SEPAC: Parents helping parents navigate the world of special education

Residents may have seen the colorful signs around town marking SEPAC Awareness Month. For those who don’t already know, SEPAC stands for Special Education Parent Advisory Council. Massachusetts’ special education law requires the establishment of a parent advisory council in every school district. This group of parent volunteers can be an invaluable resource for families seeking to navigate the often complex world of special education.

As recounted by co-chair Aspen Ference in a telephone interview, it was because of that need for support that she and fellow chair, Jenny Gillard, reinvigorated the Harvard SEPAC as they transitioned their children back into the Harvard Public Schools from out-of-district placements. They wanted a community for parents of children with differences, a way to talk to other families in town also involved in the special education process.

Today, the mission of the Harvard SEPAC as stated on its website is “to create an inclusive community of students, parents, educators and district employees that fosters support and respect for children with special needs.” Ference emphasized the goal of inclusion within the schools and the town so that families know their children are accepted. “We really want to celebrate the differences of the kids in Harvard,” she stated.

To facilitate this, Ference noted that SEPAC offers various programs to connect people. Parent support groups meet monthly at informal settings like cafes to “talk about what people need to talk about.” A couple of times a year, SEPAC holds a social in a fun yet low-stress environment, such as an adaptive playground or a petting zoo, where families can just enjoy being included and not feel the need to explain their child’s behavior.

SEPAC has organized adaptive sports experiences to allow children with special needs better access to sports like soccer and basketball. For example, one child’s experience with soccer might be pushing an inflatable ball with their wheelchair into a goal, while their friends on the sidelines cheer them on. High school students in the soccer and basketball teams volunteer, and there is a one-to-one volunteer-to-child ratio, creating a safe and fun environment. Ference believes that this experience also benefits the high school students by promoting empathy and understanding of children with differences.

SEPAC offers educational workshops throughout the year, such as through the Federation of Children with Special Needs or the Massachusetts Partnership for Youth. Topics rotate and can include issues like helping families understand their rights, explaining an Individualized Education Program or IEP, dealing with bullying, or transitioning out of high school.

A crucial working relationship

Information gathered directly from the community is important, and SEPAC conducts an annual 10-question survey of parents or guardians of children in special education or those seeking special education services. Questions include the ease with which they were able to access special education support, satisfaction with the communication from school-based teams, and the frequency and length of services. The data can be compared over the years to track change. Positive feedback and areas of improvement regarding special education in Harvard are presented to the school administration and the School Committee.

As an advisory council, a working relationship with the school district is crucial for SEPAC. The Harvard SEPAC meets monthly with the school superintendent, Linda Dwight, and the director of pupil services, Michelle DellaValle. These meetings allow for regular communication among the different stakeholders.

In a telephone interview, DellaValle described SEPAC as a strong advocate for families. The group is able to effectively communicate concerns with the administration to best resolve issues. It became evident that parents were seeking clear information about their children’s services; providing a schedule from service providers at the beginning of the school year was a simple way to help address that. Interestingly, DellaValle also saw SEPAC as an invaluable resource and support for her. She appreciated their honesty, particularly the co-chairs. Their ability to offer their perspectives or opinions sometimes reportedly challenged DellaValle’s thinking, such as with regard to the timing of particular parent presentations.

From DellaValle’s point of view, the goals of the Harvard public schools and the Harvard SEPAC are aligned. In addition to high standards, the district values equity, inclusion, and belonging. She said she appreciates the positive feedback about special education services that the SEPAC members have shared. DellaValle is very thankful for the collaborative and respectful relationship that she has had with SEPAC. She said, “It’s a really important role that they play, and I’m really thankful that they’re willing to do it … and the way that they do it.”

Meanwhile, the mission to create an inclusive community continues. SEPAC leaders say people are welcome to drop by their table during parent-teacher conferences and read one of their flyers. Those seeking more information can go to the website www.harvardsepac.com. Co-chairs Ference and Gillard can also be reached at HarvardSEPAC@gmail.com.

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