Sponsored by:
Assemblyman JOHN F. MCKEON
District 27 (Essex)
Assemblywoman CONNIE WAGNER
District 38 (Bergen)
Assemblyman JOSEPH J. ROBERTS, JR.
District 5 (Camden and Gloucester)
Assemblyman GARY S. SCHAER
District 36 (Bergen, Essex and Passaic)
Co-Sponsored by:
Assemblywoman Voss, Assemblyman Johnson, Assemblywoman Vainieri Huttle, Assemblyman Scalera, Assemblywoman Jasey, Assemblyman Diegnan, Assemblywomen Pou, Lampitt and Assemblyman Giblin
SYNOPSIS
Urges State Board of Education and Commission on Higher Education to encourage establishment of programs to provide student partners for students with autism spectrum disorder.
CURRENT VERSION OF TEXT
As introduced.
An Assembly Resolution urging the State Board of Education and Commission on Higher Education to encourage the establishment of programs to provide student partners for students with autism spectrum disorder.
Whereas, Autism spectrum disorder (ASD) is a complex developmental disability that causes problems with social interaction and communication; symptoms usually start before age three and can cause delays or problems in many different skills that develop from infancy to adulthood; and
Whereas, One of the primary characteristics of ASD is its interference with a person’s ability to communicate, interact socially with others, or develop peer relationships; and
Whereas, While the severity of the disorder and social impairment varies widely, in some cases, certain symptoms of the disorder may be relieved by pairing a public school student with ASD with a student “peer buddy” whom the school principal has identified as a good match and a positive role model for other students; and
Whereas, Peer buddy programs have been successful in many New Jersey school districts and their use should be encouraged throughout the State; and
Whereas, The transition from high school to college can be unsettling for any new college student, and perhaps more so for a student with ASD; and
Whereas, Pairing a college student with ASD with a student partner whose role is to facilitate interactions with professors and new peer groups may ease the transition to college and promote academic inclusion; and
Whereas, It is appropriate for this House to urge the State Board of Education to encourage the establishment of peer buddy programs in school districts and the Commission on Higher Education to encourage institutions of higher education to pair students with ASD with appropriate student partners; now, therefore,
Be It Resolved by the General Assembly of the State of New Jersey:
1. This House urges the State Board of Education, in consultation with the Commissioner of Health and Senior Services and representatives of entities that promote awareness about autism and provide programs and services to people with autism, to encourage the establishment in each school district of a peer buddy program for children with autism spectrum disorder enrolled in grades 7 through 12, including training for students and staff affiliated with the program; and further urges the New Jersey Commission on Higher Education to encourage public institutions of higher education to establish programs to pair college students with autism spectrum disorder with appropriate student partners.
2. Duly authenticated copies of this resolution, signed by the Speaker of the General Assembly and attested by the Clerk of the General Assembly, shall be transmitted to the members of the State Board of Education, the Commissioner of Education, and the members and executive director of the Commission on Higher Education.
STATEMENT
This resolution urges the State Board of Education, in consultation with the Commissioner of Health and Senior Services and representatives of entities that promote awareness about autism and provide programs and services to people with autism, to encourage the establishment in each school district of a peer buddy program for children with autism spectrum disorder (ASD) enrolled in grades 7 through 12. The resolution further urges the New Jersey Commission on Higher Education to encourage public institutions of higher education to establish programs to pair college students with ASD with appropriate student partners.
One of the primary characteristics of ASD is its interference with a person’s ability to communicate, interact socially with others, or develop peer relationships. The severity of the disorder and social impairment varies widely. In some cases, pairing a student with ASD with a peer buddy may help to relieve certain symptoms of the disorder. Such programs have been successful in many New Jersey school districts. Traditionally, a peer buddy would be a responsible student who functions as a positive role model for other students and a bridge to mainstream school life for the student with ASD. In the case of a college student with ASD, the availability of a student partner to assist in interactions with professors and new peer groups may ease the transition to college and promote academic inclusion.