Talking Inclusivity with Cedar Grove Board of Education Candidates

Cedar Grove, New Jersey - New Jersey's school age children have some of the highest rates of disability diagnosis in the nation. Each year, over 207,000 children with identified disabilities attend school in New Jersey. 

New Jersey's rate of autism diagnosis is 1 in 32, the highest in the nation.

New Jersey is also the most densely populated state in the union and one of the most diverse with nearly 45% of residents identifying as people of color. Historically, the state has seen a heavy Dutch influence and more recently, the trend of Irish and Italian immigration which had a transformative impact on the region in the early 20th century, has given way to new generations of immigrants who tend to be from India, the Dominican Republic, Mexico, and Ecuador. 

Nearly 1 in 4 New Jerseyans today is an immigrant and 50% of those are US citizens, meaning that the federal government and the state receive $13 billion and $6.5 billion in taxes each year respectively from this group.

All of this means that our children are blessed to grow up with some of the most diverse formative experiences of any children in the world. So when we speak of inclusivity in the classroom, it is not speculatively or in a theoretical manner. New Jersey's students come together each day at school, but they come from homes that are broadly diverse and they bring to the classroom unique skills, challenges, and cultural experiences. This is equally true in Cedar Grove as in other parts of state. We reached out to the Board of Education candidates to find out how they plan to address the diversity of backgrounds and of needs in Cedar Grove's classrooms.

Question: What opportunities for inclusivity do you believe our schools should embrace in the near  term? 

Dawn Daura and Lou Marzullo 

When we strive to address the needs of all students, provide learning experiences that allow  students from all backgrounds, learning styles, and abilities to be successful, we are striving  towards inclusive teaching. It is essential that classroom instruction is personalized and offers  students opportunities to share their experiences. 

Topics and content needs to be provided from  diverse perspectives and from individuals from differing backgrounds. Taking the time to really  get to know your students can lead to a more positive classroom for our children. Respecting  diversity in people, their talents, and various learning styles, continues to be critical in the  education of our children. This approach helps to create strong friendship skills, positive peer  models, positive self-image, and respect for others. It is only when all students feel that their  contributions are valued and respected, that we can say we are acting in an inclusive manner. 

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Nicole DiChiara and Haley Grieco

Inclusivity starts with the teachers and in Cedar Grove we have some of the most amazing and dedicated professionals! They are the individuals that our students connect with on a day to day basis and the people that they look to as role models. If re-elected and elected to the CGBOE, we will prioritize the support that our teachers need to create more inclusive and inviting classrooms for all students. No person in our school buildings should ever feel like an outsider, not students, not teachers, not staff. 

Additionally, we must help our teachers empower our children to be active and responsible members of an ever growing digital culture. These goals can be achieved via focused professional development programs and supporting our teachers emotionally. We are in this together and must take care of one another in every aspect of mental health.

(Top photo by Hello I'm Nik on Unsplash)