A number of local, national and statewide organizations provide information to parents and educators. A partial list includes:

ASHPAC (Ashland Parent Advisory Council) http://ashpac.ashland.k12.ma.us/

Special Education laws https://www.doe.mass.edu/sped/laws.html

Massachusetts Department of Education Special Education http://www.doe.mass.edu/sped

Parents have the right to submit a written complaint to Program Quality Assurance Services (PQA) at the Massachusetts Department of Education if they believe that their district has violated federal or state special education law or regulations.  

Program Quality Assurance Services (PQA)   350 Main Street, Malden, MA   021480-5023 

Telephone:  1-781-338-3700 TTY: N.E.T. Relay 1-800-43-2370

FAX: 1-781-338-3710

E-mail:  compliance@doe.mass.edu    

Website: http://www.doe.mass.edu/psm/

School districts provide a range of general education support services to address the learning and behavioral needs of school-age students. These supports may include remedial classes in small groups, Academic Intervention Services (AIS), speech improvement services, counseling, enrichment skill training classes, reading recovery programs, and occupational therapy and other related services. Any student who scores below the state minimum on a fourth- or eighth-grade test, or below the passing grade on any Regents examination required for graduation, has the right to receive AIS. The building administrator is usually responsible for the implementation of these programs and services.

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that requires school districts to provide students who are "qualified disabled" "reasonable accommodations" necessary to ensure access to all public school programs and activities. A child would be considered "disabled" under Section 504 if the student has "a physical or mental impairment that substantially limits one or more major life activities such as walking, seeing, speaking and learning." Some children may not require special education services but do need other accommodations or services because of their disability.

For example, a student who has juvenile arthritis may need physical accommodations such as a computer or word processor to participate in school programs and activities, but does not need "special education" provided through an Individualized Education Program. A team of teachers and specialists in each school is responsible for developing and annually reviewing a 504 Accommodation Plan, describing the supports and services for each child. Parents are invited to participate in the meeting to develop this plan.

Questions about Section 504 should be directed to your child’s guidance counselor. The school building administrator has direct responsibility to implement 504 accommodations. 

It is important to plan ahead so that teenagers with disabilities can learn skills necessary for employment, post-secondary education, and/or community living as an adult. By the time a student is 14, and thereafter, the TEAM will begin planning for the student's transition to adulthood based on the child's desired long-term goals. When necessary, the IEP will include programs and services to prepare for adult life. Children with disabilities should be encouraged to attend the TEAM meeting when transition planning is discussed.