New Jersey public schools have more than 253,000 students who receive special education services and more than 33,000 special education teachers, paraprofessionals, physical therapists, speech language pathologists, social workers and other staff who serve those students. These students also receive support from parents, family members and school administrators. 

Each year, all of those students — and those who serve them — are recognized during the annual Special Education Week celebration in New Jersey.  It is a time to honor the achievements of New Jersey’s special education students and the work of their teachers and to support the parents and school officials in the important work they do.

Since 1985, the New Jersey School Boards Association and ASAH, a not-for-profit organization of private schools and agencies providing highly specialized services to the private special education community, have sponsored the celebration. 

As part of the annual observance, NJSBA and ASAH recognize imaginative programs that are helping some of the state’s special needs students achieve their full potential.

The 2024 Innovations in Special Education Award program drew wide interest from the state’s special education community. This year, four programs were recognized out of 27 eligible entries submitted by public and private schools from across New Jersey. 

Diverse Learners, Big Dreams, the 2024 Special Education Week theme, is fitting for this year’s Innovations in Special Education Award winners. Each program demonstrates the success of focusing on the diverse needs of special students, enabling them to realize their dreams of integration into the community as independent, productive citizens.

There are common threads running through this year’s featured programs. From student input in developing the programs, to active community involvement, to board of education support and assistance, to the commitment of program support staff, to the potential for cost savings and other efficiencies that could benefit both students and taxpayers, each approached the goal of student achievement differently but with the same successful outcome.

Bombers Beyond Café 

Sayreville School District The concept for the Bombers Beyond Café was developed in response to feedback from the district’s Special Education Parent Advisory Group, which noted that students from Sayreville who remained in school through the age of 21 would often be educated in out-of-placement programs in distant communities and then returned home upon graduation with limited to no involvement within their own community. The end result would be young adults in their early 20s who are simply home, without employment or other meaningful opportunities to contribute to their community.

The board of education set out to establish its own 18-21 program, with a highly innovative and unusual twist – students aged 18-21 who receive community-based instruction and workplace experience would be compensated for their work, much like any other upperclassman or recent graduate would receive a wage and that the program should also focus on independent living. 

Bombers Beyond Cafe is the cornerstone of the program. It is 100% staffed by students with disabilities aged 18 to 21. The café is open to the public from 8 a.m. to 12 p.m. Community cooperation was paramount in the success of the program. A local real estate agent assisted in finding a storefront and adjacent apartment on Main Street, the Borough of Sayreville issued the necessary construction permits, health inspection, fire safety certificate, and a mercantile license. Booskerdoo, a local artisan bakery and coffee maker from Asbury Park, has partnered with the district, supplying coffee, baked goods and pastries from celebrity New Jersey Chef David Burke’s Dixie Lee Bakery, who is another cherished partner of the cafe.

Now known by locals as “the happiest place in town,” the café is never empty! Nearby residents, retirees, local police/first aid/fire department, landscapers and other districts and special needs groups throughout the state visit to enjoy brand-name coffee, baked goods and pastries.  

Students take the lead with inventory, vendor relations, food preparation and service, accounting, and all facets of front- and back-of-house restaurant management in return for an hourly wage. Since the students are on the same payroll as all Sayreville Public School employees and receive the same compensation as that of the regular food service workers, they now consider them colleagues, not just students.  “The wages earned give the students the feeling of independence and self-sufficiency and provides for them the opportunity to learn how to budget,” said Andrew Vanderbeck, special education supervisor.

The program is funded using local funds for two teacher salaries, two paraprofessionals and a supervisor. These costs are offset by the per student savings that would be spent on out-of-district tuition costs, as well as the per diem cost savings for OOD transportation for each student. Initial, one-time construction and renovation costs to prepare the program for opening was also funded locally. To offset the annual cost to lease the storefront and apartment, Sayreville accepts two students from a neighboring town who pay tuition.

Within the first six months, Bombers Beyond has grown from the initial five students last year to nine currently, with 15 students projected for the upcoming school year. Beyond that, the cafe has gone beyond the original four-hour shift, hosting numerous evening events for the benefit of the community, including a pop-up art show and open mic musical night. The program has also expanded to include daily catering and delivery to schools throughout the district, again managed 100% by students. Recognizing that not all students with disabilities will be interested in food services, there are plans to create a three-cycle rotation, so that students may rotate to other workplace environments in Sayreville, should they choose to do so. The district is also close to partnering with Raritan Valley Community College, so that students may opt to take a college course.

To ensure the highest-quality instruction, the Rutgers Robert Wood Johnson Medical School/Boggs Center on Developmental Disabilities and the New Jersey Department of Education’s Work Based Learning programming curriculums are being used. This includes adherence to the NJDOE’s Career Readiness, Life Literacies and Key Skills, which provides the framework for students to learn the concepts, skills and practices necessary for the successful navigation of career exploration and preparation, personal finances and digital literacy. Beyond that, students with physical therapy, speech therapy and/or occupational therapy needs receive real world therapy that is fully integrated into the natural setting. 

The Bombers Beyond program was recently in its thirteenth month of operation, and although it is an undeniable success, the overall goal is the employability of these students in other, nonsupervised or less supervised environments. Ken’s Krew, a corporate level Home Depot job service for adults with disabilities, has determined that the soft and hard skills learned at the cafe will transfer to their environment and has already assessed the capacity of several students of the Bombers Beyond program to work within one of its retail stores.

Bombers Beyond Café aims to serve students with intellectual and developmental disabilities in the absolute least restrictive environment. In fact, Bombers Beyond is now embedded within the heart and soul of Sayreville and is preparing these young adults for meaningful employment. 

“We knew that we needed the community to make this project work,” Venderbeck said. “What we hadn’t anticipated is how much the community needed us to learn, understand and accept how well special students can function as contributing citizens.”

For more information, contact: Andrew Vanderbeck, special education supervisor, at andrew.vanderbeck@sayrevillek12.net  

Children’s Adapted Physical Education/Creative Arts Support Program (C.A.P.E & C.A.S.P.)

Jersey City School District Jersey City’s Children’s Adapted Physical Education/Creative Arts Support Program uses a two-pronged approach in helping special needs students to reach their highest potential. The adapted physical education piece focuses on the benefits of enhancing movement skills while the creative arts piece offers creative arts experiences to promote social, emotional and academic growth. Together, they provide a nurturing and personalized learning environment that prioritizes individualized attention and tailored curriculum, ensuring that students with special needs receive the necessary modifications and support they need to thrive academically.

Supported by a team of passionate professionals, the Children’s Adapted Physical Education Program (C.A.P.E.) and the Creative Arts Support Program (C.A.S.P.) cater to approximately 2,500 students across various age groups and school locations. Lead teachers from these programs go above and beyond, providing small group services and support to both students and educators in Jersey City Public Schools.

A key objective of the combined program is to empower students with skills and confidence that they can apply in the classroom and in broader settings. 

“Our program is a crucial resource for self-contained classrooms within the Jersey City Public School district. By providing tailored physical education and creative arts programs, we ensure that every student’s diverse needs are met,” said Megan Costigan, special education supervisor. “With specialized instruction, adaptive equipment, creative outlets and staff assessments, we created a supportive, inclusive educational environment where every student can thrive, succeed and flourish.”

A particularly successful initiative was the “Bring Your Family to Physical Education Week,” where over 150 families participated in various physical activities, promoting exercise, teamwork, and family bonding. The event emphasizes both physical health and strengthening family relationships to create lasting memories. 

Staff training is key. The art therapists curate comprehensive professional development programs for special education staff across the entire district. Staff members participate in a guided imagery exercise followed by art creation and group reflections facilitating a truly immersive and enriching experience. Dedicated music therapists support district staff members through a transformative session centered on mindfulness-based therapy. By cultivating a sense of awareness and emphasizing the importance of self-care, music therapists empower staff members to take better care of themselves and each other.

Collaboration with parents is another key component of the Creative Arts Support Program.  Art therapists engage in the district’s Parents as Partners conference, where they share pamphlets, showcase student artwork, and organize an insightful in-service event aimed at building connections and promoting mutual understanding between the school community and parents. 

By fostering transparency, collaboration, and outreach, the district promotes a supportive environment where everyone can contribute to the success of students in self-contained classrooms. The board of education sees this as an opportunity to bridge the gap of special needs assistance as parents invest in keeping the students in-district as they experience what the district can achieve. The board has provided unwavering support for the program.

Through the Children’s Adapted Physical Education Program and Creative Arts Support Program, students benefit from a nurturing and personalized learning environment that prioritizes individualized attention and a tailored curriculum. This approach leads to improved learning outcomes, increased support and a more inclusive classroom atmosphere. By fostering collaboration among educators in self-contained classrooms, students with special needs receive the necessary modifications and support to thrive academically.

For more information, contact: Megan Costigan, special education supervisor, at mcostigan@jcboe.org 

Creating a Therapeutic Learning Environment 

Lyndhurst School District, Bergen County During the 2021-2022 academic year, Lyndhurst Public Schools identified a pressing need for intensive behavioral interventions and support for students facing emotional regulation impairments. In response, the district established an emotional regulation impairment classroom, a comprehensive approach to address the diverse emotional and behavioral needs of its learners, prioritizing differentiated instruction and developing a token economy reward system to foster a positive and supportive learning environment. 

The success of the program lies in a multi-pronged approach: prioritizing differentiated instruction, implementing a token economy reward system to help students understand the consequences of their behavior, assembling a multidisciplinary team comprised of a behaviorist, school psychologist, registered behavior technician and special education teacher and gaining the trust and financial assistance from the Lyndhurst Board of Education to ensure holistic support. 

The program components meld together to create a unified model of success: personalized attention and support to address specific challenges, tailored academic instruction, rotating instruction, one-on-one teaching sessions and incorporating breaks between instruction. 

The program is funded by the local budget and an Individuals with Disabilities Education Act grant. Additionally, the district enjoys a substantial savings in keeping special students in-district by embracing innovation and collaboration and implementing a therapeutic learning environment where the students can thrive academically, emotionally and socially.

A three-tiered level reward system of designated privileges is used to reinforce positive behaviors. Students are motivated by the opportunity to earn iPad time, movement breaks and special snacks, encouraging participation and engagement in classroom activities. Each student works on specific behavior goals, with opportunities to earn rewards for exhibiting desired behaviors. Students can move up the levels as behaviors improve, with level three offering highly motivating privileges such as Jujutsu sessions, access to the school store and extended recess. The reward system was developed with input from the students as to what they wanted to do.

Social-emotional learning throughout the school day promotes emotional well-being. The program emphasizes acceptance, respect and empathy, creating a safe space where students feel understood and have a safe and nurturing space where they feel accepted and valued. Student differences and individual strengths are celebrated, fostering a sense of belonging and confidence.

Incorporating movement and exercise in the program enhances engagement and promotes physical well-being. Students have access to exercise equipment and frequent outdoor breaks, including visits to the park. Additionally, Jujutsu lessons weekly enhance learning engagement because it allows the students to release the high levels of energy each brings to the classroom.

Coping and replacement behaviors are taught to teachers, so they can manage challenging emotions effectively. De-escalation techniques are provided, and students are encouraged to identify and express their feelings in constructive ways.

Some of the successful outcomes of the program have been enhanced preference assessment skills among students, increased proficiency in differentiated instruction strategies, proficiency in de-escalation techniques, successfully incorporating movement into instruction and integrating counseling and social emotional learning into the curriculum.

“The success of our program lies in the importance of putting children first by establishing a committed and passionate staff team – and obtaining the financial support of the board of education enables us to tailor interventions and offer holistic support” said Jamie Stevens, director of student services. “Without the commitment of the participating parties, embracing innovation and collaboration, implementing a therapeutic learning environment where the students can thrive academically, emotionally and socially, the success of this program could not have been achieved.”

For more information, contact: Jamie Stevens, director of student services, at jamiestevens@lyndhurst.k12.nj.us 

Unified Electives 

Ridgewood School District Unified Electives are high school courses designed to integrate students with and without disabilities, promoting inclusivity, collaboration and mutual learning. The goals of the program include fostering a sense of belonging, providing individualized support and accommodations, encouraging teamwork and promoting independence and self-advocacy skills for students with special needs. The curriculum is modified using a universal design learning approach to cater to the diverse needs of students.

Inspired by the philosophy of Special Olympics/Unified Sports, these electives naturally encourage friendships, student leadership and social competency skills. They create a supportive learning environment that benefits both students with individualized education programs and their general education peers, helping to break down stigmas and promote empathy, teamwork and broader peer connections within the school and the community.

Unified Electives evolved from Ridgewood’s investment of community and school engagement with Unified Sports (sponsored by Special Olympics). Community participation in Unified Sports led in Unified Events, which are inclusion-based events that fall outside the realm of team sports. These events vary throughout the year and are centered around building an inclusive community and including students who may not be interested in team sports but want to get involved in Unified. 

Some innovative features of a Unified Elective course include customized learning paths, an interdisciplinary approach that  integrates multiple subject areas into one course to provide a holistic learning experience and project-based learning.

These objectives are met by incorporating and sustaining the use of an array of technology tools and resources to enhance learning outcomes, providing opportunities for students to work in teams and collaborate. Students demonstrate their skills through a variety of assessment methods, collaborating with community partners on and off campus.

Prior to participating in the program, Unified Partner general education students receive training on inclusive teaching approaches, effective communication and strategies for assisting varied learners. This training will equip them with the necessary skills to support their peers effectively.

“Unified Electives are fully integrated, offering students the ability to choose their own learning path based on their interests and goals,” said Michelle Fenwick, director of special programs. “Special education students and general education students are fully immersed in learning and participating in events together. There are no separate end-of-year activities for general education students and special education students. They attend class together, they study together, they go to prom together and they graduate together.  This is a fully integrated program with the goal of these students becoming members of our community to the maximum extent possible.”

The program promotes community involvement by partnering with local businesses for students to shop, eat and be entertained.  A parent advisory group has been particularly supportive of all of the Unified activities, and the board of education understands the needs, vision and goals of the program and has been instrumental in developing the financial support needed for implementation, particularly with the savings of keeping the students in district.

The effectiveness of Unified Elective course offerings can be measured in a variety of ways, including: monitoring the level of student engagement and participation; assessing students’ academics through assignments, exams and projects and modifying them as needed; gathering feedback from students about their experiences in the course; tracking the graduation rates of students who participate in the course compared to those who do not, and observing the level of engagement, participation, collaboration and teamwork among students of all abilities within the course.

For more information, contact: Michelle Fenwick, director of special programs, at
mfenwick@ridgewood.k12.nj.us

Ann Marie Smith is NJSBA’s assistant editor and program specialist.