All Header Images © Daniel Voegelin http://www.danvoegelin.com/  
 
02/4/21

Ages 14-22: Career Readiness Program

Are you looking to enroll your child in a program that will prepare them for a job/career? Look no further than Partner’s for Youth with Disabilities’ Career Readiness Program! We work with high school students ages 14-22 with a documented disability on everything from resumes and interviewing to advocacy in the workplace and so much more. Interested in learning more? Contact Rebecca Cronin at rcronin@pyd.org or at 617-556-4075 ext 131.

12/2/20

#IAMHEREFOR the Option for In-Person Learning for ALL Students with High Needs Rally

Join Us on December 13th for a silent rally!

 

This will be a “silent” rally with physical and social distancing. We will have a musical playlist that speaks to our need for change, posters showcasing our demands, and personalized  signs for participants. We encourage participants to wear red.

We will release bubbles collectively as a culminating act at the end of our rally. Although this will be a silent rally, for those who wish to participate by car, we encourage horn blowing!!

Masks are required.

Children are welcome.

Spanish

Haitian Creole

Chinese

11/23/20

Special Education & COVID-19: MAC Chat Series

Special Education & COVID-19: MAC Chat Series
Next Chat: Thursday Dec. 3 from 8 – 8:45 PM

Please note: There will be no chat on Thanksgiving, November 27

December 3 Chat:
Q&A with MAC attorneys: Come Ask Questions and Discuss Concerns about Special Education During COVID-19 

with MAC Attorneys Julia Landau and Liza Hirsch

As part of our COSA response to the COVID-19 outbreak, MAC is leading biweekly virtual chats for parents to connect with each other and learn tips for advocating for your children during this pandemic.

For our next chat, MAC Attorneys Julia Landau and Liza Hirsch will provide brief updates with the latest information about special education during the pandemic, leaving most of the time for you to raise your questions and concerns about remote learning, in-person services, evaluations, IEP meetings, compensatory services, and other issues. This is a chance to ask questions and learn from each other.

This chat will be helpful for parents of children with all types of disabilities, including autism.

Please bring your questions. We want to hear from you!

Advance registration is required:

REGISTER HERE
Please note: Our chats are limited to 100 attendees and are first come, first served. If you are unable to access the chat, visit our Facebook page for a live stream.
Interested in our Spanish Charlas Semanales? Click here for upcoming and past charlas. Join us every other Wednesday at 8 PM.
10/13/20

10_29_20 @ 7 PM_Basic Special Education Rights

 

Zoom:

https://us02web.zoom.us/j/81038032832?pwd=YWxIOThnajk4UXgwWkRiQmd6YVlPQT09

Meeting ID:  810 3803 2832

Passcode:   896366

Dial In: +1 929-205-6099

 

Spanish

Cabo Verdean Creole

Chinese

Arabic

Bengali

 

Vietnamese

Somali

Portuguese

Haitian Creole

French

09/22/20

Stay-Put Rights

When used correctly, stay-put provides a powerful and important protection for families who have children with disabilities. In short, stay-put prevents unilateral action by a school district when parents object to a change in their child’s educational program or placement.

The protection ensures consistency in a student’s program during a dispute – which is critical for many students with disabilities.

For example: if a student is placed at a private special education school pursuant to an IEP, and a school district proposes to transition the student back to the local public school, the parent can reject the proposal, and the school district will need to continue to fund the private school placement while the dispute is ongoing.

Below are three things to know about stay-put protections:

1) Authority: In Massachusetts, the right to stay-put can be found at 603 CMR 28.08 (7), “during the pendency of any dispute regarding placement or services, the eligible student shall remain in his or her then current education program and placement unless the parents and the school district agree otherwise.”

Under the IDEA, 20 U.S.C. § 1415(j), “during the pendency of any proceedings conducted pursuant to this section, unless the State or local educational agency and the parents otherwise agree, the child shall remain in the then-current educational placement of the child…”

2) Application: Parents can assert their stay-put right when a school district proposes to change a student’s placement, program (including extended school year services), or when a district finds that a student is no longer eligible for special education services.

In Leominster Public Schools – BSEA # 12-7450, the hearing officer found that parents properly invoked their right to stay-put when a school district proposed to change a student’s summer program from a 165-hour program to a 108-hour program.

3) Action Items: If a district is proposing something different than the program a student is currently receiving, the student’s parents can reject the proposed IEP in full or in part. Parents should also write a letter accompanying the IEP signature pages, explaining that they want the services or placement to remain the same, and are asserting their right to stay-put.

A district cannot change a student’s educational program or placement unless either: 1) the parents agree to the change; or 2) either the parents or the district files for a hearing at the BSEA, and a hearing officer orders a change. Note that in Massachusetts, parents can invoke their right to stay-put without filing for hearing, which might not be the case in other states.

09/21/20

Navigating the Special Education Process with a Trauma Lens

RTSC’s 9th Annual Making a Difference Conference – Tuesday, November 17, 2020, 8:00am – 4:00pm

Navigating the Special Education Process with a Trauma Lens

Registration

Keynote Speaker

Speakers

Presenters

Show All

Schedule

17 November

09/2/20

Min. 4 Day In-Person Option For All Students with High Needs

In Person Services in School, Community or Home

Spanish

Chinese

Haitian Creole

 

08/18/20

Special Education Rights During Covid-19

LOCATION

Zoom:https://us02web.zoom.us/j/82084138611?pwd=WG81T2prTlJpenk2QlRTeGYrTFkwQT09 

Meeting ID:

820 8413 8611

Passcode: 

618526

 Interpretations will be available in Mandarin, Cantonese, Spanish, Cape Verdean Creole, Somali &  ASL

 

Spanish

Portuguese

 

 

Vietnamese

 

 

Cape Verdean Creole

 

Chinese

 

 

 

Haitian Creole

 

French

 

Arabic

 

 

Somali

 

 

 

08/7/20

SpEd Reopening Question & Answer Meeting

Please RSVP here.

Thursday, August 13, 2020
6:00-7:30p
Zoom: https://bit.ly/2PqdmWn Meeting ID: 999 2061 9783
Passcode: 013617

08/6/20

English Learner Student with Disability (ELSWD) Parent Wanted to help Improve Services for Students

The English Language Learners Task Force of the Boston School Committee has a subcommittee devoted to English Learners who also have disabilities.  They are anxious to have a SpedPAC parent of an ELSWD student to work with them on the subcommittee.  If anyone is interested they can contact the subcommittee through Roxi Harvey, email@bostonspedpac.org or directly by emailing John Mudd (formerly at Mass Advocates for Children, johnmudd1@gmail.com) or Maria Serpa (Lesley University, mserpa@lesley.edu )  With Covid-19, the subcommittee meets through Zoom or telephone about once per month.

There are 4,000 English Learners with disabilities in BPS.  They have been one of the most marginalized, neglected groups of students in the district.  They need our attention, support, and advocacy.  Please help.

08/4/20

BPS Reopening Fall 2020, Draft 1

BPS Reopening Plan Draft 1

08/4/20

DLC Seeking Input on Systemic Problems Impacting Deaf, Hard of Hearing, Late-Deafened & DeafBlind Community

The Disability Law Center is looking for your input on the systemic problems impacting people who are Deaf, Hard of Hearing, Late-Deafened, and DeafBlind. We want to hear from people with disabilities, family members, and others knowledgeable about the systemic barriers faced (such as access to effective communication in health care settings, interactions with law enforcement, educational settings, other systemic discrimination issues, etc). We will be using the information you provide us for our annual priority setting process.  Your input will inform the work we do in 2021.

Thank you for your help!

Join the Video Conference Conversation

ASL Interpreters and CART have been confirmed.

Tuesday, August 25, 2020 | 1:00 pm to 3:00 pm EST
Space is limited and registration is required to participate. Reservations will be granted on a first-come, first-served. Please submit any accommodation requests to Amanda at 617-315-4440 or agasparonis@dlc-ma.org by no later than August 18, 2020.

RSVP

Can’t attend but still want to participate?

Take our priority setting survey! All responses to the survey will be kept strictly confidential, will only be used in the aggregate form, and will not be used in connection with your name or email address.

Take the Survey

Two silhouettes with conversation bubbles
08/4/20

Share Your McKinley School Experiences

McKinley School Stories

WHEN: AUGUST 04, 8:00 AM – SEPTEMBER 30, 8:00 AM
WHERE: 29 LEXINGTON AVENUE, HYDE PARK, MA
AGES ALLOWED: ALL AGES
COST: FREE

MCKINLEY SCHOOL STORIES
Calling ALL McKinley School Students, Parents and Alumni!!
Would you be willing to share your stories about your experiences with the McKinley schools? This information will be confidential. If you’re interested contact Sharon Hinton, M.Ed via email at hinton.sharon@gmail.com