10/29/2025
I recently was invited to introduce myself to Middletown Township Friends of diverse Learners, Middletown, NJ.
If you know me well, my “why” is the reason I ran for the board in the first place.
We invited BOE Candidates to introduce themselves and their priorities for special education. We do not endorse candidates. See responses on our FB page. Keep reading...
My name is Joe Fitzgerald and I am a proud father of three school aged children in our district. I have a 6 and 7 year old that attend Navesink Elementary and an 11 year old daughter that attends Bayshore Middle School in the Learning Language Disabled Class (LLD).
As a father deeply invested in our school district, especially with three children navigating their educational journeys, I hold a unique viewpoint shaped by personal experience. My 11-year-old daughter was diagnosed with autism at 18 months and has been part of the district since age 3. She has attended four different schools within our system, moving through varied programs such as self-contained classrooms and the Learning Language Disabled (LLD) class at Bayshore Middle School. This journey illuminates both the challenges and opportunities facing diverse learners in our community.
One pressing priority is fostering social acceptance and genuine inclusion. Many neurotypical students lack full awareness of neurodiversity, which can lead to misunderstandings or social barriers for diverse learners. Elevating understanding and empathy within our schools benefits everyone by building a more inclusive culture.
Another critical focus lies in equalizing special education offerings. Currently, certain programs like school trips or practical real-world applications exist unevenly across schools. We need to standardize these opportunities to ensure that no student misses out based on their assigned school, promoting fairness and accessibility district-wide.
Keep building on our Unified sports program. Unified sports offer an exceptional platform to bridge social divides. By encouraging collaboration and teamwork among students of all abilities, these programs foster friendships and increase belonging. Expanding such initiatives would be a valuable investment in both physical and social development.
Finally, continued development of our transition program for young adults with diverse learning needs remains essential. Preparing students for life beyond the classroom with skills, confidence, and support sets the foundation for meaningful independent living and community participation.
The path to fully supporting diverse learners demands ongoing advocacy, practical adjustments, and a resilient network of educators, parents, and peers. By maintaining open communication and shared commitment, we can create an environment where every child, including those with unique challenges, can thrive and realize their full potential.
