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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.

Meet the Advisory Board Nancy Dungan Executive Director, and Co-Founder at Decoding Dyslexia Nancy is a reading and dyslexia specialist with a combined MA in psychology and in school counseling; trained in assessments, evaluations, scientific research evaluation, and Cognitive Behavioral Therapy (C.B.T.). She often provides families, educators and advocates with the information they need to address learning disability, including dyslexia, school anxiety, frustration and poor academic performance. She is currently the Executive Director and Co-Founder of Decoding Dyslexia Massachusetts. Nancy was appointed by MA DESE to the Subject Matter Knowledge Committee for Reading Specialist Licensure in MA. She serves on the Governor’s Early Literacy Expert Panel for MA; the Advisory Group for the International Foundations for Effective Reading Instruction; and the National Center for Improving Literacy. She received the 2019 International Dyslexia Association MA Branch Garside Award for her advocacy work. She has presented professional development and workshops to educators, advocates, attorneys, policy makers, and families, connecting the legal obligations of I.D.E.A. for reading with the decisions made on the national, state and local level. Julie Watt Faqir Executive Director of the Home Care Aide Council Julie served as the Senior Legislative Aide to Representative Chris Walsh from Framingham. In this position, she was integral in planning and executing legislative, budgetary and policy positions for the representative. The establishment of The Chris Walsh Center for Educators and Families was a priority of Representative Walsh and something that Julie was very much part of on a daily basis. She strongly believes in the value of supporting students and their families in their efforts to obtain a quality education. She feels privileged to officially join the advisory board of the Chris Walsh Center. Professionally, she is the Executive Director of the Home Care Aide Council and leads the policy and legislative agenda for the organization and oversees the day-to-day operations of the Council. Julie received her bachelor’s degree from the University of California, Los Angeles (UCLA) and her law degree from the University of La Verne. Ana Maria Program Manager for the Data Science and Artificial Intelligence Programs at Worcester Polytechnic Institute Ana Maria is the Program Manager for the Data Science and Artificial Intelligence Programs at Worcester Polytechnic Institute. Her responsibilities include working with the Program Head, supporting faculty and students, collaborating across campus, and managing budgetary and financial matters. She previously worked at Becker College as the Director of Teaching & Learning Innovation. She holds a B.A. in Art Education from C.W. Post Long Island University, an M.A. in Diplomacy from Norwich University, and earned her Ed.D. in Leadership & Innovation from St. Thomas University. Before moving to Massachusetts, she served as a Foundation Board Member for Saratoga Bridges, contributing to fundraising efforts and outreach endeavors. She is deeply devoted to empowering disabled people with meaningful opportunities to achieve their dreams. Her oldest son is autistic (now enrolled in college), and her experiences serving on various school committees in New York and Massachusetts have led her to advocate for him and other families needing to navigate an often-confusing system. Ana Maria lives in Shrewsbury with her husband, three children, and father. Julie Watt Faqir Executive Director, and Co-Founder at Decoding Dyslexia Julie served as the Senior Legislative Aide to Representative Chris Walsh from Framingham. In this position, she was integral in planning and executing legislative, budgetary and policy positions for the representative. The establishment of The Chris Walsh Center for Educators and Families was a priority of Representative Walsh and something that Julie was very much part of on a daily basis. She strongly believes in the value of supporting students and their families in their efforts to obtain a quality education. She feels privileged to officially join the advisory board of the Chris Walsh Center. Professionally, she is the Executive Director of the Home Care Aide Council and leads the policy and legislative agenda for the organization and oversees the day-to-day operations of the Council. Julie received her bachelor’s degree from the University of California, Los Angeles (UCLA) and her law degree from the University of La Verne. Gail Palmer Parent Gail Palmer has worked as an independent consultant with various companies and organizations on strategic planning, marketing, sales, and business development for over 20 years. As a parent of two children diagnosed with Dyslexia, her own personal experience navigating the special education system led her to contact her legislator Chris Walsh, and advocate for a way to offer support to other struggling families. This kicked off the process of establishing the Chris Walsh Center at FSU. Another grassroots effort in which she has been involved is Decoding Dyslexia of MA. Whereby, she lobbied legislators in the house and senate and provided testimony in support of new legislation for early literacy screening that went into effect in 2018. She strongly believes in the value of supporting students and their families in their efforts to obtain a quality education. To support this purpose; she currently serves on the steering committee for the Child Find Project – MA. She feels privileged to officially join the advisory board of the Chris Walsh Center. Sheryl Goldstein Chair of the Framingham Disability Commission, Massachusetts Commission Against Discrimination Advisory Board, Framingham Age and Dementia Friendly Coalition Sheryl Goldstein is one of the founding members of the center since its inception in 2015. Over the past two decades, she has spent much of her professional attention on advocacy within school systems, especially where it pertains to students with differentiated learning styles and disabilities. In addition to being a 2018 recipient of the prestigious Unsung Hero Award from the Massachusetts Commission for the Status of Women, she also sits on the Framingham Disability Commission (Chair 2021-2024) and on the Massachusetts Commission Against Discrimination Advisory Board. Sheryl has an undergraduate degree from Northeastern University in Communications, a Master's Degree in Social Work from Simmons University and is a Licensed Clinical Social Worker. Sheryl, her husband, two daughters, and dog Coco live in Framingham. Heidi Kaufman YMCA Executive Director of Education Heidi Kaufman has been working with young children and their families for 30 years and has held her current role as Executive Director for Education at the MetroWest YMCA since 2001. At the Y, she serves as a member of the senior leadership team; supervises all of the EEC licensed programs including the Early Learning Center, After School programs, and summer learning programs. She leads the Y’s opportunity gap work; manages all the related contracts and grants; and provides assistance, expertise, training, and supervision as needed both within the Y and in the community. In addition, Heidi is the Chair of the Youth Policy Committee for the Alliance of Massachusetts YMCAs and often represents the YMCAs of Massachusetts in state and regional task forces and committees. Heidi holds a Certificate of Advanced Graduate Studies in Education from Lesley University, a Master of Social Work Degree from Washington University in St. Louis, and a Bachelor of Arts from Brandeis University. The center planning committee began with the efforts of community members like you, and we continue to rely on the work of volunteers who support us on a regular basis. If you would like to nominate yourself or someone else for our Advisory Board, or wish to participate in another way, please contact us at chriswalshcenter@framingham.edu .

Early Intervention About Massachusetts Early Intervention Program This site holds up to date information regarding the Massachusetts Early Intervention Program along with its goals, eligibility requirements, and details about the services offered. This is a great first step for families looking to understand the basics about early intervention and home visits. Early Intervention: FAQ Answered This document from the Massachusetts Department of Public Health introduces parents and caregivers to the process of receiving Early Intervention’s family-centered services, including details about infant and toddlers’ eligibility, how to make referrals, the steps involved in evaluations, and the basic breakdown of who, where, and how the EI services are offered. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

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: 03/18/2025 Have any resource suggestions? Click Here to email us.

Emotional Impairment Department of Education: Emotional Impairment Defined This page holds the current legal definition of an emotional impairment according to the special education law from the Massachusetts Department of Education. Mental Health and Therapeutic Services This is the home page for Wediko Children’s Services, which works with students who are facing obstacles in their lives due to a broad spectrum of social, behavioral, emotional, and learning challenges. Wediko connects with the students, their families, and their teachers to provide them with empowering opportunities. Its services include a residential treatment center, a summer camp, community- and school-based programs. Navigating the Education System: Information for Parents of Children with Mental Health, Behavioral, or Emotional Disorders This resource provides information and quick important facts for parents navigating the education system with their child experiencing emotional impairment. Federal laws such as the Individuals with Disabilities Education Act and the Rehabilitation Act of 1973 are briefly explained, along with the services and accommodations they guarantee. Lives in the Balance & Dr. Greene’s Approach to Supporting Behaviorally Challenging Students Lives in the Balance is a non-profit organization founded by child psychologist Dr. Ross Greene and based on his collaborative and active solutions approach. It offers a variety of educational resources and support to families and teachers, and its advocacy efforts address the systemic issues with counterproductive punitive interventions. The general resource page can be accessed here https://www.livesinthebalance.org/resources-cps , and it covers a variety of topics for both parents and educators. Supporting Students’ Mental Health During Remote or Hybrid Learning This resource offers educators a variety of tips for how to support their students’ mental health, especially when they aren’t seeing them face-to-face every day. Though learning has been returning to an in-person setting as the pandemic evolves, these strategies remain relevant as students face their emotional and social challenges. Teachers are encouraged to emphasize social emotional learning, strengthen students’ relationships with each other, incorporate hands-on activities, and introduce mindfulness and relaxation techniques in the classroom. Mental Health Resources This site provides links to the many organizations dealing with mental health in terms of education, intervention, and assistance. Specific resources focusing on particular disorders are included, along with links to general information and mental health services. There’s also a great quick-read fact sheet that dives into the specific disorders here: https://www.parentcenterhub.org/emotionaldisturbance/ . Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Sensory Impairment Vision Impairment, Blind, and Deafblind This page houses the definitions of vision and deafblind included in the sensory impairment category according to Massachusetts special education law. Links to Massachusetts-specific and national resources are also provided. Center for Parent Information and Resources: About Specific Disabilities The Center for Parent Information and Resources offers clear, brief, and highly informative fact sheets about specific disabilities, including sensory impairments. Each page provides definitions and signs to watch out for, explains learning tips for parents and teachers, and connects to other resources about each topic. Explore its resources for Visual Impairment and Blindness , Deafness and Hearing Loss , and Deaf-Blindness . Accessible Education Resources for Blind and Low Vision Students This page from the American Foundation for the Blind offers links to support for parents navigating homeschooling, for students beginning their college journey, for reading and accessibility, and for technology options at home and in the classroom. Deaf and Hard of Hearing This page houses the definitions of deaf and hard of hearing included in the sensory impairment category according to Massachusetts special education law. Links to Massachusetts-specific and national resources are also provided. My Deaf Child Resource Page The resources collected by Signing Time Foundation and provided on this page connect parents of children with hearing loss to information regarding communication options, assessment and early intervention, and support services. Resources: Paths to Literacy Paths to Literacy is committed to assisting parents and teachers in providing literacy instruction for all students, especially those who are blind or visually impaired.These self-paced guides and training modules for educators are designed for those who have blind or visually impaired students in their classrooms. The resources presented includes digitally-accessible worksheets, lesson plans, introductions to screen readers, and much more. Department of Education Resources for Assistive Technology and Accessibility This page offers many links to organizations, resources, and guides on assistive technology and accessibility. Supporting Deaf and Hard of Hearing Students This guide designed for educators outlines the differences between the deaf, hard of hearing, and deafness categories. The page includes information about technology tools and advice about changes in the classroom to best meet the needs of students with sensory impairments. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

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

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

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Social-Emotional Learning (SEL) Preparing Teachers to Implement Culturally Responsive SEL and PBIS A webinar presented by Dr. James Cressey that offers a theoretical framework, followed by case study examples from the work of educators and related professionals in PreK, elementary, middle, and high school settings. Classroom-Specific SEL Activities Here readers can find 75 free SEL activities for elementary and middle school students. This site is helpful for educators who are interested in implementing new SEL activities in their classroom. “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 ] What is SEL? Here you can find a basic introduction to what SEL is and how it benefits students in the classroom. SEL Activities for Families and Educators This resource includes SEL activities for families and educators. It breaks down which activities are appropriate for each setting. This is an excellent resource for families wanting to engage in SEL activities with their children at home. The site includes many external links, which may not all be up to date. 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. “Why SEL is Essential for Students” This article offers a digestible overview of the benefits of SEL for students and how SEL can be implemented within the classroom via school, family, and community partnerships. It is a great starting point for educators and parents interested in knowing more about SEL and how they can be involved in it. The article is from 2016, so date-sensitive information should be double-checked. “Transformative Social-Emotional Learning: Toward SEL in Service of Educational Equity and Excellence” This peer-reviewed research article explores the impact of transformative SEL, a new framework to increase equity in the classroom. The article is relatively dense, and it is ideal for a teacher familiar with SEL and its use in the classroom. [citation: Jagers, R., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54, 162 - 184.] Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

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. 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. 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. 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. 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. 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. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

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