Saran Tugsjargal, an 18-year-old advocate, has emerged as a significant voice in California’s special education landscape, particularly concerning the re-labeling of “emotionally disturbed” to “emotional disability.” This change, enacted through Assembly Bill 217, seeks to reduce the stigma attached to emotional challenges faced by students, 22,000 of whom were categorized under the former label in the 2023-24 school year. Tugsjargal, who has personally navigated the challenges of being labeled with emotional and learning disabilities, highlighted the implications of such labels on a student’s self-perception and inclusion in educational settings.
Governor Gavin Newsom’s signature on AB 217 is a landmark moment, showcasing a progressive shift towards more inclusive language in education policy. Tugsjargal’s involvement as one of the first student commissioners on the California Advisory Commission on Special Education (ACSE) underscores a growing emphasis on youth perspectives in policymaking. Historically, the ACSE has rarely taken stances on legislative matters, marking this instance as a pivotal response to the advocacy efforts of students directly affected by such classifications.
The implications of this language change extend beyond semantics; it represents a broader movement toward integrating students with disabilities into mainstream educational frameworks. By advocating for a more inclusive environment, Tugsjargal expressed hope that future policies will prioritize inclusion and support for diverse learning needs, allowing students like her to thrive without feeling ostracized.
As Tugsjargal embarks on her studies in social policy analysis and political science at Rice University, her commitment to reshaping educational policy in California remains steadfast. Her journey reflects a vital intersection of personal growth and systemic change, urging lawmakers to consider not just the legal ramifications of labels, but their profound impact on student identities and experiences in educational environments. The attention to these issues signals potential shifts in how California schools approach special education, with the hope of fostering a more accepting and integrated community for all students.
via edsource.org