Albuquerque, NM – Special education leader Joan Hazel Aninon is at the forefront of national special education reform with her initiative, Project C.O.P.E.D. (Community-Based Opportunities for Persons with Educational Disabilities). The project, which has already received district-level approval from Albuquerque Public Schools, New Mexico, is designed to enhance special education accessibility, strengthen teacher training, and foster inclusive community engagement to better serve students with disabilities.
With 15 years of experience as a special education teacher, mentor, and policy advocate, Aninon has dedicated her career to improving education systems for students with Autism, learning disabilities, and behavioral challenges. Holding a Master of Arts in Special Education (Major in Autism) and extensive leadership experience in Individualized Education Plans (IEPs), Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP), she has built a scalable and adaptable national model for special education reform.
“Project C.O.P.E.D. is more than an initiative—it is a movement aimed at transforming how we educate and support students with disabilities,” says Aninon. “It integrates community-based interventions, cutting-edge assistive technology, and specialized educator training to ensure that no student is left behind.”
Addressing a National Crisis in Special Education
The United States faces an urgent crisis in special education. According to the National Coalition on Personnel Shortages in Special Education and Related Services (NCPSSERS), 49 states report shortages of special education teachers and support staff, limiting access to quality education for students with disabilities. Additionally, disparities in rural and low-income communities leave many students without adequate educational resources.
Project C.O.P.E.D. directly addresses these critical gaps through:
- Expanding teacher preparedness through targeted training in inclusive education strategies.
- Developing community-driven learning models that engage families, educators, and policymakers.
- Integrating technology-based interventions to improve learning accessibility for students with disabilities.
- Creating employment pipelines for special education professionals to address the national shortage of trained educators.
The project is aligned with federal mandates, including the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA), reinforcing national efforts to enhance accessibility and inclusivity in education.
Endorsements from Education Leaders
The project has already received endorsements from key district leaders and education professionals, highlighting its potential for national expansion.
Project C.O.P.E.D. has received strong endorsements from distinguished education leaders and researchers, reinforcing its national significance, scalability, and transformative potential in special education reform.
Dr. Ariel Belza, Ph.D. (Education Policy Researcher and Advocate) recognizes Project C.O.P.E.D. as a groundbreaking modelfor addressing educational disparities in special education:
“Project C.O.P.E.D., initiated by Joan Hazel Aninon for deployment across Albuquerque Public Schools in New Mexico and schools within the Arizona District, marks a significant advancement in special education research and development. These endorsements enhance the project’s credibility and highlight its potential for widespread application and influence. The significance of Project C.O.P.E.D. at the national level is underscored by its proactive approach to addressing the critical need for inclusive educational practices within the United States.”
His endorsement affirms the project’s potential for large-scale implementation, positioning it as a model for special education reform nationwide.
Dr. Jeji Absin Villegas, Ph.D. (Educator, Curriculum Developer, and School Administrator) highlights the project’s holistic approach, integrating mental health awareness into special education:
“Hazel is making significant strides with Project C.O.P.E.D., which aims to enhance mental health awareness and resilience among diverse populations. As someone deeply involved in psychological research and practice, I fully support Hazel’s endeavors with Project C.O.P.E.D. Her work is not only beneficial on a regional level but has the potential to impact national health policies and practices. Hazel’s initiative aligns with the national interest by addressing mental health challenges, promoting well-being, and contributing to the development of effective coping strategies in various communities and among persons with disabilities.”
His testimony underscores the initiative’s role in bridging the gap between special education and mental health advocacy, aligning with national priorities in disability support and student well-being.
Dr. Lyndon M. Ramirez, Ph.D. (Principal and Division Senior High School and Testing Coordinator) affirms Joan Hazel Aninon’s expertise in individualized learning strategies and differentiated instruction:
“Joan possesses an exceptional ability to create and implement individualized education plans that address the unique needs of her students in SPED. Her profound understanding of diverse learning disabilities, combined with her innovative teaching strategies, ensures that each student receives the support and encouragement needed to achieve their full potential. Joan’s expertise in differentiating instruction and employing evidence-based practices has significantly improved the academic and social outcomes of her students.”
His endorsement highlights the critical role of well-developed Individualized Education Plans (IEPs) in Project C.O.P.E.D.’s mission to strengthen teacher training and enhance inclusion in classrooms nationwide.
Dr. Daphne Gallo Nodado, Ph.D. (Educational Leadership and Curriculum Development Specialist) emphasizes Aninon’s leadership in teacher mentorship and professional development:
“Joan Hazel is a respected mentor and advisor to her colleagues. She has served as an Individualized Education Plan Mentor, Functional Behavior Assessment Mentor, Behavior Intervention Plan Mentor, and seminar advisor for improving reading skills. Her willingness to share her expertise and support her peers highlights her collaborative spirit and dedication to professional development. I am particularly impressed with Hazel’s initiative, Project C.O.P.E.D., which aims to bridge the gap in community-based support and resources for students with special needs, ensuring that they have the opportunity to thrive in an inclusive educational environment.”
Her testimony reinforces the community-driven nature of Project C.O.P.E.D., affirming that Joan Hazel’s leadership in teacher training and collaboration directly impacts the effectiveness of inclusive education programs.
With these strong endorsements, Project C.O.P.E.D. continues to gain momentum as a nationally scalable model for inclusive special education reform. It aligns with federal mandates under IDEA and ADA and demonstrates clear potential for nationwide impact.
A Model for National Expansion
With its successful pilot program in Albuquerque Public Schools, Project C.O.P.E.D. is now poised for nationwide expansion, particularly in underfunded and underserved school districts.
National Implementation Strategy
- Phase 1: Expansion into High-Need School Districts – Prioritizing schools with teacher shortages and limited special education resources.
- Phase 2: Federal and State Partnerships – Collaborating with the U.S. Department of Education, disability advocacy organizations, and higher education institutions.
- Phase 3: Policy Advocacy for Increased Special Education Funding – Strengthening legislative efforts to secure additional resources for inclusive education.
- Phase 4: Training and Certification Programs – Establishing national teacher training programs to expand the special education workforce.
The initiative is positioned to reshape the special education landscape in the U.S., ensuring that students with disabilities receive the educational resources, support, and opportunities they deserve.
Beyond the Classroom: A Lasting Societal Impact
Project C.O.P.E.D. extends beyond the traditional classroom setting. Its community-driven approach fosters collaboration between educators, families, and policymakers, helping to build inclusive communities where students with disabilities can thrive.
“Project C.O.P.E.D. doesn’t just change schools—it changes lives,” says Aninon. “It is about ensuring that every student, regardless of ability, has access to a quality education and a future filled with possibilities.”
Project C.O.P.E.D. represents a bold and necessary step toward an inclusive, equitable, and sustainable education system by addressing teacher shortages, advocating for stronger policies, and integrating community-based learning models.
About Joan Hazel Aninon
Joan Hazel Aninon is a special education leader, researcher, and policy advocate with over 15 years of experience in the U.S.A. and the Philippines. She holds a Master of Arts in Special Education (Major in Autism) and has led professional development programs for educators. She is a member of the Albuquerque Teachers Federation and the National Association of Special Education Teachers (NASET), actively contributing to national discussions on inclusive education policies and reforms. Project C.O.P.E.D. represents her lifelong commitment to educational equity, teacher empowerment, and systemic transformation in special education.
For more information about Project C.O.P.E.D. or to discuss partnership and collaboration opportunities, contact:
Innovators Professionals
Jose T. Dizon
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City: Albuquerque
State: New Mexico
Country: United States
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