Our next SEPAC meeting will be held on Wednesday, October 16 at 7 p.m. in the School Department Conference Room, located at 220 Central Street. Come meet our new Superintendent Dr. Paul Austin.
On Tuesday, October 22 at 7:00 p.m., SEPAC will be holding an Interactive Assistive Technology Presentation at the Middle School in the Distance Learning Theater. Please bring your mobile devices and be ready to learn about technology that could help your child with learning differences. Click here to learn more.
For more information about the changes to the IEP process, read Dr. Vinnes's newsletter. Changes will begin to be implemented this year.
Visit the South Shore SNAP website for current program offerings and registration links!
Join other Hingham families in participating in the Cardinal Cushing Centers' Run to Change Lives on November 23, 2019. Running, Walking and Rolling Encouraged! Click here for more information.
On Tuesday, October 22 at 7:00 p.m., SEPAC will be holding an Interactive Assistive Technology Presentation at the Middle School in the Distance Learning Theater. Please bring your mobile devices and be ready to learn about technology that could help your child with learning differences. Click here to learn more.
For more information about the changes to the IEP process, read Dr. Vinnes's newsletter. Changes will begin to be implemented this year.
Visit the South Shore SNAP website for current program offerings and registration links!
Join other Hingham families in participating in the Cardinal Cushing Centers' Run to Change Lives on November 23, 2019. Running, Walking and Rolling Encouraged! Click here for more information.
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.The IEP team, short and sweetIDEA describes the IEP team as including the following members:
Read more here.
Also, find more information under our "Resources" tab.
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.The IEP team, short and sweetIDEA 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.
Also, find more information under our "Resources" tab.
