03.10.2015 | City Limits | Further efforts to fix special education were made in 2007 and between 2010 and 2012, but these mostly administrative changes did not address the two biggest challenges facing the special education program: the delay in evaluating children for additional services, such as speech or physical therapy, and the delay matching children with the appropriate services. Adding fuel to the fire for advocates is the fact that the problems appear to be compounded for low-income and minority children…While black and Hispanic children make up the majority of children in New York City public schools, they are disproportionately represented in special education programs and classes, says Maggie Moroff, a lawyer with Advocates for Children. Moreover, says Moroff, black and Hispanic children are more likely to be placed in the most restrictive setting, in a District 75 school, schools that only have children with disabilities…For Moroff and other advocates for children with special needs, the whole point of the IEP process and special education services is to ensure that children with disabilities progress, with support, alongside their nondisabled peers. “The goal is to help students with disabilities achieve at the same rate.” Read article