Senate Bill 1413: AN ACT CONCERNING INCLUSIVE PROGRAMS FOR STUDENTS WITH INTELLECTUAL OR DEVELOPMENTAL DISABILITIES AT THE CONNECTICUT STATE UNIVERSITY SYSTEM Testimony
Chairs Slap and Haddad, Ranking Members Kelly and Bronko, Members of the Higher Education and Employment Advancement Committee:
My name is John Board, a graduate of WCSU, and I am here today to express my concern regarding Senate Bill 1413. As an advocate for access to education and an individual deeply committed to fostering inclusive academic environments, I recognize the transformative potential of this legislation.
While this bill marks a critical step forward in ensuring that Connecticut students with disabilities receive the support and resources necessary to thrive in higher education and beyond; there are genuine reservations I have about such a program, like those in sub-section 4 being developed due to the lack of staffing in our AccessAbility Services offices across the System
Currently, there is an absence of comprehensive statewide data on postsecondary outcomes for students with disabilities hinders our ability to effectively bridge the gap between education and employment. What would be a better use for 1413 is to address these gaps by mandating the annual collection of key data metrics, beginning in 2025, including:
- Enrollment headcount of students with disabilities.
- The number of students receiving disability-related services, supports, or accommodations.
- Retention rates of students with disabilities.
- Graduation rates of students with disabilities.
- Utilization of vocational rehabilitation services through the Department of Labor.
This data will be disaggregated by institution, race, ethnicity, first-generation status, Pell Grant eligibility, and military status, providing invaluable insights to tailor interventions and allocate resources effectively.
Furthermore, the establishment of a seventeen-member Postsecondary Services Advisory Committee (PSAC) ensures ongoing oversight and strategic recommendations. The PSAC will explore issues such as improving institutional capacity to exceed minimum legal requirements, enhancing financial assistance for students with disabilities, and identifying funding needs to strengthen accessibility services.
Taking steps to conduct a study and actively listen to the AccessAbility Services directors across the state will provide an avenue in the future to fully fund programs in subsection 4, and have Connecticut start to foster an inclusive postsecondary education landscape, empowering students with disabilities to achieve their full potential and contributing to a more diverse and robust workforce.
Thank you for considering this vital legislation. I am prepared to answer any questions the committee may have.
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