Whether you are attending school in or out of district, Hingham SEPAC wishes you a successful 2020-2021 academic year. Stay tuned to our Facebook page for more tips and techniques to help you make it through.
Join us on Tuesday, September 15 for our first meeting of the year. The agenda can be found here. New this year - we will have a dedicated Zoom link and will be taping the meetings, and posting them on our website so that those who couldn't attend could see them later.
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.
Join us on Tuesday, September 15 for our first meeting of the year. The agenda can be found here. New this year - we will have a dedicated Zoom link and will be taping the meetings, and posting them on our website so that those who couldn't attend could see them later.
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.
