Specific Learning Disability Department of Education: Specific Learning Disability Defined Here the Massachusetts Department of Education states the federal definition of specific learning disabilities and provides additional organizations and resources on the topic. Recognizing Learning Disorders and Disabilities in the Classroom This article outlines 10 ways educators can identify students with potential learning disabilities in the classroom. It provides specific examples and is helpful for educators looking to be more proactive and supportive in regard to learning disabilities. Dyslexia in the Classroom: What Every Teacher Needs to Know This guide offers a comprehensive overview of dyslexia in the classroom and how teachers can best support students with dyslexia. It is an excellent resource for educators familiar with dyslexia and those looking to take a deeper dive into accessible teaching strategies. The guide was published in 2017, so date-specific information should be double checked. Check out https://dyslexiaida.org/ for more information on dyslexia. What is Dysgraphia? This site offers an easy-to-understand overview of dysgraphia and strategies for students with dysgraphia. It’s an excellent resource for parents and educators seeking to learn more about dysgraphia and how to best support their students. It does not have a publishing date, so date-specific information should be double checked. Types of Learning Disabilities This resource provides a list of specific learning disabilities (and related disabilities) with additional information for each category of disability. It is a great place to start for caregivers and educators unfamiliar with learning disabilities. Inclusive Teaching: Specific Learning Disabilities This webpage provides a comprehensive overview of specific learning disabilities in the classroom as well as teaching and assessment strategies to better support students with learning disabilities. It is an ideal resource for educators looking for new ways to create an inclusive classroom for students with specific learning disabilities. This source is from Australia, so any location-specific information should be double-checked. Help for Dyslexic Learners This page contains helpful tips and resources for parents of students with dyslexia, especially to support their reading endeavors. It has examples, research articles, videos, and more to guide parents. Browse http://www.decodingdyslexiama.org/ for a deeper dive into dyslexia. State Dyslexia Guidelines In May 2021, the Massachusetts Department of Elementary and Secondary Education released an updated set of guidelines on Dyslexia. This 81-page document was then summarized by the Chris Walsh Center. Learning disorders: Know the signs, how to help This article by the Mayo Clinic discusses learning disabilities by skill impacted, causes of specific learning disabilities, treatment options, and more. It is most useful for caregivers wanting to better understand their child’s learning disability/ies. Evaluating School-Aged Children for a Disability This site outlines the evaluation process for special education and other related services; there is a section particularly focused on specific learning disabilities as well. This is an excellent resource for parents looking to take a deeper dive into policies and steps surrounding the evaluation process for their student. Take a look at https://www.parentcenterhub.org/ld/ for more information on learning disabilities and resources for parents specifically. What is Dyscalculia? This page defines dyscalculia and provides examples of how it may present itself in students. It’s a great starting point for parents and educators interested in learning more about dyscalculia. Check out https://www.dyscalculia.org/ for more detailed information on diagnosis, intervention options, and more. Back to Topics Page This page was last updated on: 03/02/2026 Have any resource suggestions? Click Here to email us.

Body Image Body Dysmorphia Defined This resource from John Hopkins Medicine is a more broken down, word-friendly version of the definition for Body Dysmorphic Disorder. It provides more examples as to what BDD might look like aside from as the DSM-5 describes them. It also addresses when BDD arises in individuals, how to prevent it in teenagers, and the potential treatments for it. One of the greatest features of this website is the next steps one might want to take before addressing their BDD. This is critical for parents and caregivers to have when bringing a child to the doctor to address this. It also might be a spark to a conversation between them and their child. Identity and Eating Disorders Resources This resource is critical for identifying eating disorders. The National Eating Disorders Association (NEDA) is the largest nonprofit organization dedicated to supporting individuals and families affected by eating disorders. NEDA supports individuals and families affected by eating disorders and serves as a catalyst for prevention, cures, and access to quality care. These again, may go hand in hand with BDD and are important to have on the radar for inside and outside of the classroom. It looks at different communities, cultures, interests such as those with disabilities, those that are athletes, those of Jewish culture, and so many more, and it works through how they may be perceived or look differently across different factors. Other groups discussed: Athletes, Disability Community, Jewish Community, LGBTQ+ Population, Men and Boys, Mid-Life and beyond, People of Color, Size diversity and Health at every size. Book Recommendation: 'Hello, World! My Body' by Jill McDonald This is a children’s book that a parent or teacher should have at home or in the classroom. It is a story that speaks about the purpose of our features instead of seeing them as flaws. It also looks to reflect on how each of us is different and beautiful in our own way. A perfect example of differences that a young child might notice is different hair, and this is a topic addressed to children. About Body Dysmorphia and Eating Disorders This resource is crucial for parents, caregivers, and even educators because BDD can often lead or align with eating disorders to achieve a desired look that one believes they can only obtain through not eating, throwing up, etc. This resource highlights how BDD and eating disorders align and what the different eating disorders look like. These are critical to have on the radar and certain behaviors should be communicated if they are seen from children. This resource is from the Internation OCD Foundation which is a donor-supported nonprofit organization. Founded in 1986 by a small group of individuals with OCD, the foundation has grown into an international membership-based organization serving a broad community of individuals with OCD and related disorders, their family members and loved ones, as well as mental health professionals and researchers around the world. Book Recommendation: 'All Bodies are Good Bodies' by Charlotte Barkla This is a children’s book that speaks about more specific differences in features across race. It addressed features like skin color or freckles and normalizes loving the features that we possess because they are unique to us. This is a book that would be beneficial in the classroom or at home because of the positive body image it expresses to such a young crowd. Media and Eating Disorders The impact of social media on the current eating disorder views plays a large factor in ideal “looks” for our society. Features such as flat stomachs for women or muscles for men are displayed via the media and are harmful to our brains in perceiving that we must obtain this look to feel worth or satisfaction. There are many hyperlinks from this website regarding body image and how to obtain positive body image as well the expression of different bodies and how this is normal! This was derived from The National Eating Disorders Association (NEDA) which is the largest nonprofit organization dedicated to supporting individuals and families affected by eating disorders. NEDA supports individuals and families affected by eating disorders and serves as a catalyst for prevention, cures and access to quality care. Book Recommendation: 'Perfect' by Natasha Friend This is a novel for children that expressed the struggles of young females. Isabelle Lee, the main character struggles with Body Dysmorphic Disorder and Bulimia Nervosa after her father’s death, which is her own imperfections, but she learns that others also relate to her throughout the novel. She learns many lessons like not comparing herself and realizing that even the prettiest girls have their struggles and imperfections. This is a great book to read as a parent to provide the importance of the social pressure children experience inside the school. It also looks at these disorders that have been discussed and the reader can imply how to work through these with children or learn from Isabelle’s own mother’s mistakes. It is a very quick and short read and is quite relatable. Back to Topics Page This page was last updated on: 02/26/2026 Have any resource suggestions? Click Here to email us.

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. Sohli Patrick Intern at the Chris Walsh Center My name is Sohli Patrick. I am a first year student at Framingham State University. I grew up in Framingham, MA. I am Puerto Rican, Cuban and African American. I speak Spanish at home with my mom, and English with my dad. I was a member of Stage Door Dance and performed on stage with the Framingham High School Drama Company for many years prior to attending FSU. Presently, I am an intern at the Chris Walsh Center and the YMCA. I am taking " The Business of Fashion”. My dream is to become a pre-school teacher after I graduate from Framingham State University. Former Staff Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Hannah Ricci Interno Hannah fue la primera pasante del centro, y ayudó a poner en marcha el centro en la primavera de 2020. Su pasantía en psicología se centró en investigar y facilitar una serie de grupos de apoyo para padres / cuidadores. También ayudó con cuatro eventos: la celebración de apertura del centro, dos eventos de conferencias / seminarios web y una sesión de información sobre la carrera de especialista en vida infantil. Kate Whitaker Interno Kate Whitaker es estudiante de último año en la Universidad Estatal de Framingham y estudia Educación Primaria con especialización en Ciencias de la Tierra y Geografía. Ha trabajado en otros dos centros en la Universidad Estatal de Framingham antes de unirse al equipo del Centro Chris Walsh: el Centro Christa McAuliffe para el Aprendizaje Integrado de Ciencias y CASA (el Centro para el Éxito y el Logro Académicos). Kate también tiene experiencia como coordinadora para adolescentes en riesgo en Natick, MA. Su mayor objetivo como educadora es difundir su amor por STEM a través de prácticas de enseñanza atractivas e inclusivas. Kate Whitaker Intern Kate Whitaker is a graduate of Framingham State University, where she studied Elementary Education with a Specialization in Earth Science and Geography. She has worked in two other centers at Framingham State University prior to joining the Chris Walsh Center team: the Christa McAuliffe Center for Integrated Science Learning, and CASA (the Center for Academic Success and Achievement). Kate also has experience as a coordinator for at risk teenagers in Natick, MA. Her biggest goal as an educator is to spread her love of STEM through engaging and inclusive teaching practices. Anni Xie Interno Anni Xie es estudiante de último año en la Universidad Estatal de Framingham, con especialización en Administración. Anni completó recientemente una pasantía con el representante Jack Lewis, trabajando con él en la legislación relacionada con la epilepsia. Anni es una apasionada de la concientización sobre la epilepsia y planificará una campaña de concientización como parte de su pasantía en el Chris Walsh Center. Anni tiene experiencia previa como voluntaria en un hospital y habla mandarín con fluidez. Actualmente está aprendiendo francés y planea estudiar en el extranjero virtualmente en París el próximo semestre. El sueño más salvaje de Anni es viajar y explorar el mundo, mientras conoce a diferentes personas. Kate Whitaker Interno Kate Whitaker es estudiante de último año en la Universidad Estatal de Framingham y estudia Educación Primaria con especialización en Ciencias de la Tierra y Geografía. Ha trabajado en otros dos centros en la Universidad Estatal de Framingham antes de unirse al equipo del Centro Chris Walsh: el Centro Christa McAuliffe para el Aprendizaje Integrado de Ciencias y CASA (el Centro para el Éxito y el Logro Académicos). Kate también tiene experiencia como coordinadora para adolescentes en riesgo en Natick, MA. Su mayor objetivo como educadora es difundir su amor por STEM a través de prácticas de enseñanza atractivas e inclusivas. Join the Team The Chris Walsh Center is seeking undergraduate interns for the fall 2025 semester. Learn more about how you can join our team. Please contact us at chriswalshcenter@framingham.edu to submit your application.

ADHD What Is ADHD? This page from the American Psychiatric Association explains Attention-Deficit/Hyperactivity Disorder and its symptoms, the steps involved in a diagnosis, and the treatment options available. ADHD Resources and Support Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) offers informational toolkits for parents and caregivers, educators, and professionals about how to best support individuals with ADHD. CHADD has a nationwide network of support, and parents can find a local group here . Parents’ Guide Breaking Stereotypes: Understanding Varied ADHD ADHD Expressions in Youth ADHD: FAQ From the Chris Walsh Centers YouTube Channel: Becca Gibson provides valuable information about both the short and long-term impact of unsupported ADHD traits, and offers practical suggestions for supporting these youth both at home and in the classroom. 14 Signs of Attention-Deficit/Hyperactivity Disorder (ADHD) This medically-reviewed article explains ADHD and presents 14 common signs typically displayed in young children with ADHD. Symptoms of ADHD in adults are also mentioned, along with treatment options and next steps for parents. ADHD Information Packet Though the page count seems high, this information packet’s contents are clearly broken down into sections, including facts and assessments for diagnosis, strategies for home and school, how to work with professionals, and recommended resources. Each section has many tools and examples, frequently asked questions and advice, and links for more information. Please note that this packet was created in 2015 and statistics presented may differ today. Attention-Deficit/Hyperactivity Disorder Resources This page from the CDC provides resources on a variety of ADHD-related topics including research and key findings, diagnosis and treatment recommendations, and general information and statistics. This website is a great landing page for parents or educators with questions regarding ADHD, and it offers links to learn about state-based policies and services. Parents’ Guide to ADHD: FAQ This guide offers parents information to understand their child’s behavior and the disorder and make proper decisions for diagnosis and treatment. This is a great resource for getting background on ADHD because the questions and answers explain many topics and common language used when talking about ADHD. Back to Topics Page This page was last updated on: 02/25/2026 Have any resource suggestions? Click Here to email us.

Autism Department of Education: Autism Defined This webpage by the Massachusetts Department of Education states the current federal definition of autism and provides additional Massachusetts and national organizations and resources related to autism and special education. Parents Guide to Autism This guide by the Child Mind Institute compiles comprehensive information on autism, including the details of diagnosis, behavioral interventions, and more. It is a great resource for caregivers wanting to take a deeper look at autism and how to better support their child. The Child Mind Institute uses evidence-based interventions and shares research-backed information. “How to be a good parent advocate” The Children’s Hospital of Philadelphia’s Center for Autism Research provides a detailed, step-by-step guide for parents to be supportive advocates for their autistic children. The site includes other related articles for caregivers looking to take a deeper dive into autism support and research. The page was last updated in 2020, so date-specific information should be confirmed. See https://www.carautismroadmap.org/ for more information on Autism Spectrum Disorder by the Children’s Hospital of Philadelphia’s Center for Autism Research. “‘Who Am I?’: An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents” This peer-reviewed article explores how identity and culture influences the mental health of autistic adolescents. It is a great read for caregivers and educators seeking to better support autistic students as they explore their identity. [citation: Cresswell, L., & Cage, E. (2019). 'Who Am I?': An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents. Journal of autism and developmental disorders, 49(7), 2901–2912. https://doi.org/10.1007/s10803-019-04016-x] Autism Care & Treatment This article provides information on treatment for Autism. This organization emphasizes the importance of early treatment of autism for patients. They provide financial assistance to families of children diagnosed with Autism Spectrum Disorder and provide articles/information to build awareness. Frequently Asked Questions about Autism Spectrum Disorder Here, the United States CDC compiles answers to some frequently asked questions about Autism Spectrum Disorder. It is a helpful resource for parents looking to learn more about Autism Spectrum Disorder and answer some questions they may have. The page was last reviewed in 2019, so date-specific information should be double-checked. “Remote Learning for Students with Autism Spectrum Disorder” This resource sponsored by the Illinois State Board of Education discusses how autistic students can be better supported during remote learning. It is an ideal resource for caregivers seeking to provide more structure at home while their autistic student engages in remote learning. The guide is from 2020 and highlights problems exacerbated by the COVID-19 pandemic, so date-sensitive and pandemic-specific information should be double-checked. 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. About Autism The Autistic Self Advocacy Network is a nonprofit organization run by and for people with autism. ASAN’s activities include public policy advocacy, the development of autistic cultural activities, and leadership trainings for autistic self-advocates. ASAN also provides information about autism, disability rights, and systems change to the public. Teaching Students with Autism: A Guide for Educators This page provides a detailed guide for educators seeking to create a more inclusive and supportive classroom environment for autistic students. There are additional resources for educators interested in exploring the topic further. The page was last updated in 2020, so date-specific information should be confirmed. The Autism Project Training and Workshops The Autism Project offers numerous trainings and workshops for caregivers and educators to create more supportive environments for autistic students. Some workshops are free of charge while others have a small fee. Autism & Intersectionality with Davine Holness, LICSW and the Chris Walsh Center From the Chris Walsh Centers YouTube Channel: presentation on why Autism is marginalized when it comes to factors such as gender, sex assigned at birth, and/or race, why it matters, and what we can do about it. An exploration of the signs to look out for, particularly in those socialized as girls, and a discussion on ways of supporting autistic folks at home and at school, regardless of whether they have been officially diagnosed. Back to Topics Page This page was last updated on: 02/25/2026 Have any resource suggestions? Click Here to email us.

Chris Walsh Center Founder Awards Guiding Star Award For examplary leadership and vision that inspire others to follow Ellen Luppi-Rose I loved my time with the Chris Walsh Center and gained so much from my experience. After the Chris Walsh Center I finished my Master working as a Graduate Intern counseling children and adults as part of Southborough Youth and Family Services. After graduation I moved to New Hampshire and was hired as a pre licensed therapist at Ellie Mental Health in Portsmouth. In another year I will be fully licensed as mental health therapist in State of New Hampshire. I work with adolescents and adults and have continued my training to specialize in counseling people with learning disabilities and their families and also members of the LGBTQIA+ community. Innovator Award For innovative ideas and solutions that drive growth and transformation Leighah Beausoleil Leighah Beausoleil graduated from Framingham State in 2023 after studying English with a concentration in journalism and minors in Chinese and political science. She served as the first Chris Walsh Center Assistant beginning in 2020, which had evolved into a communications role as her duties grew to largely center around social media, updating the website and completing the monthly newsletter. During her time at FSU, she also served as Editor-in-Chief of the school’s independent student newspaper, The Gatepost. After over two years of running newspapers on the South Coast post-graduation, Leighah recently began work as the Assistant Editor for the Community Advocate, which serves the towns of Shrewbury, Hudson, Grafton, Marlborough, Southborough, Northborough and Westborough. Community Champion Award For dedication and leadership in uplifting educators and families Natalie McCollam Natalie McCollam is a masters level mental health counselor. She specializes in providing neurodiversity, LGBTQIA+, and disability affirming care with a specific focus on supporting clients with an ADHD and/or autism diagnosis who are high masking, as well as those who suspect they may meet criteria for these diagnosis. Natalie serves adolescent and adult clients (12+), as well as families with neurodivergent members. She does so by providing individual therapy, family therapy, caregiver support groups, and social navigation groups for middle schoolers in grades 5 through 8. Natalie provides care through Northeast Health Services. This includes Telehealth care to people anywhere in the state of Massachusetts, and in person care at their Haverhill, MA location. To work with Natalie please call central intake at 781-772-5993 and request Natalie McCollam. Emerald Heart Award For compassion and generosity that uplift the hearts of others Dr. Simone Kotraba Dr. Simone Kotraba is the principal of Burr Elementary School in Newton Public Schools. She is committed to cultivating a thriving school culture rooted in compassion, respect, teamwork, and perseverance. With a focus on resilience, well-being, and social-emotional learning, Simone empowers students, educators, and families to strengthen heart–brain coherence by fostering balance, clarity, and meaningful connection that enhance learning and growth. Simone believes that when educators, students, and families thrive together, the entire community flourishes. Partnering closely with educators and families, she ensures every child feels valued, empowered, and inspired to reach their full potential. Catalyst For Change Award For advocacy and vision in establishing the Chris Walsh Center Kristy Keane Kristy Keane is a sub-separate special education teacher at BLOCKS preschool in Framingham. Kristy has been working in special education for 15 years and has been in Framingham for one and a half years. She is passionate about meeting the needs of every student and making sure our most at-risk students receive the best education possible. In her personal time, Kristy enjoys spending time with her cat and family as well as reading and attending book conventions. Visionary Leadership Award For visionary leadership guiding the founding of the Chris Walsh Center Dr Linda Vaden-Goad Linda Vaden-Goad, Ph.D. served for 9 years (2010-2019) as the provost and vice president for academic affairs at Framingham State University in MA. Her primary goals were to bring together and feed the strengths of the university and surrounding community such that the students, faculty, staff and broad community were successful in new ways that made a palpable positive and measurable difference. During those years, together they employed grassroots methods to create two successful outcomes-focused five-year strategic plans with solid metrics and outcomes. Through this process, there was significant growth in the number of full-time faculty including those from underrepresented groups, discipline-based honor societies, industry advisory boards, community-collaborative centers, honors students, student-faculty collaborations, students studying abroad, global partnerships, internships, grants received, degrees conferred, retention rates and graduation rates. A key result was a renewed focus on first-year student success and a review of policies, procedures, and practices (the “Three Ps”) that hinder student success. As a consequence of this focus, the university changed 20 policies and 20 more procedures and practices through shared governance that inspired greater first-year student success, thereby realizing the highest retention and graduation rates experienced at the university since these two measures were first recorded 21 years earlier. Prior to joining Framingham State, Dr. Vaden-Goad served as the Dean of the School of Arts & Sciences at Western Connecticut State University (2002-2010), leading successful bridge programs in college readiness, and augmenting student/faculty collaborative research, new discipline-specific undergraduate research journals, and fundraising efforts to support academic programs. Prior to her work in Connecticut, she served as a social psychology professor and later department chair at the University of Houston-Downtown (1990-2002). She also served as president of the Texas Conference of the American Association of University Professors. She holds a Ph.D. in Social Psychology from the University of Houston. A recent publication is below: *Vaden-Goad, L. (2023). “Chapter 2: Reimagining university policies: Becoming a student-first campus,” in Jo Arney, Timothy Dale, Glenn Davis, and Jillian Kinzie, Radical Reimagining for Student Success in Higher Education, First Published by Stylus Publishing: Sterling, VA., Published in 2023 by Routledge, New York, NY.