Archives for posts with tag: SEPAC

Sorry for the late notice but The Basic Rights Workshop has been changed to 10/29/13 at Amherst Regional Middle school in the Professional Development Room. It will be from 6:45pm to 9:00pm. more information will be posted on the website:

In January of 2011, a teen with disabilities came forward in South Hadley, alleging that she continues to be bullied in school.  Since the tragic death of Phoebe Prince, this high school student with Asperger Syndrome claims that little has changed in the culture of her school in regard to bullying.  We at the ARPS SEPAC are acutely aware that children within the special education system are more often victims and perpetrators of bullying than their general education peers; rates are even higher for special education students in self-contained classrooms compared to those in inclusion settings (Rose, et al., 2009).  We at SEPAC applaud the ARPS Anti-Bullying Task Force for their acknowledgement of this, and to their sensitivity to the needs of special education students.

The following points concerning special education students were pulled from the 2010 ARPS  Bullying Prevention and Intervention Plan:

  • We understand that members of certain student groups, such as students with disabilities, students who are gay, lesbian, bisexual, or transgender, and homeless students may be more vulnerable to becoming targets of bullying, harassment, or teasing.  The school or district will take specific steps to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing  (p. 8).
  • Professional development will also address ways to prevent and to respond to the needs of students with Individualized Education Plans (IEPs) and students with Section 504 plans, especially for students whose disabilities affect the development of social skills  (p. 10).
  •  As required by M.G.L. c. 71B, § 3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the Team will consider what should be included in the IEP to develop the student’s skills and proficiencies to avoid and respond to bullying, harassment, or teasing  (p. 11).