Save the Date: May 21 at 7:00 p.m.
The next SEPAC meeting will be on Wednesday, May 21 at 7:00 in the School Department Conference Room.
Join the Board
Interested in helping to steer the direction of SEPAC? We are looking for officers for our upcoming board, which will be elected in April 2019. All parents with children on an IEP or 504 plan are eligible to participate. For more information on the roles, visit Our Bylaws Page. If you have questions or are interested in running for a position, feel free to email hinghamsepac@gmail.com for more information.
Read Dr. Vinnes's most recent newsletter.
Visit the South Shore SNAP website for current program offerings and registration links!
PLEASE NOTE: We are in the process of updating the website, so please be patient while we work. Thanks!
The next SEPAC meeting will be on Wednesday, May 21 at 7:00 in the School Department Conference Room.
Join the Board
Interested in helping to steer the direction of SEPAC? We are looking for officers for our upcoming board, which will be elected in April 2019. All parents with children on an IEP or 504 plan are eligible to participate. For more information on the roles, visit Our Bylaws Page. If you have questions or are interested in running for a position, feel free to email hinghamsepac@gmail.com for more information.
Read Dr. Vinnes's most recent newsletter.
Visit the South Shore SNAP website for current program offerings and registration links!
PLEASE NOTE: We are in the process of updating the website, so please be patient while we work. Thanks!
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.
