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Upcoming Events Chris Walsh Center ADHD Panel: Insights, Lived Experience, and Practical Tools for Support The Chris Walsh Center is hosting an ADHD panel designed to improve our understanding of the various ways ADHD presents. Likewise, we aim to illuminate the reasons ADHD is often missed in young people as well as adults. Finally, we will discuss practical solutions for improving the lives of people with ADHD young and old. This is a unique opportunity to learn from people who are both experts on ADHD and have lived experience navigating life as an ADHDer. This is because many of our panelists are both a professional in the filed of mental health, as well as an adult diagnosed with ADHD. Our panelists will answer common questions related to ADHD before we open the floor for audience Q&A. This is a must attend event for caregivers, educators, and mental health professionals alike. Thanks to a generous grant from the Framingham State University Alumni Association and Foundation to the Chris Walsh Center, this ADHD Panel is free to attend. Register today! Click Here to Register Bolstering Students' Resilience with Dr. Sara Whitcomb In this session, participants will build an understanding of the current state of children’s mental health and what teachers can do each day on the front lines of the mental health crisis to support children’s healthy social and emotional development. Participants will have the opportunity to reflect upon the many buzz words that pop up in education (e.g., social-emotional learning, trauma-informed care, restorative practices, positive behavioral interventions and supports) and distill practices into those that build consistency, connection, and compassion in classrooms. Click Here to Register Who is Dr. Sara Whitcomb? Dr. Sara Whitcomb is a licensed psychologist, associate director of research and evaluation with Boston Children's Hospital's Neighborhood Partnerships Program, and member of the faculty at Harvard Medical School. She is also co-director of the BIRCh Center at UMass Boston. Prior to her current role, she was a professor in the UMass Amherst school psychology program and a teacher in general and special education settings in Oregon, Massachusetts, and Connecticut. Dr. Whitcomb's research and practice interests are in behavioral assessment, social-emotional learning, and organizational consultation in schools. She has authored a number of texts and journal articles on these topics and has consulted with over 100 school districts in Massachusetts to build capacity to meet all students' behavioral health needs. Fostering Family Resiliency Through Art with ARTrelief Making art together with your child can be a way to practice joint attention, create memories and get a glimpse into their inner world. Making art also has many wellness benefits: it can be meditative or stimulating, regulating, grounding, a source of self esteem, a way to connect to the self and others, and a way to express who we are. Where do you start? For some children, displaying art material on a table without directive will be enough to spike their imagination and engage, for others the psychological safety of an image to copy from will motivate them to try. In between those 2 examples, there is a continuum of possible scenarios. In this presentation we will provide 2 examples of creative processes that parents can try with their children, and explore ways for parents to connect and co-regulate with their child through the making of art, as well as ways to adapt the process to help their child stay engaged and how to decide when it is time to take a break. Hosted Online Wednesday, April 10th at 7:00 PM Click Here to Register Promoting Students' Resilience in PK-12 Schools with Dr. Simone Kotraba Improving students' Mental Health and Social-Emotional Learning (SEL) by empowering them with resilience-building tools to enhance their self-awareness, self-regulation, social skills, relationships, and decision-making. This 3-session experiential workshop offers practical tools and strategies for educators to easily integrate into their classroom routines to help students regulate their emotions, reduce anxiety, and increase resilience. Interactive sessions will connect you with peers, allowing you to learn and practice facilitating heart and brain coherence techniques, mindfulness, and embodiment practices. Click Here to Register While we think you'll receive the greatest benefit by attending all three sessions, you are welcome to register for any number of sessions which fit into your busy schedule. Session 1: Thursday, March 6th, 2025 at 4:00 PM (Online). Building Students' Resilience in the Classrooms, In this session, you will experience the building resilience transformation process developed by HeartMath Institute. These simple, on-the-go techniques will empower educators to transform their classrooms from chaos to calm. Educators will learn to help students connect with the power of their heart’s intelligence, supporting behavior changes and social-emotional learning and well-being. Session 2: Thursday, April 10th, 2025 at 4:00 PM (Online). Cultivating Mindful Resilient Schools, In this session, educators will gain a general understanding of mindfulness and learn how to implement it throughout the school day to build students' resilience and decrease anxiety. They will also understand how negative thoughts and emotions impact the developing brain and learn how to support students in self-regulation and co-regulation practices. Session 3 : Thursday, May 8th, 2025 at 4:00 PM (Online). Resilience and the Embodied Classroom, In this session, educators will learn how to support their students in getting “Unstuck” from negative self-talk and emotions by empowering them with tools to transform stuck emotions and thoughts into resilience using Social Presencing Theater (SPT). SPT explores the creative potential of social systems such as schools and serves individual and collective resilience and well-being. This session will explore how to support students using mindful exercises that combine body, heart, mind, reflection, and stillness. SPT is an embodiment practice developed by Arawana Hayashi and Otto Scharmer at the Presencing Institute at the Massachusetts Institute of Technology (MIT). Who is Dr. Simone Kotraba? Dr. Simone Kotraba is the founder of HeartMind Solutions. She is a transformational coach and wellness facilitator who guides individuals and teams on a journey of growth and expansion, helping them unite their hearts and minds. With her light-hearted wisdom and vibrant energy, Simone creates a welcoming and supportive environment for participants to tap into their highest potential. Simone has worked with families, taught and led in PK- higher education, and holds multiple licenses and certifications. She is passionate about the integration of SEL and well-being practices in schools.

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Events / Eventos Upcoming Events / Próximos Eventos: Bolstering Students' Resilience with Dr. Sara Whitcomb In this session, participants will build an understanding of the current state of children’s mental health and what teachers can do each day on the front lines of the mental health crisis to support children’s healthy social and emotional development. Participants will have the opportunity to reflect upon the many buzz words that pop up in education (e.g., social-emotional learning, trauma-informed care, restorative practices, positive behavioral interventions and supports) and distill practices into those that build consistency, connection, and compassion in classrooms. Click Here to Register Who is Dr. Sara Whitcomb? Dr. Sara Whitcomb is a licensed psychologist, associate director of research and evaluation with Boston Children's Hospital's Neighborhood Partnerships Program, and member of the faculty at Harvard Medical School. She is also co-director of the BIRCh Center at UMass Boston. Prior to her current role, she was a professor in the UMass Amherst school psychology program and a teacher in general and special education settings in Oregon, Massachusetts, and Connecticut. Dr. Whitcomb's research and practice interests are in behavioral assessment, social-emotional learning, and organizational consultation in schools. She has authored a number of texts and journal articles on these topics and has consulted with over 100 school districts in Massachusetts to build capacity to meet all students' behavioral health needs. Past Events Play Therapy for Caregivers In this session you will learn to increase attachment, attunement, and resiliency in your child: Learn ways to attend to your child Learn how to encourage your child Learn play techniques with your child These strategies are evidence-based methods used by seasoned practitioners to teach parents how to play effectively with their children. Register today to learn how to use them with your family! When: February, 27th, 2025 at 7:00 PM Who: Rita Vatcher, LMHC Where: Hosted online by the Chris Walsh Center Register for Play Therapy for Caregivers! Who is Rita Vatcher, LMHC? Rita Vatcher is passionate about working with children, and her dream is to help children succeed and achieve their goals. She is a Licensed Mental Health Counselor in both MA and NY, a Registered Play Therapist™, a Foundational Theraplay® Practitioner, and an EMDR-certified therapist who practices in Wellesley, Massachusetts. She provides effective mental health services for kids, adolescents, and adults by focusing on evidenced-based practices. Rita wants to train new child therapists to be qualified in serving children, adolescents, and families in our communities. Rita Vatcher has a Masters in Mental Health Counseling, a Masters in Pastoral Ministry, and a Bachelors in Psychology from Boston College. She has earned a Certificate of Advanced Graduate Studies in Psychoanalytic Psychotherapy from the Boston Graduate School of Psychoanalysis and is a Certified Clinical Supervisor with the Massachusetts Mental Health Counseling Association. She served on the New England Board of Play Therapy for three years. She is most proud of being a mom of two – a son and daughter, loves playing with her dog, and being outside whenever she can. The Power of Resilience & Social Emotional Learning for Educators Thanks to a generous grant from the Sudbury Foundation to the Chris Walsh Center, The Power of Resilience & Social Emotional Learning for Educators is FREE to attend. Likewise, while these trainings are designed for educators, caregivers are welcome. Importantly, each session counts for 1.5 PDP units. As such, please make sure all the information entered is accurate so we may provide you with your certificate. Click Here to register. The Power of Resilience & SEL for Educators Improving Wellness, Mental Health, and SEL in Schools Activate your superpowers to boost your well-being and create belonging through this experiential workshop. This 3-session workshop offers practical strategies for educators to integrate into their daily routines, helping regulate the nervous system, reduce stress, and increase resilience and creativity. Interactive sessions will connect you with peers to cultivate self-awareness, heart-brain coherence, mindfulness, and embodiment practices that empower you to thrive personally and professionally. You are invited to attend one, two, or all three of the sessions. Who is Dr. Simone Kotraba? Dr. Simone Kotraba is the founder of HeartMind Solutions. She is a transformational coach and wellness facilitator who guides individuals and teams on a journey of growth and expansion, helping them unite their hearts and minds. With her light-hearted wisdom and vibrant energy, Simone creates a welcoming and supportive environment for participants to use their strengths and tap into their highest potential. Simone has spent her entire career working with families, teaching, and leading in K-12 and higher education settings. She holds multiple licenses and certifications and is passionate about alleviating human suffering. Session 1: Thursday, October 10th, 2024 at 4:00 PM Online Personal Resilience and SEL for Educators In this session, you will experience the building personal resilience transformation process developed by HeartMath Institute. These simple on-the-go techniques will empower participants to build emotional, mental, and physical resilience. Participants will learn skills to connect more deeply with the power and intelligence of the heart even in a busy school setting. Adding the qualities of the heart helps create the important shift to change behaviors and achieve positive social-emotional outcomes. Participants will understand the importance of personal resilience to improve well-being and performance. Practice self-awareness by identifying depleting and renewing emotions, learning strategies for building resilience, and the important role the heart and brain play in transforming disempowering thoughts and feelings. Session 2: Thursday, November 21st, 2024 at 4:00 PM Online Mindfulness, Resilience, and SEL for Thriving Educators In this session, participants will develop a general understanding of mindfulness and how it can be utilized to build resilience and decrease chronic stress. Understand how chronic stress can negatively impact work outcomes and how mindfulness can build emotional resilience. Participants will identify and understand the emotional, cognitive, physical, and behavioral benefits of mindfulness in schools. Participants will practice self-awareness by identifying where they feel stress in the body. Understand what the stress response is and how chronic stress affects the body. Examine how mindfulness can increase resilience to support a healthy stress response and practice simple and effective exercises for sustained resilience. Session 3: Thursday, December 12th, 2024 at 4:00 PM Online Resilience and the Embodied Educator In this session, participants will identify and lovingly understand their “Stuck” emotions and thoughts and transform them into resilience using Social Presencing Theater (SPT). SPT is a method for exploring the creative potential of social systems such as schools. By connecting to the body using contemplative methods, we become aware of the "social body" of a group in addition to our own body. Social Presencing Theater serves both personal and collective resilience, well-being, self-awareness, and the decision-making process. In this session, we will perform exercises together in a mindful way that combines body, heart, mind, attention, reflection, and silence. Social Presencing Theater is an embodiment practice developed by Arawana Hayashi and Otto Scharmer at the Presencing Institute at the Massachusetts Institute of Technology (MIT). Click Here to Register The Resilient Caregiver Thanks to a generous grand from the Sudbury Foundation, The Resilient Caregiver is free to attend. Click Here to register. The Resilient Caregiver Improving Wellbeing and Mental Health with Families and Community In this experiential session, participants will explore the transformational process of resilience techniques developed by the HeartMath Institute. It includes simple on-the-go tools that empower participants to build emotional, mental, physical, and spiritual resilience. With practice, participants will connect more deeply with the power and intelligence of the heart during their daily routines. Adding the qualities of the heart helps create the important shift to change stressful thoughts and emotions to achieve inner peace and happiness. Participants will understand the importance of resilience to improve wellbeing and increase deep connection with themselves and loved ones. Participants will tune into their hearts, minds, and bodies to identify depleting and renewing emotions and develop emotional awareness skills that lead to greater self-regulation and co-regulation. Who is Dr. Simone Kotraba? Dr. Simone Kotraba is the founder of HeartMind Solutions. She is a parent of 11-year-old twins. Simone is a wellness facilitator and coach who guides families on a journey of growth and expansion, helping them unite their hearts and minds. With her light-hearted wisdom and vibrant energy, Simone creates a welcoming and supportive environment for participants to have courageous conversations, practice using their strengths, and tap into their highest potential. Simone has spent her entire career working with families, teaching, and leading in K-12 and higher education settings. She holds multiple licenses and certifications and is passionate about alleviating human suffering. When: Thursday, October 24th, 2024 at 7:00 PM Who: Dr. Simone Kotraba Where: Hosted online by the Chris Walsh Center Click Here to Register Unlocking Potential: Nurturing Multimodal Learning and Play with Children Our children engage in rich, meaning-making experiences at home and in their communities. Children make sense of the world around them through multiple modes such as linguistic, visual, aural, spatial, and gestural, and the interplay of these modalities. This talk will explore how children navigate their world - online and in-person through these modalities and how we, as educators and caregivers, can cultivate this learning at home and in schools. Join us as we delve into multimodal learning by first learning from our children by drawing upon their knowledge and insights and then providing practical insights into incorporating a more playful and joyful learning experience. Click Here to Watch Recording Nuestros hijos participan en experiencias ricas y significativas en casa y en sus comunidades. Los niños dan sentido al mundo que les rodea a través de múltiples modos como el lingüístico, visual, auditivo, espacial y gestual, y la interacción de estas modalidades. Esta sesión explorará cómo los niños navegan por su mundo -en línea y en persona- a través de estas modalidades y cómo nosotros, como educadores y cuidadores, podemos cultivar este aprendizaje en casa y en la escuela. Acompáñenos mientras profundizamos en el aprendizaje multimodal, primero aprendiendo de nuestros hijos, basándonos en sus conocimientos y perspectivas, y después aportando ideas prácticas para incorporar una experiencia de aprendizaje más lúdica y alegre. Breaking Stereotypes: Understanding Varied ADHD Expressions in Youth Rompiendo Estereotipos: Comprender Las Diversas Expresiones del TDAH en los Jóvenes Becca Gibson is a dynamic presenter who combines lived experience, research, and hands-on therapeutic practice to delve into the often-overlooked realm of youth who present with non-stereotypical ADHD traits. Becca will discuss different profiles of ADHD, the intersection of ADHD with other identities, why ADHD is often misidentified in those socialized as girls, and signs you can look for to reduce disparities in ADHD identification. Along with providing valuable information about both the short and long-term impact of unsupported ADHD traits, Becca will offer practical suggestions for supporting these youth both at home and in the classroom.Bio: Becca Gibson (they/she), LICSW, LCSW-C, is an Autistic and ADHD licensed independent clinical social worker, as well as the founder and owner of Wired Differently Therapy, a private practice serving clients in the states of Maryland and Massachusetts. After spending years working in special education, Becca began a career in social work with a specialization helping neurodiverse couples, families, and neurodivergent individuals through a neurodiversity affirming lens. Becca’s clinical work focuses on Autistics and ADHDers – especially those who are considered “gifted”, or “twice-exceptional” – and the intersection of LGBTQIA+ identities and neurodivergence. In addition to their work as a therapist, Becca provides professional development training, clinical consultation, and clinical supervision. Click Here to Watch Recording Becca Gibson es una presentadora dinámica que combina la experiencia vivida, la investigación y la práctica terapéutica para profundizar en el ámbito, a menudo pasado por alto, de los jóvenes que presentan rasgos de TDAH no estereotipados. Becca hablará sobre los diferentes perfiles del TDAH, la intersección del TDAH con otras identidades, por qué el TDAH a menudo se identifica erróneamente en quienes han sido socializados como niñas, y las señales que se pueden buscar para reducir las disparidades en la identificación del TDAH. Además de proporcionar información valiosa sobre el impacto a corto y largo plazo de los rasgos de TDAH sin apoyo, Becca ofrecerá sugerencias prácticas para apoyar a estos jóvenes tanto en casa como en el aula. Bio: Becca Gibson (ellos / ella), LICSW, LCSW-C, es un autista y el TDAH con licencia de trabajador social clínico independiente, así como el fundador y propietario de Wired Differently Terapia, una práctica privada que atiende a clientes en los estados de Maryland y Massachusetts. Después de pasar años trabajando en educación especial, Becca comenzó una carrera en trabajo social con una especialización en ayudar a parejas neurodiversas, familias e individuos neurodivergentes a través de una lente de afirmación de la neurodiversidad. El trabajo clínico de Becca se centra en autistas y ADHDers - especialmente aquellos que son considerados "superdotados", o "dos veces excepcional" - y la intersección de las identidades LGBTQIA + y neurodivergencia. Además de su trabajo como terapeuta, Becca ofrece formación para el desarrollo profesional, consulta clínica y supervisión clínica. Teaching Happiness: Practices to Support Our Wellbeing Enseñando Felicidad: Prácticas Para Apoyar Nuestro Bienestar In this webinar we will briefly overview the study of Positive Psychology and a definition of happiness. We will then understand the specific behaviors, thoughts, and feelings that we can practice to impact our happiness. Bio: I am a School Adjustment Counselor at a local public high school where I provide mental health support to students and co-teach a class titled “Psychology and the Good Life.”. After starting my career in human resources at a financial services company, I quickly realized I did not feel a sense of purpose and fulfillment in my work. Ultimately, I went to graduate school where I majored in Clinical Mental Health Counseling with a focus on School and Community Counseling. I am a Licensed Mental Health Counselor and have a small private practice providing young adults with therapeutic support. As of 2024, I am also an instructor in the Counseling Psychology Graduate Program at Framingham State University. Click Here to Watch Recording En este webinario revisaremos brevemente el estudio de la Psicología Positiva y una definición de felicidad. Luego comprenderemos los comportamientos, pensamientos y sentimientos específicos que podemos practicar para influir en nuestra felicidad. Biografía: Soy Consejera de Adaptación Escolar en una escuela secundaria pública local donde proporciono apoyo de salud mental a los estudiantes y co-enseño una clase titulada "Psicología y la Buena Vida". Después de comenzar mi carrera en recursos humanos en una empresa de servicios financieros, me di cuenta rápidamente de que no sentía un sentido de propósito y realización en mi trabajo. Finalmente, fui a la escuela de posgrado donde me especialicé en Consejería Clínica de Salud Mental con un enfoque en Consejería Escolar y Comunitaria. Soy un consejero de salud mental con licencia y tengo una pequeña práctica privada que proporciona a los adultos jóvenes con el apoyo terapéutico. A partir de 2024, también soy un instructor en el Programa de Posgrado de Psicología de asesoramiento en la Universidad Estatal de Framingham. Autism & Intersectionality Autismo e Interseccionalidad Autism is a neurodevelopmental phenomenon that anyone can be born with. However, there are observable differences in which autistic individuals are identified as autistic, and when. Autism is often identified later, if at all, in folks who are marginalized when it comes to factors such as gender, sex assigned at birth, and/or race. This presentation will discuss why this happens, why it matters, and what we can do about it. We will explore signs to look out for, particularly in those socialized as girls. We will also discuss ways of supporting autistic folks at home and at school, regardless of whether they have been officially diagnosed. Click Here to Watch Recording / Haga Click Aquí para Ver la Grabación El autismo es un fenómeno del neurodesarrollo con el que puede nacer cualquier persona. Sin embargo, existen diferencias observables en cuanto a qué individuos autistas son identificados como tales y cuándo. A menudo, el autismo se identifica más tarde, si es que se identifica, en personas marginadas por factores como el género, el sexo asignado al nacer y/o la raza. En esta presentación se discutirá por qué ocurre esto, por qué es importante y qué podemos hacer al respecto. Exploraremos las señales a las que hay que prestar atención, especialmente en las personas socializadas como niñas. También discutiremos formas de apoyar a los autistas en casa y en la escuela, independientemente de si han sido diagnosticados oficialmente. Supporting Our Children’s Social-Emotional Development: An Introduction to Social-Emotional Learning & Resources to Support Children’s Development Apoyando el Desarrollo Socio-Emocional de Nuestros Hijos: Una Introducción al Aprendizaje Socio-Emocional y Recursos para Apoyar el Desarrollo de los Niños Social-emotional learning (SEL) is a lifelong process that develops over time, through daily interactions, and in a broad array of settings. Supporting Our Children’s Social-Emotional Development: An Introduction to Social-Emotional Learning & Resources to Support Children’s Development will provide an introduction to the Collaborative for Academic, Social, and Emotional Learning (2020) framework and explore the five core competencies of social-emotional development: self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. In addition, this presentation will introduce opportunities for families to support the development of competencies at home and beyond through daily routines and practices. Resources to assist with children’s development of the competencies, such as children’s literature selections and activities, will be introduced through audience engagement and participation. Join us as we explore SEL and resources to support our children’s development! Click Here to Watch Recording El Aprendizaje Socioemocional (SEL) es un proceso que dura toda la vida y que se desarrolla a lo largo del tiempo, a través de interacciones diarias y en una amplia gama de entornos. Cómo Apoyar el Desarrollo Socioemocional de Nuestros Hijos: Una Introducción al Aprendizaje Socioemocional y Recursos para Apoyar el Desarrollo de los Niños proporcionará una introducción al marco de la Colaboración para el Aprendizaje Académico, Social y Emocional (2020) y explorará las cinco competencias básicas del desarrollo socioemocional: autoconciencia, autogestión, toma de decisiones responsable, habilidades de relación y conciencia social. Además, esta presentación introducirá oportunidades para que las familias apoyen el desarrollo de competencias en casa y fuera de ella a través de rutinas y prácticas diarias. Se presentarán recursos para ayudar a los niños en el desarrollo de las competencias, como selecciones de literatura infantil y actividades, a través del compromiso y la participación del público. Únase a nosotros para explorar SEL y los recursos para apoyar el desarrollo de nuestros hijos. Sibling Support Webinar: Building Resiliency Among Siblings with Disabilities Webinario de Apoyo Entre Hermanos: Fomentar la Resiliencia Entre Hermanos con Discapacidades Siblings of children with disabilities have unique needs and challenges. This presentation provides an overview of the sibling experience, as well as practical strategies that parents, caregivers and providers can utilize, to help increase sibling resiliency. There will be time for the presenting clinician to answer questions from the audience about how to best support siblings, including recommendations that are applicable to a wide range of families. Los hermanos de niños con discapacidad tienen necesidades y retos únicos. Esta presentación ofrece una visión general de la experiencia de los hermanos, así como estrategias prácticas que los padres, cuidadores y proveedores pueden utilizar, para ayudar a aumentar la resiliencia de los hermanos. Habrá tiempo para que el clínico presentador responda a las preguntas del público sobre la mejor manera de apoyar a los hermanos, incluidas las recomendaciones que son aplicables a una amplia gama de familias. Click Here to Watch Recording Online Webinar: Supporting Your Child's Mental Health As They Transition to College / Webinar en Línea: Apoyando la Salud Mental de sus Hijos en la Transición a la Universidad College is an exciting time! However, it can also come with unique challenges that can affect students' mental wealth and overall wellbeing. This webinar will review what we know about who contemporary U.S. college students are, and the rates with which they are experiencing mental health difficulties in this post-pandemic era. It will also discuss what students can expect during their first semester of college and what can be done to support students academically, socially and psychologically. La universidad es un momento emocionante. Sin embargo, también puede conllevar retos únicos que pueden afectar a la riqueza mental y al bienestar general de los estudiantes. Este seminario web repasará lo que sabemos sobre quiénes son los estudiantes universitarios estadounidenses contemporáneos y las tasas con las que experimentan dificultades de salud mental en esta era pospandémica. También se discutirá lo que los estudiantes pueden esperar durante su primer semestre de universidad y lo que se puede hacer para apoyar a los estudiantes académica, social y psicológicamente. Click Here to Watch Recording Let's Talk About it: Overcoming Roadblocks in Caregiver-Child Relationships / Hablemos De Eso: Cómo Superar Los Bloqueos En Las Relaciones Entre Cuidadores y Niños As a caregiver, your role as coach in your child’s ever-changing world can be idyllic, as well as challenging. At this 75 minute webinar for caregivers, Jessica Ames will use her expertise as a child therapist, meditation and parent coach to teach you ways to enhance open dialogue with your child(ren). When a caregiver is able to create more openness and acceptance around the day to day challenges of child-rearing, as well as larger environmental and situational challenges, they positively impact the people around them and experience more joy. Jessica will discuss skills and strategies to help you connect in the moment with your child(ren). She will also present ways to increase your energy and personal satisfaction as a caregiver. This webinar will be an opportunity for you to enhance your relationships and connectedness. Jessica will also set aside time to answer caregiver's questions at the end of the presentation. Click Here to Watch Recording Como cuidador, su papel de entrenador en el mundo siempre cambiante de su hijo puede ser idílico, pero también difícil. En este webinario de 75 minutos para cuidadores, Jessica Ames utilizará su experiencia como terapeuta infantil, meditadora y entrenadora de padres para enseñarle formas de mejorar el diálogo abierto con su(s) hijo(s). Cuando un cuidador es capaz de crear más apertura y aceptación en torno a los retos cotidianos de la crianza de los hijos, así como los retos ambientales y situacionales más grandes, impactan positivamente en las personas que les rodean y experimentan más alegría. Jessica hablará de habilidades y estrategias que le ayudarán a conectar en el momento con su(s) hijo(s). También presentará formas de aumentar su energía y satisfacción personal como cuidador. Este seminario web será una oportunidad para mejorar sus relaciones y su conexión. Jessica también reservará tiempo para responder a las preguntas de los cuidadores al final de la presentación. How to Advocate for Your Child: Online Workshop Cómo Abogar Por Su Hijo: Taller en Línea Join the Chris Walsh Center to for the opportunity to learn the skills necessary to advocate on behalf of your child from Leslie Leslie of The Federation for Children with Special Needs. This event is free and open to the public, however, registration is required. Unfortunately, getting your child's needs met can be challenging. Thankfully, effective advocacy is a learned art. At this workshop you will learn soft skills, such as how to prioritize and collaborate, to best advocate for your child. The workshop will also address conflict and barriers to effective communication. With these skills you'll be better able to work with others to support your child. Click Here to watch Recording Únase al Centro Chris Walsh para la oportunidad de aprender las habilidades necesarias para abogar en nombre de su hijo de Leslie Leslie de la Federación para Niños con Necesidades Especiales. Este evento es gratuito y abierto al público, sin embargo, se requiere inscripción. Desafortunadamente, conseguir que se satisfagan las necesidades de su hijo puede ser un reto. Afortunadamente, la defensa eficaz es un arte que se aprende. En este taller usted aprenderá habilidades blandas, tales como la forma de priorizar y colaborar, para defender mejor a su hijo. En el taller también se abordarán los conflictos y los obstáculos para una comunicación eficaz. Con estas habilidades estará mejor preparado para trabajar con otros para apoyar a su hijo. Ongoing: Building Resiliency: A Group for Caregivers of Neurodivergent Children Thursday October 19th - November 16th 7:00-8:15PM Our first caregiver support group for fall 2023: Building Resiliency: A Group for Caregivers of Neurodivergent Children. The support group was hosted by two mental health clinicians, Deborah McMakin, Ed.D., M.A., LICSW and Jessica Ames, a Licensed independent clinical social worker (LICSW). We engaged in family resilience building activities and time for with caregivers on a similar journey. Caregivers will the opportunity to learn from and support each other over the course of the 5 weeks spent together. Caring for a neurodivergent child is a journey with unexpected joys and challenges. While caregivers often enjoy their child's strengths, unique personalities and accomplishments, they may also face unique challenges, such as how and when to communicate their child’s learning and emotional needs to others, how to advocate for their child and teach them to advocate for themselves, and how to focus on their child’s unique abilities rather than labels or misconceptions. Group topics included strengthening relationships (with your child and their supporters), increasing your child’s self confidence and self advocacy skills (helping them define their own goals and build their resiliency), as well as managing and reframing unwanted labels in your community. Dr. Liza Talusan presents: The Identity-Conscious Educator: Building Habits and Skills for More Inclusive Schools Tuesday, March 21, 2023 from 7-8:30 pm Based on Dr. Talusan’s recent book of the same title, this 90-minute workshop is focused on building knowledge, engaging in reflection, and moving to action. Identity very much informs our daily work, even if we have not built the habits and skills for seeing its impact. Building an identity-conscious practice means realizing that who we are informed and impacts how we act, interact, and how we see the world around us. To do this, we need tools to explore what our identities are, how they shape our views, and how we might work towards greater inclusion and equity. Film Screening: Autism goes to College Tuesday, April 4, 2023 from 7-8:45 pm Autism Goes to College is a film with honest insights for students, parents and educators offering an eye-opening look at what a growing number of neurodiverse students are bringing to campus. After the screening, we will have Executive Producer Jan Blacher, whose mother is an FSU alum, with us to take questions from the audience. Check out the film trailer . Support for Caregivers: Navigating the MA Special Education System Thursdays in March 2023 Topic: What is a 504? What is an IEP? Does my child need a 504 or an IEP? How does my child get evaluated for one? What does eligibility determination mean? What services are provided in an IEP? What is an advocate, and do I need one? What is my role as the parent of a child on an IEP and how do I support my child that is on an IEP? What is my child’s role? What do I do if I am told my child doesn’t need an IEP and I disagree? If you have any of these or other questions about the special education process and system, you are not alone! Supporting your child who is on or might need a 504 or an IEP can be very confusing and daunting. We want to help you by providing information, answering your questions, and providing support so you can navigate the process for your child. Virtual Book Discussion: The Identity-Conscious Educator: Building Habits and Skills for More Inclusive Schools Tuesday, March 7, 2023 from 7-8 pm This book, written by Dr. Liza Talusan, discusses powerful, practical strategies for creating an inclusive school community that honors the different identities expressed by students and peers. Join the Chris Walsh Center staff as we discuss the book and the strategies presented to make school community more inclusive. Adoptive Families and Schools Thursday, October 20 , 2022 from 6-7 pm A virtual presentation for families and educators of adoptive children. Our presenter, Dr. Abbie Goldberg, will provide an overview of what we know about adopted children’s educational experiences and mental health. Dr. Goldberg is currently a professor at Clark University and has extensive experience in giving presentations on how to create more inclusive communities, health care settings, and schools for diverse families. Virtual Book Discussion for Parents & Educators: 'Sincerely, Your Autistic Child' Edited by Emily Paige Ballou, Sharon davenport, and Morénike Giwa Onaiwu 'Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing up, Acceptance and Identity' is a collection of pieces by writers from the Autistic Women and Nonbinary Network. This book is a diverse collection of autistic voices that highlights how parents can avoid common mistakes and misconceptions, and make their child feel truly accepted, valued, and celebrated for who they are. Wednesday, May 4 th, 2022 from 7-8 pm The Center’s two virtual book discussions of “Sincerely Your Autistic Child” were a success with a total of 29 participants. Due to all of the positive feedback following the discussions, we have decided to host a third discussion. More information on this next discussion will be shared in the coming weeks. Transition Support Group March 24 to April 28: Thursdays from 7-8 pm Center Graduate Assistant, Ellen Rose, will be hosting a six-week parent/caregiver support group. The group will be both informative and supportive, with a resource handout given out each week prior to meeting. Then, the resource can be discussed and the second half of the meeting will be dedicated to support. The purpose of the group is to educate and support parents and caregivers whose children have turned 14 and are planning for the future. We get a lot of questions from parents about what to do after high school. This group is aimed at answering those questions. Panel Presentation: Understanding the Transition Process Archived Video Transition Resources Wednesday, February 16th, 2021 from 7-8:30pm The Chris Walsh Center has put together a free, virtual panel of experts to help you understand the transition planning process so you can get the most out of it. Our panel of presenters includes: Amanda Green (Secondary Transition Supervisor at Massachusetts Department of Elementary and Secondary Education), Vikky Angelico (Disability Services Coordinator at Framingham State University), Lore Andrescavage (Executive Function/College/Transition Coach at Effective Effort Consulting), and Carla Cataldo (Parent). All of the presenters will share their experience and expertise on the transition planning process and be available for questions. Panel Presentation (Transition) Virtual Book Discussion for Parents & Educators: 'Sincerely, Your Autistic Child' Edited by Emily Paige Ballou, Sharon davenport, and Morénike Giwa Onaiwu 'Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing up, Acceptance and Identity' is a collection of pieces by writers from the Autistic Women and Nonbinary Network. This book is a diverse collection of autistic voices that highlights how parents can avoid common mistakes and misconceptions, and make their child feel truly accepted, valued, and celebrated for who they are. Monday, December 6th, 2021 from 3:30-4:30 pm Wednesday, December 8th, 2021 from 7-8 pm This event is open to the MetroWest community parents, family members and educators as well as FSU students, faculty and staff. Discussion will be facilitated by Dr. James Cressey’s Education Department students from his course “Inclusive Practices for Students with Disabilities.” Open Doors to College Read Event Transcript Thursday, March 25th, 2021 from 7-9pm Hundreds of colleges across the US are opening doors to higher education for students with intellectual disability. “Opening Doors to College” shows how students like Curtis, Janet, Fudia, and Missy are leading this inclusion revolution as they immerse themselves in classes, residential life, extracurricular activities, and the entire college experience at Millersville and Temple Universities. Intelligent Lives Thursday, February 25th, 2021 from 7-9pm INTELLIGENT LIVES is a 70-minute film that stars three pioneering young American adults with intellectual disabilities—Micah, Naieer, and Naomie—who challenge perceptions of intelligence as they navigate high school, college, and the workforce. Academy Award-winning actor and narrator Chris Cooper contextualizes the lives of these central characters through the emotional personal story of his son Jesse, as the film unpacks the shameful and ongoing track record of intelligence testing in the U.S. INTELLIGENT LIVES is a catalyst to transform the label of intellectual disability from a life sentence of isolation into a life of possibility for the most systematically segregated people in America. Black Boys Beyond Stereotypes: A Call to Action / Niños Negros Más Allá de los Estereotipos: Una Llamada a la Acción Thursday, February 18th, 2021 from 1:30-2:30pm Jueves, 18 de Febrero, 2021 de 1:30 a 2:30pm A panel discussion on the documentary Black Boys with two of the film's commentators -- Dr. Travis Bristol, Assistant Professor of Education at the University of California, Berkeley, and Mr. Conan Harris, former Executive Director of My Brother's Keeper Boston -- as well as FSU Math and Secondary Education student Dan Karanja '21. Un panel de discusión sobre el documental Black Boys con dos de los comentaristas de la película - el Dr. Travis Bristol, Profesor Adjunto de Educación en la Universidad de California, Berkeley, y el Sr. Conan Harris, ex Director Ejecutivo de My Brother's Keeper Boston -- así como el estudiante de Matemáticas y Educación Secundaria de la FSU Dan Karanja '21. Panel Presentation: What’s It Like Having Epilepsy? / Presentación del Panel: ¿Cómo Es Tener Epilepsia? Tuesday, November 17th, 2020 from 2:30-3:30pm Martes, 17 de Noviembre, 2020 de 2:30 a 3:30pm The panelists will talk about how their experiences with epilepsy impact them on a day to day basis. They will talk about the challenges they faced, and how they manage them. They are willing to answer any of your questions regarding the epilepsy condition. There are 3.4 million people that live in the world with active epilepsy. Come hear about what it is like to have epilepsy and how you can help those with this condition. Los panelistas hablarán de cómo sus experiencias con la epilepsia les afectan en el día a día. Hablarán de los retos a los que se enfrentan y de cómo los manejan. Están dispuestos a responder a todas sus preguntas sobre la epilepsia. En el mundo hay 3.4 millones de personas con epilepsia activa. Venga a escuchar lo que significa tener epilepsia y cómo puede ayudar a quienes padecen esta enfermedad. Children with Epilepsy and Seizures in the Classroom / Niños con Epilepsia y Convulsiones en la Aula Tuesday, November 10th, 2020 from 12:30-1:30pm Martes, 10 de Noviembre, 2020 de 12:30 a 1:30pm Presenter: Susan Linn, the CEO of Epilepsy Foundation New England Presentadora: Susan Linn, Directora General de la Fundación contra la Epilepsia de Nueva Inglaterra There are 17,000 young people living with epilepsy in MA, with seizure types that range from “staring spells” to convulsions. This presentation will cover epilepsy basics and help participants recognize seizures, understand the impact of epilepsy on students, and help participants respond to seizures with timely and appropriate care. Hay 17,000 jóvenes que viven con epilepsia en MA, con tipos de ataques que van desde "ataques de mirada fija" a convulsiones. Esta presentación cubrirá los aspectos básicos de la epilepsia y ayudará a los participantes a reconocer los ataques, comprender el impacto de la epilepsia en los estudiantes y ayudar a los participantes a responder a los ataques con la atención oportuna y apropiada. Supporting Twice-Exceptional Learners at School and at Home / Apoyar a Los Estudiantes Con Dos Excepciones En La Escuela Y En Casa Archived Webinar Video / Vídeo Archivado del Webinario Presentation Slides / Diapositivas de la Presentación Wednesday, April 29th, 2020 from10:30-11:30am Miércoles, 29 de Abril, 2020 de 10:30-11:30am Presenter: Dr. MaryGrace Stewart, President of the Massachusetts Association for Gifted Education (MAGE) Presentadora: Dra. MaryGrace Stewart, Presidenta de la Asociación de Massachusetts para la Educación de Superdotados (MAGE) Location: Online via Blackboard Collaborate Lugar: En línea a través de Blackboard Collaborate Moving from a reactive to a proactive approach in education: The importance of screening, early identification, and preventive strategies for dyslexia and other reading disabilities / Pasando de un enfoque reactivo a uno proactivo en la educación: La importancia del cribado, la identificación precoz y las estrategias preventivas de la dislexia y otras discapacidades lectoras Archived Webinar Video / Vídeo Archivado del Webinario Tuesday, March 3rd, 2020 from 12:30-1:30pm Martes, 3 de Marzo, 2020 de 12:30 a 1:30pm Presenter: Dr. Nadine Gaab, Boston Children’s Hospital, Harvard Medical School, & Harvard Graduate School of Education Presentadora: Dra. Nadine Gaab, Boston Children's Hospital, Harvard Medical School y Harvard Graduate School of Education Location: McCarthy Center Forum and Online via Blackboard Collaborate Lugar: Foro del Centro McCarthy y en línea a través de Blackboard Collaborate Preparing Teachers to Implement Culturally Responsive Social-Emotional Learning (SEL) and Positive Behavioral Interventions and Supports (PBIS) / Preparando a Profesores para Implementar Aprendizaje Social-Emocional Culturalmente Sensible (SEL) e Intervenciones y Apoyos Positivos de Comportamiento (PBIS) Archived Webinar Video / Vídeo Archivado del Webinario Tuesday, October 29th, 2019 Martes 19 de Octubre, 2029 Presenter: Dr. James Cressey, Associate Professor of Education, Framingham State University Presentador: Dr. James Cressey, Profesor Asociado de Educación, Universidad Estatal de Framingham Location: Alumni Room and Online via Blackboard Collaborate Lugar: Sala Alumni y en línea a través de Blackboard Collaborate

Conocer al equipo James Cressey Coordinador del centro El Dr. Cressey es profesor asociado y presidente del Departamento de Educación de la Universidad Estatal de Framingham. Su erudición y enseñanza se centran en la inclusión y la equidad a través de prácticas inclusivas basadas en evidencia, como el diseño universal para el aprendizaje, el aprendizaje socioemocional, las prácticas culturalmente receptivas, las intervenciones y apoyos conductuales positivos y los sistemas de apoyo de varios niveles. Antes de llegar a FSU, la Dra. Cressey trabajó directamente con niños y familias durante varios años como educadora especial con licencia y psicóloga escolar certificada a nivel nacional en Wediko Children's Services y en las Escuelas Públicas de Boston. Vive en Framingham con su esposo e hija y disfruta pasar tiempo con su familia y amigos, cantando y tocando instrumentos musicales, cocinando y tejiendo. Ellen Rose Asistente graduado Ellen se desempeñará como la primera asistente de posgrado del Chris Walsh Center para el año académico 2020-21. Este año completará su primer año del Programa de Maestría en Artes en Psicología de Consejería en la Universidad Estatal de Framingham. Tiene una licenciatura en economía de Stonehill College y trabajó como reclutadora de admisiones en Mass Bay Community College durante 8 años. Vive en Ashland con su esposo y sus dos hijos, a quienes había estado educando en el hogar durante los últimos 8 años. Este año, sus dos hijos están matriculados en la universidad. Es miembro de la coalición de Ashland, Decisions At Every Turn, que trabaja con los padres y las familias para prevenir, reducir y resolver los problemas que pueden llevar al abuso de sustancias en los jóvenes. Ella también es voluntaria como receptora de llamadas en Call2Talk, un programa de salud mental, apoyo emocional y prevención del suicidio dirigido por Mass211. En el Chris Walsh Center, Ellen espera trabajar con otros padres mientras ayudan a sus hijos a ser estudiantes felices, saludables y exitosos. Le gusta pasar su tiempo libre con su familia en un lago de New Hampshire, nadar, andar en kayak y sacar a pasear a su perro. Ellen Rose Asistente graduado Ellen se desempeñará como la primera asistente de posgrado del Chris Walsh Center para el año académico 2020-21. Este año completará su primer año del Programa de Maestría en Artes en Psicología de Consejería en la Universidad Estatal de Framingham. Tiene una licenciatura en economía de Stonehill College y trabajó como reclutadora de admisiones en Mass Bay Community College durante 8 años. Vive en Ashland con su esposo y sus dos hijos, a quienes había estado educando en el hogar durante los últimos 8 años. Este año, sus dos hijos están matriculados en la universidad. Es miembro de la coalición de Ashland, Decisions At Every Turn, que trabaja con los padres y las familias para prevenir, reducir y resolver los problemas que pueden llevar al abuso de sustancias en los jóvenes. Ella también es voluntaria como receptora de llamadas en Call2Talk, un programa de salud mental, apoyo emocional y prevención del suicidio dirigido por Mass211. En el Chris Walsh Center, Ellen espera trabajar con otros padres mientras ayudan a sus hijos a ser estudiantes felices, saludables y exitosos. Le gusta pasar su tiempo libre con su familia en un lago de New Hampshire, nadar, andar en kayak y sacar a pasear a su perro. Leighah Beausoleil Asistente de centro Leighah se desempeña como el primer asistente del centro del Chris Walsh Center, contratado para ayudar a lanzar el centro durante el semestre de primavera de 2020. Ella es una estudiante de segundo año en la Universidad Estatal de Framingham con especialización en inglés con especialización en periodismo, y especialización en chino y ciencias políticas. Leighah es el editor de noticias del periódico de la escuela, The Gatepost. Leighah está interesado en el aspecto comunitario del periodismo y espera trabajar con la comunidad como Asistente del Centro. Cuando no está en la escuela, Leighah viaja a Carolina del Sur para pasar tiempo con su madre. Leighah también disfruta leyendo y estudiando el idioma chino. Leighah Beausoleil Asistente de centro Leighah se desempeña como el primer asistente del centro del Chris Walsh Center, contratado para ayudar a lanzar el centro durante el semestre de primavera de 2020. Ella es una estudiante de segundo año en la Universidad Estatal de Framingham con especialización en inglés con especialización en periodismo, y especialización en chino y ciencias políticas. Leighah es el editor de noticias del periódico de la escuela, The Gatepost. Leighah está interesado en el aspecto comunitario del periodismo y espera trabajar con la comunidad como Asistente del Centro. Cuando no está en la escuela, Leighah viaja a Carolina del Sur para pasar tiempo con su madre. Leighah también disfruta leyendo y estudiando el idioma chino. Leighah Beausoleil Asistente de centro Leighah se desempeña como el primer asistente del centro del Chris Walsh Center, contratado para ayudar a lanzar el centro durante el semestre de primavera de 2020. Ella es una estudiante de segundo año en la Universidad Estatal de Framingham con especialización en inglés con especialización en periodismo, y especialización en chino y ciencias políticas. Leighah es el editor de noticias del periódico de la escuela, The Gatepost. Leighah está interesado en el aspecto comunitario del periodismo y espera trabajar con la comunidad como Asistente del Centro. Cuando no está en la escuela, Leighah viaja a Carolina del Sur para pasar tiempo con su madre. Leighah también disfruta leyendo y estudiando el idioma chino. Leighah Beausoleil Asistente de centro Leighah se desempeña como el primer asistente del centro del Chris Walsh Center, contratado para ayudar a lanzar el centro durante el semestre de primavera de 2020. Ella es una estudiante de segundo año en la Universidad Estatal de Framingham con especialización en inglés con especialización en periodismo, y especialización en chino y ciencias políticas. Leighah es el editor de noticias del periódico de la escuela, The Gatepost. Leighah está interesado en el aspecto comunitario del periodismo y espera trabajar con la comunidad como Asistente del Centro. Cuando no está en la escuela, Leighah viaja a Carolina del Sur para pasar tiempo con su madre. Leighah también disfruta leyendo y estudiando el idioma chino. Former Staff Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Kate Whitaker Interno Kate Whitaker es estudiante de último año en la Universidad Estatal de Framingham y estudia Educación Primaria con especialización en Ciencias de la Tierra y Geografía. Ha trabajado en otros dos centros en la Universidad Estatal de Framingham antes de unirse al equipo del Centro Chris Walsh: el Centro Christa McAuliffe para el Aprendizaje Integrado de Ciencias y CASA (el Centro para el Éxito y el Logro Académicos). Kate también tiene experiencia como coordinadora para adolescentes en riesgo en Natick, MA. Su mayor objetivo como educadora es difundir su amor por STEM a través de prácticas de enseñanza atractivas e inclusivas. Kate Whitaker Intern Kate Whitaker is a graduate of Framingham State University, where she studied Elementary Education with a Specialization in Earth Science and Geography. She has worked in two other centers at Framingham State University prior to joining the Chris Walsh Center team: the Christa McAuliffe Center for Integrated Science Learning, and CASA (the Center for Academic Success and Achievement). Kate also has experience as a coordinator for at risk teenagers in Natick, MA. Her biggest goal as an educator is to spread her love of STEM through engaging and inclusive teaching practices. Anni Xie Interno Anni Xie es estudiante de último año en la Universidad Estatal de Framingham, con especialización en Administración. Anni completó recientemente una pasantía con el representante Jack Lewis, trabajando con él en la legislación relacionada con la epilepsia. Anni es una apasionada de la concientización sobre la epilepsia y planificará una campaña de concientización como parte de su pasantía en el Chris Walsh Center. Anni tiene experiencia previa como voluntaria en un hospital y habla mandarín con fluidez. Actualmente está aprendiendo francés y planea estudiar en el extranjero virtualmente en París el próximo semestre. El sueño más salvaje de Anni es viajar y explorar el mundo, mientras conoce a diferentes personas. Kate Whitaker Interno Kate Whitaker es estudiante de último año en la Universidad Estatal de Framingham y estudia Educación Primaria con especialización en Ciencias de la Tierra y Geografía. Ha trabajado en otros dos centros en la Universidad Estatal de Framingham antes de unirse al equipo del Centro Chris Walsh: el Centro Christa McAuliffe para el Aprendizaje Integrado de Ciencias y CASA (el Centro para el Éxito y el Logro Académicos). Kate también tiene experiencia como coordinadora para adolescentes en riesgo en Natick, MA. Su mayor objetivo como educadora es difundir su amor por STEM a través de prácticas de enseñanza atractivas e inclusivas. Join the Team The Chris Walsh Center is seeking undergraduate interns for the fall 2025 semester. Learn more about how you can join our team. Please contact us at chriswalshcenter@framingham.edu to submit your application.

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Individualized Education Programs (IEP) New & Old IEP Forms This form, referred to as the "Crosswalk of 2001 IEP Forms and 2023 IEP Forms" will show you what is new on the IEP form. It references the "old IEP" pages to the "new IEP" pages. Ask the Expert: What's the difference between a 504 & an IEP? From the Chris Walsh Centers YouTube Channel: This is a series headed by intern, Catie Ashe, which aims to invite expert, Kathryn Welby, to speak on the difference between a 504 & an IEP. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Physical Impairment Department of Education: Physical Impairment Definition This page houses the current legal definition of physical impairment according to Massachusetts special education law. Teaching Students with Physical Disabilities This page provides a variety of strategies for teachers to assist them in meeting the needs of the greatest number of learners. Suggestions are offered specifically for different settings or school activities, such as exams or field trips, as well as for different points during the school year (before the class starts, the first few days, while in session, etc.). Types of Physical Disabilities This resource provides an overview of common types of physical disabilities with myths about each of them. The information is presented in a beginner-friendly format with easy-to-digest descriptions of their physical characteristics, causes, and signs and symptoms to look out for. Information for Parents on Cerebral Palsy This resource provides an overview of cerebral palsy, the types and causes, and treatment options and organizations. This is a great place to start for parents starting their information gathering or teachers looking to understand their students’ needs. Implications for Learning and Common Accommodations This page lists a variety of difficulties students with physical impairments may experience in the classroom, along with an appropriate accommodation. This resource comes from a team of postsecondary institutions based in Canada, so its recommendations are geared towards older students and the professional language may be a bit difficult. Older students and their families can use these suggestions when advocating for accommodations in the classroom, and teachers can use the suggestions for how to develop a classroom environment meeting all students’ needs. Cystic Fibrosis Foundation: About Cystic Fibrosis The Cystic Fibrosis Foundation’s website offers information regarding the disorder, treatment options, and current research. Its Compass service helps individuals living with cystic fibrosis and their families navigate insurance options, find financial resources, and tackle other life issues. Parents and families can learn more at https://www.cff.org/Assistance-Services/About-Compass/What-Is-Compass/ . Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

English Language Learners The Massachusetts Blueprint for English Learner Success The Massachusetts Department of Elementary and Secondary Education has developed a vision for the education of English language learners that utilizes students' cultural and linguistic backgrounds as the assets that they are and provides support that allows all students to excel. This vision is then broken down into four "distinct" pillars that can be assessed on each level of the education system to reinforce the ideology of each pillar. The TESOL International Association The TESOL International Association has developed a toolkit for ELL educators to help engage the families of ELL students in classrooms, schools, and communities. The toolkit provides a detailed outline of nine specific modes of engagement as well as specific resources, examples, and materials for each mode of engagement. Colorín Colorado Colorín Colorado, a national website serving educators and families of ELL students, describes the ways in which technology can be used to engage multilingual families, especially during a time when virtual learning is not uncommon. The article provides different ideas for technological engagement through the likes of Facebook, Zoom, and texting apps with steps and suggestions for each platform as well as examples of past successful implementations. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Dyslexia Dyslexia DECODING DYSLEXIA Decoding Dyslexia Massachusetts is a grassroots movement dedicated to supporting individuals with dyslexia and their families. Their website provides essential information on dyslexia, early identification, and effective interventions while advocating for policy changes to improve education. A key focus is informing individuals of their legal rights, including access to appropriate accommodations, special education services, and support under state and federal laws. By raising awareness and promoting structured literacy instruction, Decoding Dyslexia Massachusetts empowers students, parents, and educators to push for equitable learning opportunities. I have Dyslexia This resource from Upbility offers a deeper understanding of dyslexia, covering common struggles, early signs, and practical strategies for learning success. It emphasizes the importance of tailored support from educators and families, along with effective tools to help individuals with dyslexia thrive in school and everyday life. Dr. Nadine Gaab: Dyslexia Screening Webinar From the Chris Walsh Centers YouTube Channel: Dr. Nadine Gaab covers the development of the typical and atypical reading brain and the importance of early screening for reading disabilities in young children with a special emphasis on screening and early preventive strategies Dyslexia Basics This resource from the International Dyslexia Association provides a comprehensive overview of dyslexia, a common learning difference affecting reading, writing, and spelling. It explains key characteristics, early signs, and the neurological basis of dyslexia while debunking common myths. The guide also highlights effective interventions, accommodations, and the importance of early diagnosis to support individuals with dyslexia in school and beyond. Whether you're a parent, educator, or individual with dyslexia, this resource offers valuable insights to foster success. Ask The Expert: What are the new dyslexia screening laws in MA? How will they impact families? From the Chris Walsh Centers YouTube Channel: This “Ask the Expert" episode is launched by intern, Amanda Bedard, and expert, Nancy Duggan, to speak on commonly asked questions about dyslexia screening laws in Massachusetts and how will they impact children and families Preparing for College With Dyslexia This guide from Child Mind Institute offers essential tips for students with dyslexia transitioning to college. It covers self-advocacy, accommodations, assistive technology, and strategies for academic success. Learn how to navigate college life with confidence. Ask the Expert: What is Dyslexia & its earliest indicators? What can be done provide support? From the Chris Walsh Centers YouTube Channel: This “Ask the Expert" episode is launched by intern, Amanda Bedard, and professional, Marissa Piligian, to speak on commonly asked questions about dyslexia, it's earliest indicators, and what can teachers and families do to support dyslexic children

Nuestra historia Un proceso de visión de varios años En el otoño de 2015, un grupo de defensores de padres locales se reunió con el Representante Chris Walsh para compartir sus preocupaciones sobre los desafíos de navegar el proceso de educación especial. El representante Walsh convocó a un grupo de padres y profesionales para comenzar a desarrollar una visión para un nuevo centro que abordaría estas necesidades insatisfechas en la comunidad. El representante Walsh llevó la iniciativa a la Universidad Estatal de Framingham, donde fue recibida por la rectora, la Dra. Linda Vaden-Goad, y se formó un comité para comenzar a establecer una propuesta para el centro. El comité de planificación incluyó a profesores, personal y administradores de FSU, así como defensores de los padres y representantes de organizaciones sin fines de lucro. Este grupo trabajó durante varios años para realizar una evaluación de las necesidades de los educadores y padres / tutores locales, desarrollar la declaración de misión del centro, comunicarse con los distritos escolares locales para explorar asociaciones y buscar financiamiento para el centro. Después de la muerte de Chris Walsh en la primavera de 2018, el comité decidió nombrar el centro propuesto en su memoria. La universidad aprobó la formación oficial del Centro Chris Walsh para Educadores y Familias de MetroWest en la primavera de 2019. Durante el semestre de otoño de 2019, el comité ha estado trabajando arduamente preparándose para el lanzamiento de la programación del centro en enero de 2020. Nuestra misión Brindar información a familias y educadores sobre el continuo apoyo educativo disponible para estudiantes con discapacidades, estudiantes superdotados y estudiantes con necesidades insatisfechas. El centro ofrecerá apoyo, talleres y otros programas para familias, educadores, profesionales de apoyo estudiantil, administradores y defensores en el área MetroWest. El centro también participará en la investigación académica, la preparación de educadores y el desarrollo profesional. Acerca de Chris Walsh Chris Walsh, hijo de un almirante de la Marina, pasó su juventud moviéndose por el país. Arquitecto de formación, se mudó a Framingham en 1989 y encontró una casa donde él y su esposa, Cindy, criarían a sus hijos. Chris sirvió a la comunidad local de innumerables formas a lo largo de los años, como miembro electo de la asamblea municipal, administrador de la biblioteca, miembro de la junta de Amazing Things Arts y presidente de la Sociedad Histórica de Framingham. Más recientemente, Chris fue el representante electo del sexto distrito de Middlesex en la Cámara de Representantes de Massachusetts, que incluía gran parte de Framingham, desde 2011 hasta su muerte en 2018. Chris mostró pasión por apoyar la equidad y el acceso a una educación de alta calidad para todos. . Estuvo involucrado con la Universidad Estatal de Framingham de muchas maneras, apoyando la preservación de la Casa 1812 en la que se encuentra el Centro de Planificación de MetroWest College, así como la fusión de la universidad con el Museo de Arte Danforth. Chris recibió el premio Citizen Laureate Award en la ceremonia de graduación de 2016 de la universidad.

Family Supports Effect of Disability on the Family This article outlines how a disabled family member may impact their family. It cites relevant data and offers a multitude of outcomes that could occur. This is a great resource for family members looking to gain a deeper understanding of what to expect from having a disabled family member and for family members to compare their experiences with those highlighted in the article. Massachusetts DDS Family Support Centers This webpage by the Massachusetts Department of Disability Services outlines what services the family support centers can provide and where to find them by region. This is a helpful resource for families with disabled family members looking for more information on services available to them as well as general support services. Effect on Family Life - Advice for families and caregivers This webpage answers frequently asked questions that many families and caregivers of disabled folks may have in regard to how a disability might affect their family life. In addition to general questions, it breaks down family life effects by disability, like epilepsy, autism, and more. The website is sponsored by the U.S. Children’s Bureau. The webpage was posted in 2017, so date-specific information should be double checked. Massachusetts Topics and Guides for Families with Disabled Family Members This resource hosts a compilation of guides and articles to help guide families navigating disability- and care-related services in Massachusetts. It has information on topics such as special education, health insurance, SSI benefits, guardianship, and more. It is an excellent resource for family members particularly with a disabled child who are unfamiliar with disability and care services in Massachusetts. Explore https://www.exceptionallives.org/ for additional national disability resources and webinars. Parent to Parent USA Parent to Parent connects parents of children with similar disabilities and health conditions to create a support system for families. This service is free and accessible to anyone within the United States, even if your state does not have a chapter. It is an ideal resource for families seeking emotional support and additional guidance from other families with similar experiences. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Families who Immigrate to the U.S. Support for Immigrant Parents: Building a Network of Care This resource contains information for immigrant parents on how they can create support systems to help them adjust to life in the US. They can do this by reaching out to community organizations, joining local cultural groups, and utilizing parent resources. Links to online services, resource institute, guides and helplines are included. Resources to Support Educators Working with Immigrant Families with Special Needs Children These resources are designed for educators and school staff with immigrant families of students with disabilities. Family's opinions on disability can vary greatly based on their cultural and educational backgrounds, and these views might not align with the typical attitudes in the United States. Schools have the ability to support immigrant families who have children with disabilities by introducing them to community resources. These sources provide straightforward explanations of the special education process so that families can access and comprehend educational resources effectively. Click Here to access the second resource from the Autism Spectrum News Website. Click Here to access the third source from Colorin Colorado! The Role of Schools in Supporting Immigrant Families with Children with Disabilities This resource outlines key strategies and principles for caregivers, educators and community-based organizations supporting immigrant children with disabilities. In this article, Alliance for Girls focuses on ensuring equity in education and services. Schools must work to build trust with immigrant families, many of whom may be unfamiliar or uncomfortable with the U.S. educational and special education systems. Providing Mental Health Support for Immigrant Families This resource is great for mental health care providers who want to improve their ability to deliver adequate mental health care to immigrant families.This resource brings attention to the obstacles posed by stigma, as well as the absence of culturally sensitive care. Mental health care providers can significantly contribute by fostering trust, providing culturally competent services, and pushing for more inclusive mental health care strategies. Cultural Barriers and Disability Advocacy: Overcoming Challenges This resource is great for advocates, educators, and policymakers who are working to support disabled immigrants. The Urban Institute essay highlights the difficulties that disabled immigrants face in education and employment, particularly regarding cultural and advocacy matters. To tackle these issues, the essay recommends enhancing cultural awareness, providing improved language translation services, and assisting families in navigating the education and disability systems. Understanding Disability in Different Cultural Contexts This article is directed towards caregivers, teachers, and advocates who assist people with disabilities. It looks into the topic of “What is disability culture?” and investigates how cultural beliefs, social norms, and historical contexts shape the way we view disability. Understanding these aspects is crucial for anyone offering care or services, since cultural variations can impact access to support, inclusion initiatives, and disability legislation. Back to Topics Page This page was last updated on: 03/05/2025 Have any resource suggestions? Click Here to email us.