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Developmental Delay Department of Education: Developmental Delay Defined This page holds the current legal definition for this disability category from the special education law of Massachusetts. Developmental Disabilities Basics Easy to digest information for parents about its causes and risk factors, who is affected, and the difference between developmental monitoring and screening. Basics on Developmental Delays This resource contains general and useful information for parents and caregivers who are concerned about a child’s development, as well as when/how to inquire with a pediatrician about a developmental evaluation. Reading Rockets: Classroom Strategies for Reading Delays Reading delays are one of the most common forms of developmental delays. This resource for parents and educators comes from the Reading Rockets project, which is guided by an advisory panel of special education experts and received the top honor in the Library of Congress Literacy Awards Program in 2016. The page explains when and how to use its research-based classroom strategies for building literacy skills. It also addresses key skill areas, including phonics, comprehension, fluency, phonological awareness, writing, and vocabulary. Check out the rest of the website and explore more reading resources at https://www.readingrockets.org . Developmental Delays: What You Need to Know This site briefly explains the five main areas of development, risk factors for developmental delays, and the difference between developmental delays and developmental disabilities (which children don’t outgrow or catch up from). The information is provided by an experienced classroom teacher and early intervention specialist and reviewed by a developmental behavioral pediatrician. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Bilingual Special Education Bilingual Special Education Basics This easy-to-read article is a great starting point for parents and educators looking to learn the basics about bilingual special education. The article references numerous peer-reviewed articles. However, it does not indicate a publishing date, so readers should double check date-sensitive information. “Kids with disabilities blocked from bilingual programs” This article outlines current issues that Boston schools face with bilingual special education. It is an excellent starting point for parents and educators seeking to improve equity within the bilingual education system in Boston. Massachusetts Guidance on Bilingual Special Education This presentation from the Massachusetts Department of Education serves as an introduction for educators and parents interested in better understanding bilingual special education and supporting students qualifying for the program. The presentation is from 2019 so some guidance and resources may not be up to date. Integrated Co-Teaching Dual Language Program for Students with Learning Disabilities This article takes a deeper look at Integrated Co-Teaching Dual Language Programs as a tool for bilingual special education. It is a great resource for teachers looking to learn more about this specific teaching structure. The article was written in 2016, so some information may not be up to date. Massachusetts Bilingual Special Education Resources This site sponsored by the Massachusetts Department of Education is a compilation of Massachusetts-specific bilingual special education resources. It walks readers through the evaluation process, best practices for supporting qualifying students, and additional helpful resources. This is an excellent resource for caregivers who are looking for a deep-dive into the bilingual special education process in Massachusetts as well as educators looking for classroom best practices. Special Education and ELLS: The Referral Process This resource guides readers through the referral process of English Language Learners (ELLs) for special education. It is a comprehensive resource for parents, caregivers, and educators looking to take a deep dive into the referral process to better support their students. The link leads you to a page that breaks down the components of the referral process so you can pick and choose what you are interested in learning more about. There is no published date available, so readers should double check date-sensitive information. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Special Education Laws and Procedures What is the Individuals with Disabilities Education Act (IDEA)? This site gives an easy-to-understand overview of the IDEA, why it is important, and how it functions. It also discusses other Laws for Children with Disabilities. Given that it is a government site about the federal law, information should be accurate and up-to-date. Special Education in Massachusetts This resource provides in-depth guidance on special education in Massachusetts. The guide even provides sample letters and other materials for parents to use to advocate for their child. This is an ideal resource for parents looking to start the special education process with their child(ren). The guide was published in 2018, so date-specific information should be double-checked. What is Child Find? This resource outlines the process of Child Find and takes a deeper dive into how it works, the process of evaluations, and accountability measures for schools. The article is written in plain language, and it is an excellent resource for parents who are at the beginning of the special education enrollment process and for educators who want to get more familiar with Child Find. Massachusetts Individualized Education Program (IEP) This Massachusetts Department of Education webpage outlines Massachusetts’ Individualized Education Program, and it provides all the necessary information and forms to carry on with the special education process. It is a launchpad to get the process started for caregivers who have a basic understanding of Massachusetts’ special education laws and for educators looking to understand the procedures more. A Parent’s Guide to Massachusetts Special Education This resource supports parents and organizations that support special education by using plain language to guide them through the process. It is a great resource for parents and educators alike who are looking to get a foundational understanding of special education in Massachusetts. There is no date published for the guide, so date-specific information should be double-checked. Massachusetts law about special education This webpage takes a deep dive on the legalities of special education in Massachusetts, listing all state and federal laws and regulations pertinent to special education. It’s an ideal resource for caregivers and educators from Massachusetts who are familiar with special education and experienced within the law and policy space. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Sibling Supports The ARC - Get Involved - Siblings Here the ARC discusses why sibling supports are necessary and provides resources and advocacy information on the subject. It even offer ways that you can get involved in its advocacy efforts. It is a helpful resource for caregivers of a child with intellectual and developmental disabilities who has a sibling(s). UMass Medical School Eunice Kennedy Shriver Center Sibling Support Here you will find an overview of the Massachusetts-specific sibling support services, programs, and research the Eunice Kennedy Shriver Center offers. It has programs, including Sibling Support Program: A Family-Centered Mental Health Initiative, education and trainings for sibling support, and more. It is a great resource for Massachusetts families seeking robust sibling support, especially with a focus on mental health. Sibling Support Project Publications This webpage offers numerous books, guides, and other resources to support siblings of children with disabilities. It is a great resource for parents and caregivers looking to better support their children who are siblings of a disabled child. Explore https://siblingsupport.org/ further for additional information and resources on sibling supports. They even offer free “sibshops” virtually and in person. Sibling Support: Building Resiliency Among Siblings of Youth with Disabilities with Emily Rubin From the Chris Walsh Centers YouTube Channel: Emily Rubin, LICSW, provides you with an overview of the sibling experience, as well as practical strategies that parents, caregivers and providers can utilize, to help increase sibling resiliency. She also answers questions about how to best support siblings, including recommendations that are applicable to a wide range of families. Sibling Support for Autistic Children This webpage provides an overview of the importance of support for siblings of autistic children and provides three free guides for parents, teenage siblings, and younger siblings. It is an excellent resource for parents seeking to support their children. Back to Topics Page This page was last updated on: 03/18/2025 Have any resource suggestions? Click Here to email us.

Upcoming Events College Decision Made? Here’s What Comes Next! Click Here to Register You’ve chosen your college—now it’s time to prepare for a smooth and successful transition! Join us for our upcoming webinar, “College Decision Made—Important Next Steps for a Successful Transition.” This session will help students and families understand the key actions to take before the first semester begins. We’ll guide you through important campus departments you should connect with over the summer, including: Accessibility Services Nursing Counseling Academic Advising Housing Academic Supports …and more! You’ll learn what steps to take within each of these areas to set yourself up for success. Being proactive now can make all the difference in ensuring a smooth transition from high school to college and a confident start in the fall. Presentation by: Mickey Roberts Date: January 28 Time: 7:00 PM

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.