HB1221

Removing children with disabilities from their home schools and sending them to institutions would be a step backward in more than just monetary ways. Keeping kids in their own district has benefits that can't be measured on a spreadsheet or a dollar amount on a budget line. Having children with disabilities in the same schools as their nondisabled peers benefits not only the actual child but also the nondisabled peers as well, by normalizing disability and promoting acceptance. Before the advent of mainstreaming, disability was almost taboo - disabled kids were often sent away to institutions and denied the right to attend the same schools and live in the same communities as the rest of their family or form friendships with what would be their local peers. I was fortunate to be among the first generation where even the kids who had the more severe disabilities were included in the local district. This is my story. I was in junior high - what we would today call middle school - in the early 1990's. I was lucky enough to meet and become friends with a fellow student who, due to a traumatic brain injury, lost the ability to speak and walk. Every morning before the school day officially started, we would meet and spend time together doing whatever it was that kids did. I quickly learned his communication methods - he could understand everyone speaking to him, he just couldn't talk, but, with his unique combination of signs, gestures, and electronic communication devices, he certainly made his opinions known. I quickly realized that other than the lack of ability to speak or walk, he was just the same as any other person - and our friendship would continue through the rest of our school years and beyond. In our time together, I learned the importance of patience and ingenuity to figure out what was on his mind - sometimes it was easy, like where we would eat at the food court during our many trips to the mall or the movies - but other times it often required many games of "twenty questions" to make sure his wishes and thoughts were known. Through the time I spent with him, his family, and others with similar disabilities, I learned the importance of disability acceptance and accommodation, and focusing on what I at the time called "person-ness" - a concept we call "presuming competence" today. My values were shaped positively by those early experiences and have positively influenced me throughout my life. This experience is one I would never have had, if that very first individual had been sent away to a special school instead of the public school I went to. I didn't know it then, but, the course of my life was set by that one question I asked over thirty years ago - "Hi, I'm Rick, wanna hang out before class?" While today, I don't directly work in any disability-related field, I have in the past enjoyed the opportunity to work as a repair technician for disability related equipment, personal care helper for a number of my friends, and many sessions as a camp counselor, both in paid and volunteer roles, in New Hampshire and beyond. I hope that the young people in our state will continue to have the opportunity to know their disabled peers and, like I do, come to know them not as "cases" or "clients" but as "friends." That's a benefit to all of society, with a return on investment that is simply too great to measure. And, maybe for a lucky few, their will make a friend, and have experiences that will change their life forever. Just like I did. Thank you for the opportunity to testify today.

All kids deserve the same access. Support in district service and keep kids among their peers.

As a former Special Education teacher and sister/co-guardian of an autistic young man, I’m incredibly shocked and disappointed that this is being proposed. The forced siloing of students with disabilities into separate schools will impose incredible damage on their social, emotional, and educational needs. Under federal law, students with disabilities have the right to a public education within the least restrictive environment, spending as much time with same aged peers as possible. Removing students from their home schools, without consideration of the needs of the student, removes opportunities for students to interact with their peers, have access to general education, and creates an incredibly restrictive environment. The law fundamentally is designed to include students with disabilities to the highest level they are capable. When you remove them from their home schools for the sake for budget, it’s taking away their rights. It was mentioned in the proposal that this could limit excess special education staff. We are in a shortage of qualified, special education staff. As it stands, there is not enough paraprofessionals to support the students in schools at this time. For students who require 1:1 assistance, they would still require supports in a separate environment. This will only create more problems for staffing and students. Additionally, the cost of bussing students to out of town placement, many requiring bus monitors, is not going to be saving the state money. If parents drive their child, this will put undue stress onto families, and thus onto the child. Most importantly, even if there are general education classes at these sites, children deserve the opportunity to be at their neighborhood schools, just like their peers. Likewise, those peers deserve the opportunity to learn from and grow up with their classmates with disabilities. This takes us back to an age where many children with disabilities were seen and not heard, which is an age disability advocates fought hard to never go back to. Our children deserve more than this.

Special needs students need to have their needs met in their local school district, otherwise this poses an undue burden on their parents and community to bus them to some far off specialized school.

Separating students so the opposite of what should be done. As a special education teacher, it’s alarming to me that anyone thinks this is the right choice. Children with disabilities should be included in their home schools with the supports they need to succeed.

The Individuals with Disabilities Education Act (IDEA) is a federal law mandating that children with disabilities receive a free, appropriate public education in the least restrictive environment. The goal of IDEA is to provide children with disabilities the same opportunity for education as those students who do not have a disability. When students are sent away from their home schools, disability is no longer part of everyday school life. It becomes something handled separately. That weakens inclusion and makes it easier for schools to avoid building accessible, supportive classrooms for ALL students.

This is a hideous overreach which will cause a burden on local districts in reporting the fluctuation of available seats in classrooms.

We do not need to revisit the days of institutionalizing people because they don't fit a mold. This is archaic and a waste of funding & time. This would place undue burden on families needing to access a more supportive educational environment for their children and could quite literally force families out of the state.

Very “out of site out of mind” of you…. I vehemently oppose this bill.

When we shelter disabilities from everyday life, we create less inclusive communities and harm not only the students but those supporting and surrounding them. This is divisive and wrong.

I am a retired educator and mother of a now adult child with an intellectual disability. He was educated in an inclusive school environment and has thrived in large part, due to the acceptance of his peers and significant adults as he was growing up. Please oppose this bill!

Special Education encompasses a number of students facing a vast spectrum of disabilities and challenges that many may not consider from an outside perspective. This population of students has spent decades embroiled in the pursuit of inclusion in the classroom, and HB 1221 threatens to roll back that progress. When students receiving special education are integrated, they are afforded invaluable opportunities to be better understood, and to develop important, strong social connections that help to bolster the educational opportunities granted by inclusion within the classroom. Students outside the scope of special education, in turn, are afforded opportunities to understand the differences their peers may share, and to look past those differences in their own pursuit of social connections. Centralizing special education and removing it from the students' assigned schools creates an environment of "othering", and should have no place in the state of New Hampshire.

We are better when we learn together! Please do not separate children with disabilities from those without. This is what community is about, together we can do hard things!

Testimony in Opposition to HB 1221 Honorable Members of the House Education Committee, I am here to oppose House Bill 1221, which directs a commission to study the costs of special education with a focus on evaluating centralized locations for certain special education-related services. While the bill may present itself as a benign initiative aimed at cost-effectiveness, it poses significant risks that raise concerns about equity, inclusion, and the well-being of our most vulnerable students. 1. Equity and Inclusion Risks The proposal for centralized locations for special education services raises alarm bells about the potential for segregation. Historically, such moves have led to the isolation of students with disabilities from their peers, undermining the spirit of inclusive education. Adverse Underpinnings: Centralization tends to prioritize resources over relationships, compromising the individualized support many students require. Research shows that students thrive in environments where they can learn alongside their peers, and separating them can lead to social and educational disadvantages. 2. Financial Implications for Vulnerable Students While a study of costs might seem prudent, it could signal a move toward cost-cutting measures rather than genuinely addressing the needs of students with disabilities. The trend of focusing on expenses rather than on investment in quality educational resources and services can harm those who need it most—students experiencing a range of disabilities. Who Benefits: This bill may benefit budget-conscious policymakers or officials interested in reducing operational costs without addressing the implications for educational quality. Who Does Not Benefit: Students with disabilities, especially those with more significant needs, may find that their access to essential services diminishes. Additionally, families from marginalized backgrounds—often disproportionately affected by budget cuts—will likely face even greater challenges in securing the necessary support for their children. 3. Increased Trauma for Vulnerable Families For families with children requiring special education services, the psychological toll can be substantial. The emphasis on cost-cutting may evoke feelings of anxiety and stress about their children's futures. The mention of studying centralized services can further add to the uncertainty surrounding where and how services will be delivered. Family Experiences: Families already navigating the complex systems of special education may feel additional pressure from potential shifts toward centralized services. The focus on assessment, costs, and centralized locations risks dehumanizing the needs of students and families, treating them as data points rather than individuals with unique needs. 4. Rising Rates of Disabilities Furthermore, as noted, the rising rates of disabilities in schools—from 20% in 2010 to 30-40% today—highlight the urgent need for expanded and qualitatively enriched support. This bill does not reflect the requirement for robust frameworks to accommodate this growing population; instead, it signals a troubling trend toward reducing resources. Conclusion In conclusion, House Bill 1221 poses significant risks to the equity and inclusion of students with disabilities in New Hampshire. Rather than merely studying the costs of special education through a lens focused on centralization and cost-reduction, we should strive to create a seamless, inclusive educational system that prioritizes individualized support and the well-being of every student. Thank you for considering the broader implications of this bill and for allowing me to express my concerns regarding its potential impact on our most vulnerable students.

I submitted my opposition to HB 1221, because disability IS part of everyday life and needs to be reflected in our community schools. Our NH legislature should not be looking into moving students with higher support needs out of their home schools; we want our community to be INCLUSIVE OF EVERYONE. When this happens, we all benefit. We all have uniqueness and difference creating a hierarchy of belonging is not democratic.

As a professional who works closely with children, families, and schools, I am deeply concerned about legislation that would further separate students with behavioral needs from their peers and place them out of district or in isolated settings. Decades of research show that segregation does not lead to better educational or behavioral outcomes. In fact, students with behavioral and emotional support needs consistently do better academically, socially, and emotionally when educated alongside their peers with appropriate supports in place. Removing them from peer environments limits access to positive role models, natural social learning, and the sense of belonging that is essential for growth and regulation. Behavior does not improve in isolation; it improves through connection, support, and skill-building within real-world environments. This type of legislation also negatively impacts students without identified disabilities. When children grow up learning only alongside those who look, learn, and behave like them, they miss critical opportunities to develop empathy, flexibility, and understanding. Schools are one of the few places where children can learn how to navigate differences in a safe, guided way. Separating students teaches avoidance, not collaborative problem-solving when differencsles arise, and reinforces fear and stigma rather than understanding. Isolation carries real risks. Research consistently links exclusion and social rejection to higher rates of anxiety, depression, disengagement from school, and long-term mental health challenges. When students are labeled as “too much” or removed because their needs are complex, it sends a message that they do not belong. That message follows children into adulthood and contributes to cycles of shame, withdrawal, and, in some cases, increased aggression or hopelessness. It is also important to recognize that behavioral needs are not rare and are not limited to a small group of children. Differences in emotional regulation, attention, sensory processing, and stress response are common, especially in a world where many children are experiencing trauma, instability, or unmet needs. Disability, injury, mental health challenges, or neurological differences can affect any family at any time. Creating systems that separate rather than support ultimately puts all children at risk. From a practical standpoint, segregation is not a cost-saving or effective solution. Out-of-district placements and separate programs are expensive and often reactive. Investing in well-trained staff, in-school supports, and proactive systems benefits more students, prevents crises, and strengthens entire school communities. When schools are equipped to support a wider range of learners, everyone benefits. We should be moving toward better support, not more separation. The goal should be helping children learn how to exist in community, not removing them from it. Policies that prioritize exclusion may feel easier in the short term, but they create long-term harm for students, families, and society as a whole. Our children deserve systems that teach understanding, build skills, and keep them connected, not ones that push them further to the margins.

I am asking this bill not be voted in. Inclusion is important. My child is in the Keene School district and there is already a battle to include her. She is blind and a wheelchair user. There are 5 elementary schools in Keene. Our home elementary school does not have accessibility for a wheelchair user. While this is not ADA complaint the school district has no plans to change it. I asked for a variance to a school that is accessible and I was told no. The only option I was given was to send my child out of district to school that specializes in "children like her" as quoted from the case manager. My child deserves to be around typical peers just like everyone else. She deserves an education just like any typically functioning student. She should not be forced to hide away because of her disabilities. The school district wants to push her aside- out of sight out of mind. They made it clear my child does not matter. A bill like this will continue to strip my child of her rights. It takes away my rights as a parent to be part of the IEP process and part of the decision making for my child. It takes children like mine and hides them away leaving the susceptible to abuse and neglect. All child belong.

I am very much against this bill. As a former teacher, I want to see all classrooms become more inclusive. Disabilities aren’t something you should hide in a separate place. Passing this bill will tell disabled students they shouldn’t be able to exist with their peers and it will encourage students to become less empathetic and less community oriented which hurts all of us in the end.

This bill is designed to separate children with different abilities from their schools rather than include them which is a HIGE step backwards and goes against IDEA. This bill is not what the state needs or wants in public education.

This is a horrendous idea and suggests a return to segregated education. Children require a free and appropriate education in their local public schools where the attend school alongside their classmates and siblings and are part of the community. This is not the least restrictive environment and the registered needs to put money into capacity building of public education not into high cost segregated education that is regressive and a contemporary version of institutionalization where children are higher risk of abuse and neglect and do not receive an appropriate education. I'm disgusted and disappointed in those who sponsored this bill.

Please do not separate children by abilities! ALL CHILDREN (actually, ALL PEOPLE) deserve to be included in society's mainstream. Please do not choose cost savings over belonging. We must not go backwards (think of how far we've come with accessibility for folks with physical disabilities......) It is important for all children to be together: those with disabilities and those without--it's how we create spaces with more understanding for EVERYONE.

The idea of taking special education students out of their neighborhood schools is absolutely vile and abhorrent. You should be ashamed of yourself for even thinking this might be a good idea.

I am opposed to this bill. Students with disabilities should be taught inclusively alongside their typical peers. Schools should focus on building capacity of all students together -

I am concerned about the impact this bill would have on families in rural communities, It will create more hardships for families that are already struggling to keep their differently-abled child at home. Don’t send these much-loved children from the communities that love them.