Make the new year great with these January events:
- Our monthly annual meeting will be held on Tuesday, January 12 at 7:30. The link and agenda will be available shortly.
- Hingham SEPAC, together with Engaging Minds of Newton, will be hosting an online workshop entitled "Academic Skills and Strategies for Success During COVID" on Tuesday, January 26. Whether in a hybrid or fully remote model, executive function skills have become increasingly important for students of all ages. Join Engaging Minds to learn actionable strategies you can use at home to help strengthen your child’s executive function skills and keepthem on a successful path this school year. To register for the seminar, click here.
- ABC Scavenger Hunt: Take a screen break and spend some socially distanced time outside at the upper Plymouth River School (PRS) playground for a ABC Disability Scavengever Hunt. Whether they are currently diagnosed with a disability or not, it's a great way for kids to understand an learn about physical and emotional differences. Click here for the list of items and more information on the disabilities we spotlighted. And if you snap a selfie of yourself on the scavenger hunt, email it to HinghamSEPAC@Gmail.com. You'll be entered in to win a $20 gift certificate.
- Need help keeping track of your child's services while remote? You can use https://log.education to help keep track. This free resource is brought to Mass Advocates for Children & MFOFC Northeast.
Spotlight: The IEP Team
By: National Dissemination Center for Children with Disabilities (NICHCY)
To write an effective IEP for a child with a disability, parents, teachers, other school staff — and often the child — must come together at a meeting to look closely at the child's unique needs. These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum — that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing — and implementing — an effective IEP requires teamwork.
So — who's on the team? Here's a list, as specified in IDEA, our nation's special education law. Note that the order in which the IEP team members are going to be listed and discussed has nothing to do with their priority on the team, that every member has an equal say and important expertise to contribute. IDEA describes the IEP team as including the following members:
Read more here.
By: National Dissemination Center for Children with Disabilities (NICHCY)
To write an effective IEP for a child with a disability, parents, teachers, other school staff — and often the child — must come together at a meeting to look closely at the child's unique needs. These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum — that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing — and implementing — an effective IEP requires teamwork.
So — who's on the team? Here's a list, as specified in IDEA, our nation's special education law. Note that the order in which the IEP team members are going to be listed and discussed has nothing to do with their priority on the team, that every member has an equal say and important expertise to contribute. IDEA describes the IEP team as including the following members:
- the parents of the child;
- not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
- not less than one special education teacher of the child, or where appropriate, not less then one special education provider of the child;
- a representative of the public agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency;
- an individual who can interpret the instructional implications of evaluation results;
- other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate (invited at the discretion of the parent or the agency); and
- the child with a disability (when appropriate).
Read more here.
