A Parent Consultant Training class will be held in Springfield, beginning
February 2nd. The class includes these topics: Basic Rights, Writing IEP
Goals, Understanding Evaluations and Assessments, Transition for Students
ages 15 – 22, and many more. This is an opportunity for parents to enhance
their advocacy skills for their children or to train to become a
professional parent consultant advocate. For professionals who work with
families of children with special needs this is an opportunity to learn
about special education law and policy. The class will meet on Tuesdays and
Thursdays from 9-3 at the SCAN 360 Community Center, 11 Wilbraham Rd.,
Springfield, MA 01109-3161.
The cost for parents is $325.00; for professionals: $425.00. Limited
scholarships are available through the Massachusetts Developmental
Disabilities Council (MDDC), www.mass.gov/mddc. These scholarship funds are
dispersed through the Council Empowerment Funds Program.
For more information about applying for the Federation's course, visit our
website: www.fcsn.org and click on the link for Parent Consultant
Training. Scroll down and you will see the schedule of classes. You will
also see a link for downloading the application. Fill out the application
and send with your payment to:
Dotty Robison
The Federation for Children with Special Needs
1135 Tremont St., Suite 420
Boston, MA 02120
If you need to have an application sent to you by mail, please call our
receptionist at 617-236-7210. If you have questions, please contact Dotty
Robison at 617-236-7210, ext. 315 or send email: drobison@fcsn.org .
Tuesday, December 29, 2009
Wednesday, November 11, 2009
Disability Scoop
The Scoop:
Autism Moms Have Stress Similar To Combat Soldiers
These moms cope with chronic stress, frequent fatigue and work interruptions, research finds.
Health Care Reform And People With Disabilities
Health care reform cleared the House, but hurdles remain. What the changes could mean for you.
Latest Headlines:
Down Syndrome Terminations May Be Double Reported Rate
Many British doctors call the terminations “social” abortions rather than specifying that a Down syndrome diagnosis is behind the decision.
Stem Cells Show Promise In Treating Cerebral Palsy
At 9-months, cerebral palsy left Chloe Levine unable to crawl. Three years later she functions much like any other child thanks to an infusion of her own stem cells.
Magic Could Be Trick To Pinpointing Autism
The key to identifying kids with and without autism may be in magic, a group of neurologists suspects.
Handwriting A Struggle For Kids With Autism
Children with autism often have more trouble with handwriting than their non-autistic peers, new research indicates.
Autism Moms Have Stress Similar To Combat Soldiers
These moms cope with chronic stress, frequent fatigue and work interruptions, research finds.
Health Care Reform And People With Disabilities
Health care reform cleared the House, but hurdles remain. What the changes could mean for you.
Latest Headlines:
Down Syndrome Terminations May Be Double Reported Rate
Many British doctors call the terminations “social” abortions rather than specifying that a Down syndrome diagnosis is behind the decision.
Stem Cells Show Promise In Treating Cerebral Palsy
At 9-months, cerebral palsy left Chloe Levine unable to crawl. Three years later she functions much like any other child thanks to an infusion of her own stem cells.
Magic Could Be Trick To Pinpointing Autism
The key to identifying kids with and without autism may be in magic, a group of neurologists suspects.
Handwriting A Struggle For Kids With Autism
Children with autism often have more trouble with handwriting than their non-autistic peers, new research indicates.
ARE YOU A PARENT OR CAREGIVER OF A CHILD WITH MENTAL HEALTH CHALLENGES?
THE SUPPORT NETWORK for FAMILIES of WESTERN MA
can help. Our family support specialists are parents that have children with special mental health needs. We have walked in your shoes. We offer support groups, assistance with problem solving, negotiation and mediation skills, advocacy assistance, information and referral. We also have an extensive lending library.
Holyoke support groups are held at the
Western Mass Training Consortium,
at the Support Network for families of W MA
187 High Street, Ste. 306
Holyoke
Next group: Jan. 16th
Meetings are currently scheduled for the 3rd Friday of the month 12:30-1:30. Refreshments provided. Please RSVP to Jan Lamberg at (413) 536-2401 ext. 3002 or 1-800-894-2401 ext. 3002
can help. Our family support specialists are parents that have children with special mental health needs. We have walked in your shoes. We offer support groups, assistance with problem solving, negotiation and mediation skills, advocacy assistance, information and referral. We also have an extensive lending library.
Holyoke support groups are held at the
Western Mass Training Consortium,
at the Support Network for families of W MA
187 High Street, Ste. 306
Holyoke
Next group: Jan. 16th
Meetings are currently scheduled for the 3rd Friday of the month 12:30-1:30. Refreshments provided. Please RSVP to Jan Lamberg at (413) 536-2401 ext. 3002 or 1-800-894-2401 ext. 3002
Monday, November 9, 2009
“Siblings of Children with Disabilities- Understanding Their Special Needs”
• As the award-winning director of the Sibling Support Project of The Arc of the United States, speaker, author, and creator of the Sibshop model, Don Meyer has presented on issues facing families of children with special needs all over the world.
• Don was a founder of the SEFAM (Supporting Extended Family Members) program at the University of Washington, which pioneered services for fathers, siblings, and grandparents of children with special needs.
• His Sibshop model provides peer support and information to young brothers and sisters of children with significant health concerns and intellectual disabilities.
Please join us on November 20, 2009
at the Holyoke Holiday Inn and Conference Center
245 Whiting Farms Road, Holyoke, MA 01040
8:30 am: Registration (beverages provided)
9:00-9:15 Opening remarks by Doug McCallum, Dept. of Developmental Services, Director of Family Support Central/West Regional Office
9:15-12:00 Brothers and Sisters of People with Disabilities: Unique Concerns, Unique Opportunities
12:00-1:00 Lunch (deli buffet provided)
1:00-3:00 Panel of Adult Siblings of People with Disabilities
Registration information and directions are located on back. For more information, contact the Family Support Division at 413-586-8196.
This conference is made possible through the generosity of Westfield Bank,
and with the support of the following professional partners:
Department of Developmental Services, Franklin/Hampshire Area Office; Behavioral Health Network; Casa Latina, Inc.; Community Resources for People with Autism; Down Syndrome Resource Group of Western Massachusetts; Springfield Jewish Community Center Special Needs Department; Thom Springfield Infant Toddler Services; Unified Sports Program; The United Arc; and Whole Children, Inc.
• Don was a founder of the SEFAM (Supporting Extended Family Members) program at the University of Washington, which pioneered services for fathers, siblings, and grandparents of children with special needs.
• His Sibshop model provides peer support and information to young brothers and sisters of children with significant health concerns and intellectual disabilities.
Please join us on November 20, 2009
at the Holyoke Holiday Inn and Conference Center
245 Whiting Farms Road, Holyoke, MA 01040
8:30 am: Registration (beverages provided)
9:00-9:15 Opening remarks by Doug McCallum, Dept. of Developmental Services, Director of Family Support Central/West Regional Office
9:15-12:00 Brothers and Sisters of People with Disabilities: Unique Concerns, Unique Opportunities
12:00-1:00 Lunch (deli buffet provided)
1:00-3:00 Panel of Adult Siblings of People with Disabilities
Registration information and directions are located on back. For more information, contact the Family Support Division at 413-586-8196.
This conference is made possible through the generosity of Westfield Bank,
and with the support of the following professional partners:
Department of Developmental Services, Franklin/Hampshire Area Office; Behavioral Health Network; Casa Latina, Inc.; Community Resources for People with Autism; Down Syndrome Resource Group of Western Massachusetts; Springfield Jewish Community Center Special Needs Department; Thom Springfield Infant Toddler Services; Unified Sports Program; The United Arc; and Whole Children, Inc.
New Location for SPED PAC meetings
Please be advised that our meeting are now being held on the second Monday of each month at Donahue School in the cafeteria at 6pm.
Join us!
Join us!
Tuesday, April 14, 2009
Appreciation Awards Celebration
2008-2009 Appreciation Awards Nomination Form
Has Someone Made a Difference in Your Child’s Life?
On Thursday, June 11, 2009 AT 5:30 pm, the Holyoke Special Education Parent Advisory Council (SE PAC) will host its first Annual Appreciation Awards evening at Holyoke High School! Free dinner to be provided by Dean Vocational students.
Nominations will be accepted for those individuals who have done something special that has made a difference in your child’s life. Any parent of a child with special needs in Holyoke, including children on 504s and with out of district placement, is welcome to make a nomination. Please limit your nominations to one per child with special needs. The nominee can be a teacher, school friend, aide, bus driver, cafeteria worker, coach, etc. All who are nominated will be recognized.
Deadline for nominations to be submitted: May 15, 2009
Please tell us why you believe this person deserves to be recognized for this award via email: k.prez@comcast.net
Also, let us know if you'll be atending the Awards Celebration on June 11th @ 5:30, Holyoke High School.
PLACE Workshop
Just a reminder that we will be having Ellen Chambers, advocate and founder of Sped Watch TOMORROW NIGHT 4/15: 7 pm, School Committee Room, Longmeadow Highschool, 127 Grassy Gutter Road, Longmeadow. Please email me if you are planning to attend this workshop (even if you have already done so) so I can get a final headcount and prepare accordingly.
Your Special Education Rights
A basic understanding of the special education process & the laws that govern that process is critical to a parent's ability to work in partnership with schools on behalf of their student with special needs. We are very fortunate to have one of the state's most knowledgeable advocates to be doing this presentation for our families. This workshop promises to be informative and in depth and I hope that parents will make every effort to attend. The more parents understand the special education system and process, the better their child's outcome.
At the end of this presentation, attendees will be able to:
* Identify federal & state special education regulations
* Identify resources where they can learn more about special education rights
* Define the basic legal requirements that govern special education referrals, evaluations, & eligibility determinations
* Define the basic legal requirements that govern the development of Individualized Education Programs (IEPs)
* Define the basic procedural safeguards provided by special education law
* Understand the extent of their right to participate in educational decision making
* Identify the resources available to help settle disputes about a student's educational programming
* Identify the steps to take if a violation of special education law, policy or procedure is suspected
Your Special Education Rights
A basic understanding of the special education process & the laws that govern that process is critical to a parent's ability to work in partnership with schools on behalf of their student with special needs. We are very fortunate to have one of the state's most knowledgeable advocates to be doing this presentation for our families. This workshop promises to be informative and in depth and I hope that parents will make every effort to attend. The more parents understand the special education system and process, the better their child's outcome.
At the end of this presentation, attendees will be able to:
* Identify federal & state special education regulations
* Identify resources where they can learn more about special education rights
* Define the basic legal requirements that govern special education referrals, evaluations, & eligibility determinations
* Define the basic legal requirements that govern the development of Individualized Education Programs (IEPs)
* Define the basic procedural safeguards provided by special education law
* Understand the extent of their right to participate in educational decision making
* Identify the resources available to help settle disputes about a student's educational programming
* Identify the steps to take if a violation of special education law, policy or procedure is suspected
Wednesday, January 21, 2009
Fundraiser - Benefit
Hi Everyone...
I am sending this e-mail to everyone on our e-mail list to let you know of an upcoming benefit. It is to cover medical and family expenses for Ari Birks and her parents, Becky and Dennis.
For my cheering people, you will remember Ari as one of our "mascots". She is Maya Birks sister and the cousin of Emma Hobert.
Ari is a 7 year old little girl who suffers from progressive mitochondrial disease. She is currently undergoing treatment.
Becky is a paraprofessional at Sullivan School and Dennis is a teacher in Springfield and also serves on the Holyoke School Committee. They are also the parents of Buddy Grade 5 and Maya Grade 4. Ari is in the 1st Grade at Sullivan.
The benefit is being held on Friday Febuary 6, 2009 from 4-7 at the Holyoke Children's Museum, who has generously donated their space and is extending hours for the purpose of this benefit. The ticket price is $10.00 per person and will include your admission to the museum, sundae cup and juice.
If you cannot attend this event with your family, please consider making a donation to help out this very generous family. There will be an account set up in their name at an area bank, the details of which will follow in a few days when that is all worked out. We are just getting this together and expect to have all details ironed out very shortly.
The Birks are always the first people to help when someone is in need and now it is their turn to have us stand beside them and get them through a difficult time.
We hope you can all participate!!
Thank you so much!
Ben and June Lavelle
I am sending this e-mail to everyone on our e-mail list to let you know of an upcoming benefit. It is to cover medical and family expenses for Ari Birks and her parents, Becky and Dennis.
For my cheering people, you will remember Ari as one of our "mascots". She is Maya Birks sister and the cousin of Emma Hobert.
Ari is a 7 year old little girl who suffers from progressive mitochondrial disease. She is currently undergoing treatment.
Becky is a paraprofessional at Sullivan School and Dennis is a teacher in Springfield and also serves on the Holyoke School Committee. They are also the parents of Buddy Grade 5 and Maya Grade 4. Ari is in the 1st Grade at Sullivan.
The benefit is being held on Friday Febuary 6, 2009 from 4-7 at the Holyoke Children's Museum, who has generously donated their space and is extending hours for the purpose of this benefit. The ticket price is $10.00 per person and will include your admission to the museum, sundae cup and juice.
If you cannot attend this event with your family, please consider making a donation to help out this very generous family. There will be an account set up in their name at an area bank, the details of which will follow in a few days when that is all worked out. We are just getting this together and expect to have all details ironed out very shortly.
The Birks are always the first people to help when someone is in need and now it is their turn to have us stand beside them and get them through a difficult time.
We hope you can all participate!!
Thank you so much!
Ben and June Lavelle
Friday, January 9, 2009
Behavior Management for Children with Autism and Related Disorders
Sponsored by Quincy PAC7 - 9 pm, at Broad Meadows Middle School 50 Calvin Road, QuincyPresented by RCS Behavioral and Educational ConsultingThis training will focus on teaching caregivers techniques on how tomanage children's behaviors in a variety of environments. It willdiscuss maintaining variables of behaviors and how to create behaviormanagement plans based on the maintaining variables. A discussion ofreliable and valid behavior management techniques will also be covered.
Please RSVP to QPACSPED@comcast.net
Please RSVP to QPACSPED@comcast.net
Tuesday, January 6, 2009
Scholarship Opportunity
The Successful Greenwood Applicant
The Greenwood School is a junior boarding school that offers a comprehensive, individualized remedial program, balanced with an emphasis on enrichment programs designed to awaken students’ hidden talents. The result is a school that transforms lives by providing the best environment possible for students with specific learning challenges to realize their academic, social, and creative potentials.
Students: Boys, ages 9-14 (at time of admission) who are diagnosed with language-based learning differences.
Cognitive Skills: The Greenwood Applicant should possess “average” cognitive skills as measured on the WISC-IV. When looking at borderline test scores, it is encouraging to see variability in subtest scores that suggest areas of strength, specifically in the General Ability Index (GAI), which is a composite of verbal comprehension and perceptual reasoning. While subtest scatter is common among our applicants, a profile in which the Cognitive Proficiency Index (CPI) composed of the Working Memory Index (Digit Span, Letter/Number Sequencing) and the Processing Speed Index (Coding, Symbol Search) is depressed relative to the GAI, is most common.
Academic Profile: Every student receives a daily individualized remedial language tutorial that is specific to his unique learning style and needs. Greenwood uses a diagnostic –prescriptive approach in which research-based principles are integrated throughout the curriculum and delivered by highly trained specialists who have a deep understanding of the structure of language. For students who demonstrate a need, Greenwood offers speech and language, occupational therapy and social pragmatics services.
Creative Profile: Greenwood believes that it is as important to empower our students to develop areas of strength and to find hidden talents as it is to empower them to improve in areas of weakness. Therefore, Greenwood offers well-developed creative and extracurricular programs that are integrated into the student’s day such: music, drama, public speaking, studio art, sculpting, ceramics, woodworking, soccer, basketball, fencing, winter sports, mountain biking, baseball, and outdoor leadership.
Emotional and Psychological Profile: Because of the often significant gap between their potential and their achievement, many students come to Greenwood academically frustrated and suffering from low self esteem. Some applicants may exhibit avoidance behaviors that are a reaction to their academic struggles. With a 2:1 student: teacher ratio, Greenwood provides a safe and supportive community in which students can be understood and enjoy the success they deserve for their efforts. Greenwood does not accept students with primary social, emotional, or behavioral difficulties. We consider primary difficulties to be behaviors that persist despite successful experience, or behaviors that will limit other students’ ability to engage in the learning process.
Admissions Process: Prior to a formal interview, we require comprehensive, psychological testing, which includes a WISC-IV, and achievement testing [i.e. Woodcock Johnson]. All testing must be current within 3 years. Before the admissions committee can meet to discuss a student, the student's file must be complete to include the above tests, application, application fee, preliminary health form, math and English recommendations from current school, parent questionnaire, and a character recommendation. If a concern exists about an applicant, Greenwood may require an extended overnight interview to ensure appropriateness of fit in our community.
If you have any questions about Greenwood, please contact Melanie Miller, Director of Admissions by email at mmiller@greenwood.org or by calling 802-387-4545 . We look forward to working with you to place students who can benefit from The Greenwood Experience!
The Greenwood School is a junior boarding school that offers a comprehensive, individualized remedial program, balanced with an emphasis on enrichment programs designed to awaken students’ hidden talents. The result is a school that transforms lives by providing the best environment possible for students with specific learning challenges to realize their academic, social, and creative potentials.
Students: Boys, ages 9-14 (at time of admission) who are diagnosed with language-based learning differences.
Cognitive Skills: The Greenwood Applicant should possess “average” cognitive skills as measured on the WISC-IV. When looking at borderline test scores, it is encouraging to see variability in subtest scores that suggest areas of strength, specifically in the General Ability Index (GAI), which is a composite of verbal comprehension and perceptual reasoning. While subtest scatter is common among our applicants, a profile in which the Cognitive Proficiency Index (CPI) composed of the Working Memory Index (Digit Span, Letter/Number Sequencing) and the Processing Speed Index (Coding, Symbol Search) is depressed relative to the GAI, is most common.
Academic Profile: Every student receives a daily individualized remedial language tutorial that is specific to his unique learning style and needs. Greenwood uses a diagnostic –prescriptive approach in which research-based principles are integrated throughout the curriculum and delivered by highly trained specialists who have a deep understanding of the structure of language. For students who demonstrate a need, Greenwood offers speech and language, occupational therapy and social pragmatics services.
Creative Profile: Greenwood believes that it is as important to empower our students to develop areas of strength and to find hidden talents as it is to empower them to improve in areas of weakness. Therefore, Greenwood offers well-developed creative and extracurricular programs that are integrated into the student’s day such: music, drama, public speaking, studio art, sculpting, ceramics, woodworking, soccer, basketball, fencing, winter sports, mountain biking, baseball, and outdoor leadership.
Emotional and Psychological Profile: Because of the often significant gap between their potential and their achievement, many students come to Greenwood academically frustrated and suffering from low self esteem. Some applicants may exhibit avoidance behaviors that are a reaction to their academic struggles. With a 2:1 student: teacher ratio, Greenwood provides a safe and supportive community in which students can be understood and enjoy the success they deserve for their efforts. Greenwood does not accept students with primary social, emotional, or behavioral difficulties. We consider primary difficulties to be behaviors that persist despite successful experience, or behaviors that will limit other students’ ability to engage in the learning process.
Admissions Process: Prior to a formal interview, we require comprehensive, psychological testing, which includes a WISC-IV, and achievement testing [i.e. Woodcock Johnson]. All testing must be current within 3 years. Before the admissions committee can meet to discuss a student, the student's file must be complete to include the above tests, application, application fee, preliminary health form, math and English recommendations from current school, parent questionnaire, and a character recommendation. If a concern exists about an applicant, Greenwood may require an extended overnight interview to ensure appropriateness of fit in our community.
If you have any questions about Greenwood, please contact Melanie Miller, Director of Admissions by email at mmiller@greenwood.org or by calling 802-387-4545 . We look forward to working with you to place students who can benefit from The Greenwood Experience!
Research Project Opportunity
Hi,I am the Research Project Coordinator for a neuroimaging study at Boston University, funded by the Autism Consortium. Our study is looking for males between the age s of 14 and 28 who have a diagnosis of autism spectrum disorders (autism, Asperger's syndrome, PDD). The study will involve brain imaging techniques that are safe and non-invasive. Participants will receive $20 per hour of participation and up to $165 compensation over the course of the study. Individuals under the age of 18 will require parental consent. I am writing to ask for your help in passing along my contact information to individuals (and their families) that may fit the criteria of our study. If you are able to send out a mailer or post a flyer at your organization, I can email or mail you our recruitment materials. Please let me know if your need more information. I look forward to hearing from you. Thank you in advance.Sincerely,Rachna MutrejaProject Coordinator, Autism ConsortiumLab of Developmental Cognitive NeuroscienceDepartment of Anatomy & NeurobiologyBoston University School of Medicinerachna@bu.edu617.414.2358
AAC Social Event
AAC Augmentative & Alternative Communication
Social Event
The Holyoke Medical Center
And
The Assistive Communication Technology (ACT) Center,
a program of The Carson Center for Abilities Unlimited,
are hosting a social event for friends, family members, AAC users, and professionals.
Meet representatives from different AAC companies who will provide information and answer
questions from parents and professionals.
There will be a raffle and auction with proceeds benefitting the ACT Center.
Where: The Holyoke Medical Center Auditorium
575 Beech Street, Holyoke MA
Date/Time: January 24, 2009 from 1:00-4:00
(Snow date: February 7, 2009 1:00-4:00)
Tickets to Springfield Symphony
Boardmaker Activity Packets
Horseback Riding Lessons
Apple IPod Nano
Social Event
The Holyoke Medical Center
And
The Assistive Communication Technology (ACT) Center,
a program of The Carson Center for Abilities Unlimited,
are hosting a social event for friends, family members, AAC users, and professionals.
Meet representatives from different AAC companies who will provide information and answer
questions from parents and professionals.
There will be a raffle and auction with proceeds benefitting the ACT Center.
Where: The Holyoke Medical Center Auditorium
575 Beech Street, Holyoke MA
Date/Time: January 24, 2009 from 1:00-4:00
(Snow date: February 7, 2009 1:00-4:00)
Tickets to Springfield Symphony
Boardmaker Activity Packets
Horseback Riding Lessons
Apple IPod Nano
Transitions Rights
MASSACHUSETTS ADVOCATES for CHILDREN
M Massachusetts Advocates for Children
25 Kingston Street, 2nd. Floor Boston, MA 02111
Tel. 617.357.8431 · Fax 617.357.8438 · www.massadvocates.org
100IMPORTANT NOTICE
Parents of Children with Disabilities
NEW Transition Rights for all 14 and 15 year olds!
(Chapter 205 of the Acts of 2008)
In August, Governor Patrick signed a new law (S.286) which requires school districts to initiate special education transition planning and transition services at age 14, rather than age 16. Parents and educators applaud law-makers for this critical legislation, as delay until age 16 (the middle of high school) is too late to facilitate effective transition planning.
What to do if you are the parent of a 14 or 15 year old?
Ø Request an IEP meeting (in writing) to discuss transition using the Transition Planning Form
Note: The IEP Transition Planning Form is simply a planning document, and is not included in your child’s IEP
Ø Request a transition assessment (in writing) to address transition goals, objectives, and services
Ø Make sure that your child’s IEP includes measurable IEP transition goals and objectives related to
o Training
o Education
o Employment
o Independent living, as appropriate
Ø Your child is entitled to transition services that will help meet her transition goals and facilitate movement to post-school activities, including:
o Instruction
o Related services
o Community experience
o Development of employment (including integrated supported employment)
and other post-school adult living objectives
o Acquisition of daily living skills
o Functional vocational evaluation
Be sure to list specific transition services in the IEP.
Ø Transition goals and services must be based on your child’s needs, taking into account his strengths, preferences, and interests.
Ø Your child must be invited to the IEP Team meeting starting at age 14. Help to determine the best way for your child to participate.
For more information contact Leslie Lockhart, 617-357-8431 x 226 (llockhart@massadvocates.org) or Terri McLaughlin, 617-236-7210 x336 (tmclaugh@fcsn.org)
M Massachusetts Advocates for Children
25 Kingston Street, 2nd. Floor Boston, MA 02111
Tel. 617.357.8431 · Fax 617.357.8438 · www.massadvocates.org
100IMPORTANT NOTICE
Parents of Children with Disabilities
NEW Transition Rights for all 14 and 15 year olds!
(Chapter 205 of the Acts of 2008)
In August, Governor Patrick signed a new law (S.286) which requires school districts to initiate special education transition planning and transition services at age 14, rather than age 16. Parents and educators applaud law-makers for this critical legislation, as delay until age 16 (the middle of high school) is too late to facilitate effective transition planning.
What to do if you are the parent of a 14 or 15 year old?
Ø Request an IEP meeting (in writing) to discuss transition using the Transition Planning Form
Note: The IEP Transition Planning Form is simply a planning document, and is not included in your child’s IEP
Ø Request a transition assessment (in writing) to address transition goals, objectives, and services
Ø Make sure that your child’s IEP includes measurable IEP transition goals and objectives related to
o Training
o Education
o Employment
o Independent living, as appropriate
Ø Your child is entitled to transition services that will help meet her transition goals and facilitate movement to post-school activities, including:
o Instruction
o Related services
o Community experience
o Development of employment (including integrated supported employment)
and other post-school adult living objectives
o Acquisition of daily living skills
o Functional vocational evaluation
Be sure to list specific transition services in the IEP.
Ø Transition goals and services must be based on your child’s needs, taking into account his strengths, preferences, and interests.
Ø Your child must be invited to the IEP Team meeting starting at age 14. Help to determine the best way for your child to participate.
For more information contact Leslie Lockhart, 617-357-8431 x 226 (llockhart@massadvocates.org) or Terri McLaughlin, 617-236-7210 x336 (tmclaugh@fcsn.org)
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