Donate for Giving Tuesday

“Thank you for being such a powerful advocate and for teaching me how to be more independent. We at first didn’t know how much of an influence you could be, how much you could straighten out what we couldn’t. You aided and brainstormed with me through my trial work experiences, guiding me to communicate to my coaches some small strategies that made a big difference. You taught me and my family about how efficient and effective supported decision-making is, and you came up with alternative ideas when we needed to problem solve with my BRS counselor. Through this roller coaster journey to employment, you saw my strengths and helped me to see what I myself could do. You treated me and my family with so much respect.

Thank you for being such a cool amazing guy! Your friend, Emma.”

“Disability Rights Connecticut (DRCT) has been an invaluable partner in advancing equity, access, and justice for people with disabilities across our state. At the Connecticut Parent Advocacy Center (CPAC), we work every day with families navigating the special education system, and we often encounter situations that require deeper legal advocacy or civil rights protection. DRCT has been there to step in — offering legal expertise, investigative services, and systemic advocacy.
DRCT’s work has made a tangible difference in the lives of Connecticut students. Their efforts have helped ensure that students are not denied the services and support guaranteed under the Individuals with Disabilities Education Act (IDEA) and Section 504. They have intervened in cases where students were wrongfully excluded from school, lacked access to appropriate behavioral support, or faced discrimination based on disability. Through these actions, DRCT not only safeguards individual rights but also drives improvements in how schools and agencies serve all students with disabilities statewide.
As a federally funded Parent Training and Information (PTI) Center, CPAC relies on strong partnerships to protect the rights and futures of children with disabilities. DRCT’s commitment to justice and accountability ensures that families have somewhere to turn when systems fail — and that no student is left without a voice.
We are deeply grateful for DRCT’s collaboration, leadership, and unwavering dedication to the disability community. Their work brings hope and reinforces the belief that every child in Connecticut deserves an education free from barriers and full of possibility.”

“It is my pleasure to write this letter in support of Disability Rights Connecticut (DRCT). While I proudly serve as the Director of Pupil Services and Special Education for Colchester Public Schools, I write today in a personal capacity, not on behalf of the school district.
As a special education administrator, I am deeply committed to advocating for all students, particularly those with disabilities. I carefully reviewed DRCT’s 2024 investigation into a private, state-approved special education program, which revealed systemic failings for vulnerable students and underscored the need for stronger oversight from both local school districts and the Connecticut State Department of Education. I value DRCT’s transparent and thorough work, which helped drive meaningful legislative change to better protect students placed outside of their home districts.
When a student’s needs exceed what can be provided in their home school, the PPT team may determine that an out-of-district placement is necessary. Once that placement is made, the district places great trust in the program to meet the student’s daily needs. However, because these programs operate outside the district’s direct oversight, there are inherent limitations to monitoring. This reality makes consistent state oversight and clear district guidelines essential — both to ensure program quality and to confi rm that all in-district supports have been fully explored fi rst.
The joint investigation by DRCT and the Office of the Child Advocate (OCA) led to critical legislative improvements, including stronger oversight of private programs and new requirements for districts to conduct Functional Behavioral Assessments (FBAs) and implement data-driven Behavior Intervention Plans (BIPs) before considering placement changes for behavioral reasons.
I am hopeful these reforms will lead to better outcomes for students with signifi cant needs. I deeply appreciate DRCT’s continued advocacy and dedication to ensuring equitable, effective education for all learners.”