PUBLIC TESTIMONY
Testimony by Nedda de Castro, Manager of Advancement and Advocacy at Internationals Network for Public Schools
6:12:53
ยท
3 min
Nedda de Castro, representing the Internationals Network for Public Schools, testified about the importance of supporting multilingual newcomers with special needs in education. She emphasized the unique challenges these students face and the success of International Network schools in providing appropriate support.
- Highlighted her 30+ years of experience in education, including roles as a bilingual teacher, social worker, and principal
- Described how International Network schools help multilingual newcomers with learning differences succeed, often transforming the lives of students who struggled in their home countries
- Stressed the importance of recognizing both language learning needs and learning differences in these students to ensure proper assessment and support
Nedda de Castro
6:12:53
Good evening, chair Joseph and esteemed members of the council.
6:12:57
My name is Netta DeCastro, and I'm here to share my testimony to elevate the importance of supporting the education of multilingual newcomers with special needs.
6:13:07
I'm the manager of advancement and accuracy for the International's Network for Public Schools.
6:13:12
The International's Network is a nonprofit working to provide equitable, quality education for recently arrived immigrant adolescents by both growing and sustaining a network of innovative public schools, as well as sharing our successful practices to improve education for all newcomer adolescents.
6:13:30
I personally have over 30 years of experience in education as a former bilingual teacher, social worker, and principal of the International High School at Prospect Heights and International's Network School.
6:13:43
I'm focused on the unique experience of multilingual newcomer learners, with special needs.
6:13:50
With appropriate supports, multilingual newcomer students with learning differences in international network schools are on the pathway to achievement that some never even imagined in their home countries.
6:14:03
In my experience as a principal, I would at times enroll students in need of learning support learning supports that were not available nor understood in their home countries.
6:14:14
Their child might have been held back repeatedly, and these families faced the pain of being told that school was not for their child and that they could not succeed.
6:14:24
By the time they came to my school, in addition to the challenges all newcomers experience, these adolescents had the additional burden of feelings of low self esteem and deep doubts about their ability to succeed.
6:14:38
These young people were discouraged by learning differences that International High School at Prospect Heights and other internationals network schools routinely address by evaluation and multiple supports both in and outside the classroom.
6:14:53
Coming to an international high school offered the students and their families hope and another chance at achievement navigated through a new language and culture.
6:15:02
In my 13 years as a New York City, New York City public school principal, this international network school worked with New York with New York City DOE staff, the CSC, as well as parents, families, and partners, and provided a high quality education such that newcomers, special needs students could graduate and go on to college and careers.
6:15:25
All international high schools work similarly with support from the international's network.
6:15:31
We changed lives.
6:15:33
Nothing made me happier as a principal than to see that doubting student being with pride at graduation and their family shedding tears of joy at their achievement.
6:15:44
Still, it's not easy, and it takes a collaboration of many so that our newcomer special needs students succeed.
6:15:51
The key to supporting these students is in recognizing that they have a learning need to learn a new language, and they have a learning difference.
Lucas Healy
6:15:59
Thank you
John Hammer
6:15:59
for your time.
Joseph Fiero
6:16:01
Time has expired.
Nedda de Castro
6:16:02
And all and all must be assessed and addressed each in their own way.
6:16:06
Attention to this difference ensures that multilingual learners are not misidentified and overrepresented as students with disabilities and ensures all students get what they actually need.
6:16:17
I thank you for your time and look forward to your continued support of our work and of all multilingual students.