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Events / Eventos Upcoming Events / Próximos Eventos: 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 Past Events 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 Click Here to Watch Recording 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. ​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 The Chris Walsh Center is excited to announce our first caregiver support group for fall 2023: Building Resiliency: A Group for Caregivers of Neurodivergent Children. The support group is hosted by two mental health clinicians, Deborah McMakin, Ed.D., M.A., LICSW and Jessica Ames, a Licensed independent clinical social worker (LICSW). Come join this 5-week support group, taking place online and starting October 19th at 7:00 PM, to engage in family resilience building activities and take time for yourself with caregivers on a similar journey. Caregivers will have the opportunity to learn from and support each other over the course of the 5 weeks we spend together, therefore we ask that you register for the first meeting and attend as many meetings as possible. 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 include 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. Skill building exercises, discussions, as well as time for mutual support and questions will be part of each session. Coming soon... 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

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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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. Antiguo personal 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 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. Join the Team The Chris Walsh Center is seeking undergraduate interns for the fall 2022 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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Transition Process (14-22) Council for Learning Disabilities: Transition Planning Overview This resource provides an overview of what transition planning is and what individuals’ responsibilities are within transition planning for students with learning disabilities. This is a great resource for parents and teachers of students getting ready to transition from school to young adulthood. Massachusetts Adult Services Resources This resource compilation by the Massachusetts Autism Commission is designed mainly for autistic individuals and those with other disabilities. Resources encompass facets of adult life including employment, housing, and insurance. This is ideal for parents guiding their adult (or nearly adult) children as they transition to adulthood. Job-seeking Guide for High School and College Students with Disabilities This guide gives numerous resources for job-seeking students, including job hunting sites and scholarship opportunities. It is an excellent resource for parents and teachers looking to help support their transitioning students. The site is run by the U.S. Office of Disability Employment Policy and the U.S. Department of Labor. Panel Presentation Panelist Contact Information Amanda Green , Statewide Secretary Transition Supervisor 781-338-3368 amanda.c.green@mass.gov Office of Special Education Planning & Policy 75 Pleasant Street, Malden, MA 02148 ​ Lore Andrescavage , Executive Functioning/College Transition Coach at Effective Consulting 1-888-389-8650 lore.andrescavage@effectiveeffortconsulting.com ​ Vikky Angelico , Disability Coordinator at Framingham State disabilityservices@framingham.edu Massachusetts Department of Education School to Adult Life Transition Resources This site offers a compilation of considerations that families and students phasing out of the school system should keep in mind during this transition. The guidance is coupled with Massachusetts-specific resources to support families and their children with the transition. This is a great resource for parents and caregivers looking for a deeper dive into laws and policies surrounding the transition process. Massachusetts-specific Resources for the Transition from High School to College/Work This site hosts many external resources compiled by the MetroWest Center for Independent Living . These resources are most helpful to parents and caregivers looking to support their children with disabilities navigate entering adulthood. Given the extensive list of external resources, one should take caution when navigating these external sites. Comparing Supplemental Security Income Program (SSI) and Social Security Disability Insurance Program (SSDI) This article compares the two social security programs individuals with disabilities may be eligible for as they enter adulthood. This article is ideal for a parent or caregiver looking to learn the basics between the two programs and what their child might qualify for. Panel Presentation, Panelist Shared Resources During the panel presentation, panelists shared a number of valuable resources on the transition process. Follow the link to find the pdf of all these resources. Rights and Responsibilities of Students with Disabilities for Postsecondary Education This guide by the U.S. Department of Education offers advice for frequently asked questions when it comes to postsecondary education for students with disabilities. This resource is excellent for parents wanting to support their students as they explore postsecondary education options such as vocational schools, career schools, community colleges, and 4-year colleges and universities. STEPS Intervention for Transition to Adulthood for Autistic Students This journal article provides a review of the STEPS intervention for transition to adulthood for autistic students. It is an excellent resource for parents and educators looking to implement more effective transition models for their autistic students, particularly for those entering postsecondary education. To access the free full pdf of the article, click “request full-text PDF.” Guide to Supplemental Security Income Program (SSI) for Young Adults with Disabilities This U.S. government sponsored guide walks readers through the basics of enrolling in SSI. It’s a great resource for parents and caregivers who have identified that their child qualifies for SSI and are looking for next steps. The article was last updated in 2021 and is maintained by the U.S. Social Security Administration, indicating that the information is reliable and up to date at this time. Support Group Shared Resources A list of resources shared in our Transition Support Group. The resources are organized by category. Back to Topics Page This page was last updated on: 06/07/2022 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.

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.

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.

Down Syndrome About Down Syndrome The National Down Syndrome Society is a human rights organization for all individuals with Down syndrome. NDSS focuses on engaging in activities, events and programs on topics within three primary areas of programming: Resources and Support, Policy and Advocacy, and Community Engagement. NDSS also creates resources to support individuals with Down syndrome, along with their families and caregivers. Back to Topics Page This page was last updated on: 02/01/2022 Have any resource suggestions? Click Here to email us.