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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.

A center at Framingham State University dedicated to helping families and educators of children with unmet needs. Ver Servicios Ver Servicios Browse by Topic Find a disability by its category. Learn More Donate Our Library Search for a Topic View our resources on a specific topic. Ask the Expert "Ask the Expert" is a series launched by the Chris Walsh Center and headed by Chris Walsh Center Interns. This semester the "Ask the Expert Series" is being produced by Framingham State University student, Amanda Bedard. The aim of the series is to invite an expert to speak on commonly asked questions. Watch Now

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Disability Identity & Justice Working Definition of Ableism This quick read gives an overview of what ableism is, who it affects, and how it affects individuals. It’s a great starting point for individuals interested in getting a deeper understanding of disability identity, justice, and oppression. 10 Principles of Disability Justice This list of 10 principles provides a basic overview of the foundations of disability justice and how they function in the world. It is an excellent resource for individuals unfamiliar with disability justice. Please check out https://www.sinsinvalid.org/curriculum for additional information on disability identity and justice. Access Intimacy, Interdependence, and Disability Justice This discussion by Mia Mingus about access intimacy, interdependence, and disability justice highlights key topics important within disability identity. It is offered as a transcript and in video form. The talk is from 2017, so date-specific information should be double checked. The Spoon Theory This story by Christine Miserandino aims to describe the author’s life as a disabled woman. It is a great way to learn more about disabled folks’ experience, particularly for caregivers, educators, and allies. This resource shares the perspective of one individual, and it is not necessarily representative of the experiences of all disabled individuals. “ By the Book: Using Literature to Discuss Disability with Children and Teens ” This peer-reviewed journal article offers a comprehensive overview of the importance of disability representation in literature and how to implement this at home or in the classroom. It is a helpful resource for caregivers and educators looking to bring disability into diversity discussions and give disabled students representation within the stories they are reading. You can request a free copy of the article from the authors by clicking the linked box in the top right corner. Forced Intimacy: An Ableist Norm This article by Mia Mingus introduces and discusses the concept of forced intimacy and how that impacts disabled folks’ lives. It is an ideal resource for caregivers and educators familiar with the disability justice framework and looking to better understand how to respect and support students with disabilities. ‘Autistic Person’ or ‘Person with Autism’: Is There a Right Way to Identify People? This article explores the use of person first versus identity-first language within the disability community. It is a great read for caregivers and educators unfamiliar with what language to use when referring to disabled students. The article interviews two disabled individuals’ opinions on the matter, and other folks may have differing views or preferences. Identity Beyond Disability This article discusses the concept of intersectionality and how it relates to disability. It is an excellent read for caregivers and educators seeking to understand the nuances within the identity of disabled students. This article was written in 2019, so date-specific information should be double checked. Back to Topics Page This page was last updated on: 06/09/2021 Have any resource suggestions? Click Here to email us.

Communication Impairment Department of Education: Communication Impairment Defined This page contains the current legal definition of communication impairment according to the special education law in Massachusetts. Links are included to organizations affiliated with each of the different categories (e.g., expressive and/or receptive language). Language and Speech Disorders: What You Need to Know This quick read from the CDC provides parents with tips for teaching language along with what to look out for to detect whether their child is having real difficulties with language and/or speech. Need-to-know facts about Early Intervention programs, special education services, and educational accommodations are addressed. Speech and Language Impairment: Information and Resources for Parents This is a great resource for parents in search of details about the four main areas in which speech and language impairments occur. Though the page is 6 years old, it provides quick facts regarding how speech and language impairments present themselves, tips for parents learning to pay attention to their children displaying the signs, and options for extra help for babies, toddlers, and school age children. FAQ Regarding Communication Disorders in the Classroom This resource for parents and teachers answers questions about the importance of treatment for speech and language disorders in school, how speech pathology can support children beyond addressing their communication disorders, and the connection between teachers and speech pathologists within schools. How Parents Can Help Children, Both in Virtual and In-Person Classroom Settings This site offers advice to parents whose children are receiving school-based treatment for speech and/or language disorders in both a virtual and in-person environment. A variety of challenges are presented along with specific recommendations for how to support the child in that setting. The American Speech-Language-Hearing Association (AHSA) is the leading professional organization in the field of speech, language, and hearing. Parents and educators can check out all their news and resources at https://www.asha.org/ . Back to Topics Page This page was last updated on: 06/09/2021 Have any resource suggestions? Click Here to email us.

Universal Design for Learning (UDL) Universal Design for Learning: Theory and Practice This is a free, online textbook that provides a good introduction to UDL for educators and professionals. Be ready to create your free account and activate your e-book. Then, you are able to read, highlight, add notes, and watch embedded videos. The book is also available for purchase in hard copy. [Citation: Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST.] Understood: UDL vs. Traditional Classroom Learning This is a brief, digestible article on the differences between UDL and the traditional classroom learning approach. It provides side-by-side examples, and it is a fantastic resource for new teachers or teachers looking to implement more UDL into their classroom. The Three-Block Model The Three-Block Model is a UDL technique intended to increase collaborative and inclusive learning by focusing on self-worth, belonging, cognitive challenge, and social learning. Peer-reviewed research has supported the efficacy of increasing engagement and inclusivity in the classroom through this model. Advocacy Institute: A Parent’s Guide to Universal Design for Learning “A Parent’s Guide to UDL” outlines the principles of UDL, how UDL is applied in the classroom, and how parents can best support their student with a learning disability. This resource effectively lays the foundation of UDL and is useful for parents to better understand how UDL functions in the classroom through various assessments with case study examples. Understood: 5 Conversation Starters for Parents to Discuss Teaching Approaches with Teachers Here you can find five conversation starters that parents and caregivers can use to discuss teaching approaches and UDL with their children’s teachers. This resource is great for parents and caregivers wanting to know more about their child’s classroom environment and how to be an advocate for their child. Digital Writing Tool Supporting Students with Learning Disabilities This resource is a peer-reviewed journal article investigating how to better support middle school students with learning disabilities in the writing process using digital writing tools like Writer’s Key. This is a great resource for teachers looking to implement new tools in their writing lessons. The article does require institutional access or rental to view it. [Citation: Vue G, Hall TE, Robinson K, Ganley P, Elizalde E, Graham S. Informing Understanding of Young Students’ Writing Challenges and Opportunities: Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities. Learning Disability Quarterly. 2016;39(2):83-94. doi:10.1177/0731948715604571 ] Prodigy Math Game This interactive math game is a free resource (with paid options) intended to increase student engagement with math and provide alternative learning methods. It is a unique tool for teachers to use in their classroom and parents to use at home to help children improve their math skills, and it is an example of UDL in the classroom. The tool has been independently reviewed by Johns Hopkins’ Center for Research and Reform in Education, which reported that increased use of the program was linked to significant improvements in math performance on standardized mathematics tests. The main critique of the program was that there is no time limit on customizations on the game. Back to Topics Page This page was last updated on: 06/09/2021 Have any resource suggestions? Click Here to email us.

Positive Behavioral Interventions and Supports (PBIS) What is PBIS? This article offers a comprehensive introduction to PBIS with opportunities for readers to dive deeper into topics of their choice. It is a great starting point for caregivers and educators new to PBIS. “Behavior is Communication: A Guide for Advocates and Families on Positive Behavior Interventions & Supports (PBIS) in School” This article outlines what PBIS looks like specifically for students with disabilities, how it aligns with the IDEA, and what families can do to advocate for their students. It is a helpful stepping stone for families and educators to gain a deeper understanding of how PBIS can be implemented for their students in the classroom. This article was published in 2019, so it is advised readers double check any date-sensitive information. Go to https://dredf.org/ for more information on disability rights. Culturally Responsive PBIS Learning Lab This resource outlines an innovative approach to culturally responsive PBIS by using problem-solving and collaboration. It is an ideal site for educators looking to take a deeper dive into culturally responsive PBIS and how to implement it in their schools. Explore the rest of the site at http://www.crpbis.org/index.html for specific learning labs, resources, and publications. The project is sponsored by the Wisconsin Center for Education Research at University of Wisconsin-Madison’s School of Education. Some information on the site is from as early as 2012, so date-sensitive information should be double-checked. Massachusetts-specific PBIS Guide Here you can find a 2 page, easy-to-read guide from Massachusetts on PBIS within the state. This is a great read for those looking to get more acquainted with PBIS within the Massachusetts school system. “Developing culturally responsive social, emotional, and behavioral supports” This peer-reviewed journal article explores how to improve student supports through social and emotional learning, culturally responsive practices, and PBIS. It is most helpful for educators seeking to use innovative approaches to better support their students in the classroom and parents wanting to understand how educators can better support their students. Dr. James Cressey also presented on this topic via a webinar through the Chris Walsh Center for Educators and Families of MetroWest at Framingham State University on October 29, 2019. [citation: Cressey, J. (2019). Developing culturally responsive social, emotional, and behavioral supports. Journal of Research in Innovative Teaching & Learning, 12(1), 53–67. https://doi.org/10.1108/JRIT-01-2019-0015] Videos on PBIS This site offers tons of free speaker videos from experts in the field sharing insight into specific parts of PBIS. Topics range from PBIS Implementation in Rural Settings to sitting in on teams as they discuss PBIS implementation. This site is ideal for educators who are familiar with PBIS and want to learn more about niche topics of interest. Family Involvement in PBIS This resource describes families’ roles in PBIS, and it provides tools to help foster involvement. It is an ideal resource for caregivers seeking to understand their role in PBIS and for educators wanting to improve parent engagement in PBIS. “Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators” This peer-reviewed journal article investigates how students with disabilities are included (or not) within PBIS in schools. It is a great resource for an educator familiar with PBIS to investigate how it functions within special education and what improvements can be implemented. The article can be rented with a free trial or purchased for a one time fee. [citation: Shuster BC, Gustafson JR, Jenkins AB, Lloyd BP, Carter EW, Bernstein CF. Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators. Journal of Positive Behavior Interventions. 2017;19(3):143-157. doi:10.1177/1098300716675734 ] Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity This book chapter, written by Dr. James Cressey, FSU Education Department chair, has been made open access as a result of a grant from the Center for Excellence in Learning, Teaching, Scholarship, and Service (CELTSS). The chapter becomes available following the completion of a short survey. Cressey, J. M. (2020). Culturally Responsive Social-Emotional Learning: Reframing Classroom and Behavior Management for Equity . In A. Singh, M. Viner, & R. Yeh (Eds.), Special Education Design and Development Tools for School Rehabilitation Professionals. Hershey, PA: IGI Global. Back to Topics Page This page was last updated on: 09/21/2022 Have any resource suggestions? Click Here to email us.

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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. 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. 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. Marissa Piligian Seminar Instructor Junta Asesora El comité de planificación del centro comenzó con los esfuerzos de miembros de la comunidad como usted, y seguimos confiando en el trabajo de los voluntarios que nos apoyan de forma regular. Si desea nominarse a sí mismo oa otra persona para nuestro Consejo Asesor, o desea participar de otra manera, comuníquese con nosotros a chriswalshcenter@framingham.edu . Marissa is a passionate learner and educator in the realm of special education. Her previous professional experiences include working as an Early Childhood and Elementary Special Education teacher in Massachusetts public schools and as an Early Childhood instructor of students with diverse learning challenges at Lesley University. At Framingham State University, Marissa teaches courses in special education for students studying Early Childhood and Elementary Education.

Intellectual Impairment Department of Education: Intellectual Impairment Defined This page holds the current legal definition of intellectual impairment according to Massachusetts special education law. Types of Intellectual Disabilities This resource, coming from Australia, provides a great overview of the different types of intellectual disabilities. Signs and characteristics, common myths and misconceptions, and links to other resources are included. Please note that some terms may be different in the Australian special education laws and professional language. Massachusetts Down Syndrome Congress (MDSC) MDSC’s mission is to ensure individuals with Down Syndrome are valued, included, and given opportunities to pursue fulfilling lives. They are a great organization to explore for information, networking, and advocacy. They provide resources for parents with children of all ages, and they connect parents and their children to programming and support groups. Intellectual Disabilities: Definition, Causes, Signs, and Tips This resource provides general information about intellectual disabilities, including their known causes, some common signs to look for, how they’re diagnosed, and educational considerations. This is a great site for both parents and educators because it explains the options available to help babies and toddlers and school-aged children. It also offers tips for those just starting to learn about intellectual impairment and how they can best support their children and students. Intellectual Disabilities: Difficulties Children May Experience and Strategies for Support Children with intellectual disabilities learn more slowly than their peers and experience difficulties in a variety of skills, such as self-regulation, attention, organization, and communication. This resource lays out many of the different characteristics children with intellectual disabilities may exhibit and offers a few recommendations for how parents and educators can practice teaching in a way that promotes learning. The Arc of Massachusetts: Representing Individuals with Intellectual and Developmental Disabilities The Arc of Massachusetts represents the interests of children and adults with intellectual and developmental disabilities, and it provides information and education to individuals, families, and legislatures. It engages in advocacy for community support and services fostering equity and inclusion, and its page includes resources by age, disability type, and topic. Understood: The Difference Between Learning Disabilities and Intellectual Disabilities This page gives a brief explanation of the difference between learning disabilities and intellectual disabilities. Both affect learning, and both are covered under special education law in the United States. A Parent’s Guide for Supporting Siblings of Children with Intellectual Disabilities This guidebook is a short read and provides parents with strategies and advice for how to support their other children as they grow up and may face challenges as a sibling of a child with intellectual disabilities. The information comes from Special Olympics and introduces the ways parents and siblings can engage with and find structural support from Special Olympics. Each piece of advice is presented with an example of how parents can model positive behaviors, actively promote inclusion, and enhance the experiences of all their children. Department of Developmental Services The Massachusetts Department of Developmental Services provides supports for individuals with intellectual and developmental disabilities to enhance their opportunities to become fully engaged members of their community. Back to Topics Page This page was last updated on: 06/09/2021 Have any resource suggestions? Click Here to email us.