Sharon Special Education Parent Advisory Council (SSEPAC)
All volunteer group of parents whose mission is to promote the understanding, respect, acceptance, and inclusion of children with special needs, medical needs and (dis)abilities within our school system and community.
Improving educational outcomes and well-being for ALL students
Helping to identify unmet needs of a child
Helping to shape the development of programs, services, and policies
SSEPAC serves to advise our school committee on issues related to the education, health and safety of Special Education students.
How Can SSEPAC Help Me?
When a child struggles in school (academically and/or socially) parents may feel frustrated, helpless, angry, sad & alone. SSEPAC welcomes you into a network of supportive parents who have had similar experiences. SSEPAC members provide information and support to help other parents feel empowered and optimistic about their child’s education. We find joy in celebrating with one another when a student finds their success.
Parent-to-parent support and networking
Educational forums and workshops for families and community members
Opportunity to raise questions, voice concerns & provide direct input to school leadership & influence policy and program decisions
Please contact us at firstname.lastname@example.org, we are happy to help answer any question you may have.
Please note the following.
We recognize that words have power, and that many of the reasons which may qualify a student for specially designed instruction or related services may not be viewed by the individual or their family as being a disability. We honor and respect that everyone has the absolute right to self-determination in terms of how they wish to be described and discussed. Please note that throughout this website, we have chosen to use the terms “disability” and “disabled” when discussing various concepts as that is the language employed throughout the various statutes and regulations which govern special education in Massachusetts.
We encourage families to make their wishes clear to their student’s teachers and team regarding whether they prefer people first or diagnosis first language, as well as sharing their thoughts on the use of words like “disability” in the context of discussions and reports regarding their child.”