dirigirse directamente al administrador de casos de su hijo o al Director de Educación Especial. En su lugar, analizamos el panorama general y trabajamos con el distrito para crear un cambio positivo. ¿Quiere saber más sobre nuestro SEPAG? Visite [sitio web] para conocer los horarios de las reuniones, presentaciones anteriores, recursos e información de contacto. También puede enviarnos un correo electrónico a [correo electrónico] o buscarnos en [Facebook/plataforma de redes sociales]. ¿Es nuevo en nuestro SEPAG? Visite [sitio web/grupo de Facebook] para obtener información sobre las reuniones, preguntas frecuentes y recursos. ¡También puede comunicarse con [persona de contacto] en [correo electrónico] si tiene alguna pregunta! Cómo funciona su SEPAG : Los SEPAG funcionan recopilando información de las familias de todo el distrito, identificando patrones y presentando los hallazgos a los líderes de nuestro distrito. Nuestras ideas y perspectivas ayudan a realizar cambios en la educación especial. ¿Cuál es la diferencia entre un SEPAG y un grupo de defensa o un PTO? Los SEPAG abordan temas a nivel de sistema, como la accesibilidad de los programas, los servicios de transición o la asignación de recursos. Nos enfocamos en ideas que benefician a grupos de estudiantes para mejorar la educación especial en nuestro distrito. Nuestro SEPAG se reúne con una [frecuencia] para analizar temas a nivel de sistema, como programas de transición, prácticas de comunicación o asignación de recursos. Recopilamos información de las familias, identificamos patrones y llevamos recomendaciones al liderazgo del distrito. Se trata de realizar cambios que beneficien a grupos de estudiantes, no de abordar inquietudes individuales. ¿Cómo influye realmente el SEPAG para lograr un cambio? Compartimos las aportaciones de los padres directamente con el Departamento de Servicios Especiales de nuestro distrito. Cuando los administradores comprenden lo que experimentan las familias, pueden tomar decisiones más informadas. Educar & Demostrar Estos fragmentos de texto le ayudan a comunicar por qué son importantes los SEPAG, cómo las opiniones de los padres generan cambios y el valor de la colaboración para las familias y el distrito. Por qué son importantes las opiniones de los padres: Los padres ven lo que realmente sucede en el día a día, no solo lo que está en el manual. Cuando nos asociamos con los líderes del distrito para compartir esas experiencias reales, juntos podemos identificar dónde están funcionando los sistemas y dónde necesitan mejorar. Esta colaboración fortalece la educación especial para todos. Es posible que los líderes del distrito conozcan las leyes de educación especial al derecho y al revés, pero los padres saben lo que es navegar por estos sistemas con sus hijos. Cuando unimos ambas perspectivas, podemos transformar las políticas que se ven bien en el papel en programas que realmente funcionen para las familias. La inquietud de un solo padre podría considerarse como un problema aislado. Pero cuando los miembros de SEPAG comparten experiencias similares, se revelan patrones a nivel de sistema que el distrito necesita abordar. A través de esta alianza, nuestra voz colectiva ayuda a dar forma a mejores programas y servicios. Cómo la colaboración genera cambios: Aquí hay un ejemplo real de la colaboración en acción: Varios padres mencionaron confusión sobre [proceso/política] $\rightarrow$ El SEPAG analizó el patrón $\rightarrow$ Colaboramos con el liderazgo del distrito para proponer una comunicación más clara $\rightarrow$ El distrito creó un [nuevo recurso / cambió una práctica]. Eso es lo que sucede cuando las familias y las escuelas trabajan juntas. El cambio no siempre significa grandes modificaciones en las políticas. A veces, nuestra colaboración conduce a ajustar los horarios de las reuniones para que puedan asistir más familias, traducir materiales a otros idiomas o explicar los procesos con mayor claridad. La alianza con el SEPAG ha dado lugar tanto a pequeños logros como a grandes mejoras del sistema. Cuando los padres quisieron conocer más sobre [un tema como: planificación de la transición, tecnología de asistencia, preparación para la universidad], nos asociamos con el distrito para traer a un conferencista. Ahora las familias tienen la información que necesitaban y el distrito comprende mejor qué temas son los más importantes. Eso es la resolución colaborativa de problemas en acción. Ejemplos de impacto: A través de nuestra alianza con el liderazgo del distrito, nuestro SEPAG ha trabajado en [mencione un ejemplo específico si está disponible, o bien: la mejora de los programas de transición, el fortalecimiento de la comunicación familiar y la identificación de deficiencias en los servicios]. ¡El cambio ocurre cuando los padres y los distritos colaboran en mejoras a nivel de sistema! Basado en las discusiones colaborativas del SEPAG, nuestro distrito ahora [cambio específico como: envía recordatorios de reuniones del IEP con dos semanas de anticipación en lugar de una, ofrece opciones de reuniones virtuales, brinda servicios de traducción, creó una biblioteca de recursos para padres]. Estos cambios a nivel de sistema surgieron directamente de nuestra colaboración. Los padres de nuestro SEPAG compartieron sus inquietudes sobre [tema], por lo que nos asociamos con el liderazgo del distrito para organizar una presentación con [experto/conferencista]. Asistieron más de [número] familias y, juntos, utilizamos esos comentarios para [medida adoptada]. ¡Eso es la colaboración entre las familias y el distrito creando un impacto real! Invitar & Animar Estos fragmentos de texto le ayudan a invitar a las familias a las reuniones, enfatizar que todos son bienvenidos y proporcionar formas claras de participar. Quién debe participar: Todos los padres o cuidadores de un estudiante que reciba servicios de educación especial en [nombre del distrito] son bienvenidos a nuestro SEPAG, independientemente de si su hijo asiste a una escuela dentro o fuera del distrito. No se necesita experiencia ni se requiere ningún compromiso. ¡Solo tiene que venir cuando pueda! Los padres de alumnos matriculados fuera del distrito también forman parte de nuestro SEPAG. Sus hijos son residentes del distrito y su perspectiva sobre los programas y servicios de educación especial es muy valiosa. ¡Únase a nuestra próxima reunión para compartir sus experiencias! Queremos que nuestro SEPAG incluya a padres de alumnos de diferentes escuelas, niveles escolares, intereses y capacidades. Cuanto más diverso sea nuestro grupo, mejor podremos comprender la variedad de experiencias en nuestro distrito. Las diferentes perspectivas nos ayudan a identificar problemas que de otro modo podríamos pasar por alto. ¡Comparta la suya en nuestra próxima reunión! ¡No es necesario ser un experto para unirse al SEPAG de nuestro distrito! De hecho, muchos de nosotros aprendimos sobre los programas y servicios de educación especial a través del SEPAG. ¡Únase a nosotros en nuestra próxima presentación sobre [tema] el [fecha/hora]! No se trata de cuánto tiempo tienes, sino de hacer oír tu voz. Unirse a nuestro SEPAG no implica ningún compromiso, así que asiste cuando puedas y comparte lo que te sientas cómodo compartiendo. Las aportaciones de todos los padres nos ayudan a tener una visión más amplia. ¡Esperamos verte allí! Cómo es la participación: Nuestro SEPAG es SU oportunidad para: ✅ Compartir ideas e inquietudes ✅ Conectar con otros padres ✅ Informarse sobre los programas y servicios ✅ Ofrecer aportaciones a los líderes del distrito ✅ Ayudar a mejorar los resultados de los estudiantes con discapacidades. Sin presiones, sin compromisos, solo padres haciendo la diferencia. La participación en el SEPAG puede ser diferente para cada persona. Algunos miembros asisten a todas las reuniones y participan activamente. Otros asisten cuando pueden y se dedican principalmente a escuchar. Algunos aportan sus comentarios en línea entre reuniones. No hay una forma "correcta" de participar: ¡simplemente haga lo que funcione mejor para su familia! ¿Se pregunta qué sucede en una reunión de SEPAG? Por lo general, [breve resumen de la agenda como: escuchamos actualizaciones de los líderes del distrito, analizamos un tema específico o escuchamos a un conferencista invitado, nos dividimos en grupos pequeños o abrimos el debate, e identificamos los siguientes pasos]. Las reuniones suelen durar [tiempo] e incluyen un espacio para preguntas. Cómo participar: ¿Listo para unirse a nosotros? Nuestra próxima reunión será el [fecha/hora] en [lugar o enlace virtual]. No es necesario confirmar su asistencia: ¡solo preséntese! ¿Tiene preguntas primero? Comuníquese al [correo electrónico/teléfono]. ¿No está seguro si el SEPAG es para usted? Asista solo a una reunión. Vea de qué se trata, conozca a otros padres y decida si desea regresar. Nuestra próxima reunión es el [fecha/hora/lugar]. ¿No puede asistir a las reuniones? ¡Aún así puede participar! Comparta sus comentarios a través de nuestro [formulario en línea / correo electrónico / encuesta], únase a nuestro [grupo de Facebook / lista de correos electrónicos], o comuníquese con un líder de SEPAG si tiene preguntas o inquietudes. ¡Queremos saber de usted de la manera que mejor le funcione! Visite [sitio web / página de Facebook] para conocer más sobre nuestro SEPAG, consultar nuestro calendario de reuniones, acceder a recursos y encontrar información de contacto. También puede enviarnos un correo electrónico a [correo electrónico] si tiene preguntas o para que lo agreguemos a nuestra lista de distribución. ¿Le interesa asumir un rol de liderazgo? Siempre estamos buscando padres dispuestos a ayudar a facilitar las reuniones, comunicarse con las familias o desempeñarse como enlace con el liderazgo del distrito. Es una excelente manera de lograr un impacto aún mayor: ¡comuníquese con [contacto] para obtener más información! ¿Tiene algún tema que le gustaría que nuestro SEPAG analice? ¿Un conferencista que crea que deberíamos escuchar? ¿Una idea para mejorar la educación especial en nuestro distrito? ¡Háganoslo saber! Comuníquese con [correo electrónico / nombre del líder] o coméntelo en nuestra próxima reunión el [fecha]. Únase a nuestro [grupo de Facebook / lista de correos / grupo de Remind] para mantenerse conectado entre reuniones, recibir recordatorios de las reuniones y enterarse de los próximos eventos y oportunidades. [Incluir enlace de registro o instrucciones] SHARE THIS RESOURCE Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Disability Pride Month: Celebrating Identity, Inclusion, and Belonging Anna Lasek, Communications Assistant July is Disability Pride Month, a time to celebrate the identities, contributions, and experiences of people with disabilities while honoring the disability rights movement and the legacy of the Americans with Disabilities Act (ADA). This article highlights the importance of fostering inclusive, accessible learning environments where all students feel valued, supported, and empowered to belong. Return to Blog Disability Pride Month: Celebrating Identity, Inclusion, and Belonging July is Disability Pride Month, a time to celebrate the contributions, identities, and experiences of people with disabilities. Although Disability Pride Month is not officially recognized by the US federal government, it’s celebrated by a variety of organizations, schools, advocacy groups, and communities across the world. This month also commemorates the signing of the Americans with Disabilities Act (ADA) on July 26, 1990, one of the most significant civil rights laws in U.S. history. The law established important protections for people with disabilities by prohibiting discrimination and promoting greater accessibility and inclusion in everyday life. What Does Disability Pride Mean? Disability Pride Month encourages us to move beyond awareness and toward acceptance, inclusion, and belonging. It serves as a reminder of the continuous work that has been done to challenge outdated assumptions about what people with disabilities can achieve. This month centers on the importance of acceptance; it emphasizes that people should not feel shame about who they are. Disability is an important part of many individuals' identities, and Pride embraces that identity. It calls us to advocate for equal opportunities and recognize the value that all people bring to our communities. Disability Pride Month is a celebration of resilience, self-advocacy, and the progress made through decades of disability rights activism, while also acknowledging the significant work that remains to ensure equitable access and full participation in every aspect of society. Why Disability Pride Month Matters in Education With the support of educators and administrators, schools aim to promote environments where all students feels welcomed, respected, and supported. By adopting these inclusive practices, students with disabilities and their peers can more easily build understanding, empathy, collaboration, and an appreciation for diverse perspectives. As such, Disability Pride Month is an opportunity for educators to reflect on how they promote accessibility throughout the year. Inclusion isn’t just meeting legal requirements, its centered in taking the extra step to ensure equitable participation, growth, and development for all students. Educators can act and make a meaningful difference through practices like: Including books and classroom materials that feature authentic disability representation. Using person-centered and respectful language. Designing lessons with accessibility in mind from the beginning. Encouraging students to recognize and appreciate different abilities and perspectives. Listening to and amplifying the voices of individuals with disabilities. These practices help create school communities where all students can develop confidence, build relationships, and reach their full potential. Moving Beyond Awareness Awareness is the first step, the next step is to act. Creating accessible schools and communities requires ongoing commitment, thoughtful planning, and collaboration among educators, families, administrators, and community organizations. Building more inclusive schools begins with recognizing that every student deserves opportunities to learn, participate, and belong. Disability Pride Month reminds us that embracing diversity helps create stronger classrooms, schools, and communities for everyone. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Meaningful Supports for Students with ASD Anna Lasek, Communications Assistant This piece reflects on World Autism Awareness Day with educators in mind, reminding us that awareness is just the starting point. It shares practical, inclusive ways to support autistic students, like offering flexibility, creating supportive classroom environments, and listening to student voices, while helping all learners feel a sense of belonging. Return to Blog April 2nd is World Autism Awareness Day World Autism Awareness Day is recognized to reflect on the experiences of autistic individuals, their families, and their communities. For educators, awareness is only the start. Knowing that some students learn and experience the world differently is important, but it must be paired with practices that actively support inclusion and belonging. As the conversation has evolved, so too has the question: what does meaningful support look like for students? As educators, this can look like: Designing lessons that offer multiple ways for students to engage with the material and demonstrate understanding Creating classroom environments that are structured, predictable, and flexible Encouraging peer collaboration and community-building Recognizing and valuing diverse student strengths, interests, and perspectives Collaborating with the child study team to provide supports and resources that promote equity in the classroom Meaningful support also involves listening-to students themselves and inviting them into conversations about their education. At CESP, our work with educators and schools is grounded in the knowledge that inclusive practices benefit all learners. Approaches that prioritize clarity, flexibility, and student voice do not just support specific individuals or groups - they strengthen learning environments. World Autism Awareness Day is an opportunity to reflect, but it is also a reminder that inclusion is an ongoing practice. Moving beyond awareness means continuing to ask how systems, classrooms, and communities can better support all students-not just on April 2, but every day. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More Making Reading Time Count: How to Choose the Right Book Belal Jonaid, Research Communications Specialist This piece explores how parents and caregivers can make shared reading time more meaningful by choosing books that match a child’s interests, abilities, and learning needs. It offers practical guidance for finding engaging, appropriately challenging texts, highlights the valuable role educators and librarians can play in the selection process, and shares key signs that can help families determine whether a book is the right fit for a young reader. Return to Blog In the face of declining reading skills, many parents actively look for ways to mold their children into lifelong readers. Research consistently shows that one of the best ways to achieve that is by reading together. This begs the question, however: how do you find the right book for your child? Choosing texts your children will find accessible yet stimulating enough to really stretch them can be a challenge. Here are some ways to choose books that make reading time both enjoyable and useful. Sparking Joy Children are more likely to read when they care about a topic. Whether your child is interested in animals, sports, or art, choosing a book that connects to those interests can make reading feel more enjoyable and less like a chore. Medium or format matters here as well. Newer readers and visual learners might prefer graphic novels, while children who enjoy language itself might be interested in poetry. Reading regularly and with more confidence might allow your child to begin reading across more diverse formats eventually. Choosing books that match your child’s interests can also help boost engagement. Young readers are likelier to continue reading when they encounter unfamiliar words or challenging concepts in a book they find intriguing to begin with. Research on the topic demonstrates that children are more likely to remain focused when they read material they find interesting than when they read texts towards which they have neutral attitudes. Team up with the Literacy Experts Luckily you don’t have to figure this out alone. Your child’s school district is packed with professionals, and understanding the resources available to you is important. Classroom teachers: Consulting with teachers can be a great way to gauge your child’s reading level before selecting books. They can give you an accurate snapshot of your child’s current reading level and suggest specific titles. Remember that educators are working with grade-level appropriate texts in classrooms themselves! School librarians: Librarians at your child’s school understand best what titles and series are popular with different age groups and can help recommend hidden gems based on your child’s specific interests. Just sending a quick email to your school librarian asking for recommendations on different topics can help kickstart your shared reading journey. Reading specialists and case managers: If your child struggles with reading, these professionals can offer targeted guidance. Communicating with reading specialists and case managers can help prevent you from choosing texts that might be too challenging for your child. While You Read Reading together with your child in a structured environment can be helpful as well. In this environment, monitoring how a child engages with the text is key. Important things to look out for include if your child encounters too many unfamiliar terms, consistently stops to decode terms, is frequently frustrated, or exhibits difficulty understanding context. On the other hand, fluency and consistent engagement with the text are often signs that the book is at an appropriate reading level. Sometimes it can be too easy to adopt a “sunken cost” approach, where it might feel like an obligation to stick to a book you have already started. It is important to avoid that and simply stop reading a book if it isn’t clicking with your child! If your child is losing interest, reading becomes a battle, or comprehension remains low, it might be time to look for another book. Think of reassessing and changing books as being about finding a better match instead of giving up. Happy Reading! Finding that “just right” book can be a journey of trial and error, but it’s not one you have to take alone. Consult with educators and experts, trust the science, and follow your child’s lead. Once time with a book starts to feel less like a chore and more like a choice, you are demonstrating that reading is an adventure worth undertaking. References Anderson, R. C., Shirey, L. L., Wilson, P. T., & Fielding, L. G. (2021). Interestingness of children's reading material. In Aptitude, learning, and instruction (pp. 287-300). Routledge. Lawson, B. (n.d.). What is the science of reading? The Reading League. https://www.thereadingleague.org/what-is-the-science-of-reading/ Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The impact of interactive shared book reading on children's language skills: A randomized controlled trial. Journal of Speech, Language, and Hearing Research , 63 (6), 1878-1897. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The Power of Partnership: Why SEPAGs Matter in Special Education Anna Lasek, Communications Assistant Special Education Parent Advisory Groups (SEPAGs) are parent-led groups that work with districts to create inclusive environments for students with disabilities. These groups provide a structured space for parents, educators, and administrators to collaborate on policies, programs, and practices that impact students with disabilities. Return to Blog Special Education Parent Advisory Groups (SEPAGs) are parent advisory groups that work with districts to create inclusive environments for students with disabilities. From providing inputs on curriculum and class instruction to making sure there is adequate facilitation, SEPAGs play a critical role in ensuring that there is an adequate and structured spaces of learning for all students. These groups, required by New Jersey law, provide a structured space for parents, educators, and administrators to come together and collaborate on policies, programs, and practices that impact students with disabilities. SEPAGs are successful and embedded in partnership. They provide an opportunity for families to share their lived experiences, raise concerns, and offer feedback—all of which help shape more responsive, inclusive, and effective services. For schools and districts, SEPAGs offer valuable insight into what’s working and where improvements are needed. Transparency, feedback, and change are key to developing an inclusive environment for schools for all students. Here's how to get involved: Contact your local school district Inquire about the SEPAG: learn how to get involved Attend meetings: Stay involved and attend meetings to stay up to date with what is happening within school districts. Express your interest: Stay active and show involvement, they know that you are interested in joining the group. Participate in discussions and activities: Share your experiences, concerns, and ideas related to special education in the district. Stay informed: Stay active and informed with new updates Engage with other parents. SEPAGs are a great opportunity not only to develop strong connections between families and the school district, but also for families to connect with one another! Whether you're a parent, educator, or administrator, engaging with your local SEPAG is a meaningful way to strengthen your school community and advance equity in education. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey