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Director’s Corner December 2017

December 18th, 2017

On behalf of all of us at CPAC I want to take this opportunity to wish all our friends, parents, students educators, and professionals the most happy and peaceful Holiday Season, and offer our best wishes for a new year full of educational accomplishment.

Every year we get to meet and work with some of the most extraordinary people in our state: Parents who do remarkable things every day to ensure their children get the education they deserve, teachers and paraprofessionals who do their utmost to help our kids learn every day, and professionals who help us understand their challenges and find ways to help. While challenges can often be frustrating and confusing helping families succeed and students learn is more rewarding that I can hope to describe.

I’d also like to thank our many colleagues and friends who share our work, the folks at the Bureau of Special Education, at Birth to Three, and OSEP who support our work. Equally important the volunteers and supporters who selflessly do outreach and training and spreading the word about CPAC. Of course I can’t forget all those folks who donate to help us do our job. You would be amazed at how much good we are able to do with your dollars. We and the families we work with can’t thank you enough.

In the coming year we hope to do even more. Our new website will debut in January and every moth we will roll out new resources to help and educate.
So again from all of us at CPAC, Adriana, Angela, Beth, Emily, Jane, Jen, Kathy, Kiomary, Kirsten, Laura, Lynn, Mairin, Robin, Vanessa, and myself, Happy Holidays and our best wishes for a great New Year.

Next Steps Parent Leadership Training Series Spring 2018

December 13th, 2017

Next Steps Parent Leadership Training Series Spring 2018

This eight-session intensive series is designed to help parents and professionals gain the skills and knowledge necessary for them to be effective members at the Planning and Placement Team meeting (PPT). This training series will prepare participants for a variety roles at the school, district, regional or state level. Participants will learn about the law related to education as well as state and federal level initiatives that impact students with disabilities and their education. This training is an opportunity to learn how and where to give a voice to the needs of families of students with disabilities. Our goal is for participants to become active and collaborative team members in an effort to support student success. The training covers special education and related topics such as:

The Parent’s Role at the Table: Planning and Progress Monitoring

• Developing an Appropriate IEP
• Laying the Foundation: Educational Laws and their Impact on Students with Disabilities
• Reaching Agreement by Working Together
• Transition to Adult Life and Self-Advocacy
• Supporting Other Families
• Effective Communication Strategies

TWO LOCATIONS, Two different times:


The training will be held on Thursday evenings starting on March 15, continuing through until May 3rd. Each session begins promptly at 6:00 p.m. Deadline for application is February 28, 2018.


This series will be held on Wednesdays from 10 a.m. to 12:30 p.m. starting January 31st through March 21st. Deadline for application is January 15, 2018.

Application is required for all.

Participation at all eight sessions is highly encouraged. Click here for the application. For more information or questions about the application process, please call the Connecticut Parent Advocacy Center at 860-739-3089 or email Jane at jhampton@cpacinc.org.

Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1

December 10th, 2017

On March 22, 2017 the U.S. Supreme Court (sometimes referred to as Court) issued a unanimous opinion in Endrew F. v. Douglas County School District Re-1, 137 S. Ct. 988. In that case, the Court interpreted the scope of the free appropriate public education (FAPE) requirements in the Individuals with Disabilities Education Act (IDEA). The Court overturned the Tenth Circuit’s decision that Endrew, a child with autism, was only entitled to an educational program that was calculated to provide “merely more than de minimis” educational benefit. In rejecting the Tenth Circuit’s reasoning, the Supreme Court determined that, “[t]o meet its substantive obligation under the IDEA, a school must offer an IEP [individualized education program] that is reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” The Court additionally emphasized the requirement that “every child should have the chance to meet challenging objectives.”

The Endrew F. decision is important because it informs our efforts to improve academic outcomes for children with disabilities. To this end, the U.S. Department of Education (Department) is providing parents and other stakeholders information on the issues addressed in Endrew F. and the impact of the Court’s decision on the implementation of the IDEA. Because the decision in Endrew F. clarified the scope of the IDEA’s FAPE requirements, the Department’s Office of Special Education and Rehabilitative Services (OSERS) is interested in receiving comments from families, teachers, administrators, and other stakeholders to assist us in identifying implementation questions and best practices. If you are interested in commenting on this document or have additional questions, please send them to OSERS by email at EndrewF@ed.gov.

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Director’s Corner November 2017

November 20th, 2017

I have been thinking about what to write for this month’s column for quite some time. Given our theme this month of law and parents’ rights and the fact that I am a lawyer you would think it would be easy, but it’s not. For one thing there are so many issues it’s hard to settle on just one.
But more importantly the fact is that the law in this area doesn’t always work they way we think so it’s often not enough to just talk about what the law says. Often we need to look at how it really works.

When most of us look at the law we see statutes and regulations and think it is pretty cut and dried, but if you have been involved with getting your student the services she needs for any amount of time you find that it isn’t. We have laws but everything really depends of the specific
facts, your child’s strengths and weakness, what you think she needs, what the school thinks she needs and what the experts think she needs.

I often get the question about how to advocate for a child, “Can I say X?” The answer is of course, unfortunately, while you can say X, and even if it strongly supports the point you are trying to make very seldom does it make a district that is declining to provide a service you need change its mind. They always have reasons why that service is not needed and your argument, although I find it convincing doesn’t move them. You are both looking at the same law, and the same kid but are reaching very different answers. How can that be?

Here’s an example of a question we have been seeing a lot of lately that may help us understand. The child is 4 years old with autism, in pre-school having recently come out of birth to three. The family has asked for toilet training to be included in his IEP. The school declines saying that it should not be included because 4 to 5 is an appropriate age to be reaching that skill so the team cannot include toileting as an activity of daily living that is not age appropriate on page 5 of the IEP form. And if there is no weakness the PPT cannot draft a goal and so cannot include the services needed to work on that skill..

So who’s right here? The answer, as frustrating as it may seem is “It depends.” The law does not give us a clear answer, we have to rely on the facts.

The law does give us one part of the answer. IDEA includes an equal educational opportunity objective. That means the expectation is that your child will finish school with the same education as his peers unless it is not possible for him to do so. What that means in this case is it is perfectly reasonable to have an age appropriate goal in his IEP. If most four and half year olds are potty trained there is no reason that cannot be included as a goal for your child. So it’s not prohibited, but is it required?

In one of our training programs, Parent Consultant Kristen Williams, has a really good way to look at defining skills that need support. You break using the skill needed to independently use a toilet down to its components and then see how those fit in his program. Does he have or should he have a self advocacy goal? One important aspect of using a bathroom effectively is knowing when it’s needed and asking to go. Clearly an important self advocacy skill, and also possibly a speech and language skill, so maybe we have one element of his progress that is part of toilet training and may not be age appropriate. To use the bathroom he needs to take off or at least move part of his clothes. Does he have a PT goal? To get off his clothes he needs to be able to manipulate buttons snaps and zippers. Does he have an OT goal? He needs to wash and dry his hands. Does he have a goal for identifying letters like H and C to know what faucets to use? And does he have a Activities of Living goal to learn about dangerous situations around the house, like scalding himself by using only the hot water?

What we have done by breaking what looks like a simple skill, that may not be identifiable as not age appropriate, into a set of possible weaknesses that need to be considered by the PPT and require a goal and service. When we then look at all those goals combined they lead us to support for learning toilet training; pretty cool. The law has not changed, the school is correct that they do not need to provide support for a skill that cannot be identified as not age appropriate. But we, by changing the way we look at the skill have demonstrated to his PPT that providing toilet training is part of addressing his other skill needs.

If it sounds more complicated than it should be, it is. But our job as parents is to how to use the system the same way our schools do. So in the end we can follow the same regulations but come up with the results our children need.

As always our parent consultants are here to help you work through these complicated questions, so reach out whenever you need help.

Director’s Corner October 2017

October 20th, 2017

This past weekend I had the opportunity to participate in our sister organization, AFCAMP’s Youth Summit. Dozens of young people from Hartford and surrounding communities participated in workshops and discussions on a number of topics. I was there to facilitate two groups discussing bullying and bias against students with disabilities.

As always when I am with groups like this I am pretty sure I learned more than the students did. Our conversations focused on bullying, and I thought I should share what I learned.
The first thing I learned was that every student in both of the sessions I participated in had stories of being bullied. We often site statistics that say that twenty to thirty percent of students experience bullying, but if these students are to be believed seems that it much be far higher. I think it is sometimes a matter of perception. Many of the students said that the incidents didn’t really bother them; “I don’t have time for that stuff.” But it was clear form the fact that they wanted to talk about things that what might seem to be relatively minor incidents had an impact.
I asked them what adults could do to help the situation and got my second lesson. There was pretty universal dismissal of intervention by the school. “They have cameras everywhere, but they never do anything. I don’t think they ever watch them.” Clearly this is a red flag showing us where we can do better.

All this might sound pretty grim; but honestly I don’t think it is, and that was my third lesson. These were all kids who had not known each other before the summit, they had a six year range in ages, they had a lot that was not in common. But the sympathy and understanding they had for each other, the real concern and desire to help each other was truly remarkable. I mentioned reading that studies had shown that the most effective way to stop bullying was when another student stepped in and stood up for the victim. That set of another series of stories about how each of them had seen something and stood up for another student, sometimes even for a student they did not know. Several talked about making an effort to be friends with bullied students, and they all talked about their particular unhappiness when the student being bullied had a disability.

It did my heart good to see that there are a lot of students out there who do care about each other and who are willing to do things to ensure their classmates don’t face things like bullying and discrimination because of their disabilities. But, it does mean work for us as parents and educators. We need to ensure that our kids’ schools provide their students with an educational environment where they can succeed. We need to work together as partners to ensure our students understand how we are working together to protect them. We need to ensure that students with disabilities are spending as much time as possible with their peers so the human relations have a chance to develop. And we need to ensure that our schools are training and reminding all students that they are a community and they have the ability to protect and nurture each other.

Acceptance, understanding and care for each of our students by each of our students will clearly go a long way to help make our schools safe and appropriate learning environments for all our kids. We know you all want that and we want to help, so please call us to see what we can do together.

Special Education Concerns Rise As School Districts Grapple With State Cuts

October 14th, 2017

The state’s budget crisis is hitting Connecticut schools hard, and special education programs might also be feeling the pain, even though these services are protected by federal law.

Paraprofessionals across the state say that schools are not fully staffing these positions, which are often used in the classroom to aid students with disabilities. And that could violate students’ rights to a free and appropriate public education, which is codified in federal law.

John Flanders, president of the Connecticut Parent Advocacy Center, said paraprofessionals have been calling his office, worried that students aren’t getting the services they need.

“I’ve been one-on-one with this kid for two years and now they’ve got me splitting my time between two kids,” Flanders said, paraphrasing the many calls he’s received. They also told him they worried that they wouldn’t be able to adequately support each child.

Now that might not sound like such a big deal, but for some kids with significant needs, Flanders said it could be.

“If this is a student who needs somebody translating or supporting or helping them navigate through a piece of material, and that educator — that adult — isn’t there for half of the class, then there’s a real possibility of missing what was being presented in the class,” he said.

Valerie Bruneau, former principal at Torrington Middle School, agreed with Flanders.

“If a district has an IEP for a child and it requires this resource and it’s not provided to them,” she said, “it would be detrimental, because there’s a team of people that said that this is what this particular child needs, and so absolutely it would be detrimental.”

That IEP she mentioned is an Individualized Education Program. Each child in special education gets one, and it’s made by a team of parents, teachers, and other educators. It’s a legally binding document that districts must follow to comply with the Individuals with Disabilities Education Act.

Bruneau said she was let go from her job in Torrington soon after she raised concerns about her school needing more paras, although it’s unclear whether the two are related. She’d been on the job fewer than 90 days.

The district’s superintendent didn’t respond to several requests for comment. It’s unclear if Torrington has fully staffed its paras this year. Last year, the district laid off 40 of them, and paras fought to get 21 rehired.

State officials said they’re working with districts to make sure IEPs are being followed.

Click here to listen.

August 2017 E-Newsletter Correction

October 1st, 2017

Correction: Our August e-news included an article from Disability Scoop entitled “Feds Find Fewer States Meeting Special Ed Obligations.” The article included a list of states that had received a letter from the U.S. Department of Education stating they had met their obligations to students with disabilities. The list incorrectly did not include Connecticut. The Office of Special Education Programs has issued a corrected list that can be seen at: https://www2.ed.gov/fund/data/report/idea/ideafactsheet-determinations-2017.pdf. We regret the error.

Director’s Corner

September 21st, 2017

Since school has started we have gotten a surprising number of questions from parents who are getting contracts from their school calling for them to be financially responsible for damage to any assistive technology provided for their children to use out of school. This is what we think:

First, it is clear that the IDEA requires that your child receive a Free Appropriate Public Education. That means assistive technology must be provided for your child at no cost to you BUT, you CAN be expected to exercise a reasonable amount of care for property that is in your control.

The contract we have seen most often seems to be adapted from one issued by CABE to cover the Ipads and Chromebooks that are being issued to all students in some schools. They include language about neglect, misuse, theft and abuse of the equipment. Many parents of children with disabilities are rightly concerned that a student with a disability can be expected to do things that might be considered abuse of the device because of her disability. So the contract seems to put them on the hook for the cost of repairing or replacing the device because their child does things as the result of his or her disability.

Our suggestion has two parts. First reach out to your team leader or special education contact and explain your concerns. It is often the case that a form like this is issued from a business office where the people may not understand its implications for kids with disabilities. We suggest that you provide some language to amend the contract acknowledging that everyone knows that many children with disabilities are going to expose equipment to more stressors than their typical peers.

An example of language that might work is:

My son or daughter is a child with a disability and may, as a result of that disability, subject the device to actions that might be considered abuse if they were performed by a child who does not have the same disability. I am asking THE Board to confirm it understands this and that it must accommodate the limitations imposed by his disability and that it will not seek to obtain reimbursement for the cost of damage caused as a result of his disability.”

The second issue we see is language limiting the use of the device to your home. Again, particularly for communications devices this is probably not a reasonable requirement. If an AT device is being provided for home use by your child’s IEP, any limitations on where it can be used should also be spelled out. A contract written for a device that might be used at home for homework could reasonably be expected to be used only at home, but one that a child uses to communicate is going to be needed in many places from the grocery store to the doctor’s office and hundreds of others.

Again, the IEP is going to be the answer. So, if your child’s IEP calls for the use of AT to learn and support communication in typical situations clearly it is intended to be used everywhere he or she can be expected to be able to use expressive language. So contact your special education director or team leader to make sure the actual use of the device is documented.

There are always going to be twists and unusual situations so if you have further questions we hope you will call us at (860)739-3089, or email at cpac@cpacinc.org. You chan also check out the website for more information.

Director’s Corner

August 28th, 2017

As I am sitting at my desk in Niantic I am noticing that the number of folks walking by our office on the way to the beach is starting to slow down. It’s a sure sign that we should be starting to look forward the beginning to a new school year. As with any new beginning we can look forward to new opportunities, and to prepare for new challenges.

Calls to CPAC tend to slow down some during the summer, but many of those that do come in are from families concerned about the upcoming year. They tend to come in two varieties: “We had such a good year last year, and now we are moving to a new teacher. How can we make sure the good work continues?” Or “Last year was pretty rough, what can we do to make next year is better?”

Among the best things you can do in either case is to make sure everyone involved has as much information as they can get about your child and her challenges and her strengths. An IEP can be a pretty dry document, and it generally doesn’t convey the little things last year’s teacher did that worked well, or poorly. You have the chance to reach out to the new professionals, not to tell them “You must do this or that”, but “Mr. A tried this simple little thing, and it make a surprising difference.”

Let the professionals know that you are available and interested, that you are looking forward to a very good year, you want to hear how your son is doing, that you and are eager to answer questions that come up about your daughter. It really does take a team to provide an appropriate education and you have a chance to try and set the tone and make everyone involved be eager to be a part of that team.

As usual, we at CPAC want to be part of that team if you need us. Our parent consultants will be working hard to answer the questions that come up and to help you be the best advocate for your child that you can be.

We will be providing group training in towns across the state. Last year we did more than one hundred parent and professional trainings and are always happy to do more. If you would like to have CPAC come and do a training in your school it’s easy, just call us and we’ll tell you how.

We also have changes coming. Early this fall we will be rolling out or completely revamped website with a new look and even more materials and information to help you through this process. We hope you like the new look, and more importantly we want to be sure it works for you. If there are materials you’d like to see, let us know. We want to hear.

Here at CPAC, we are gearing for another successful school year working with you to ensure your children receive the education that is their right. But before that take time to get the best from the rest of the summer. On behalf of myself and the staff at CPAC we offer our best wishes for a great new school year.

John M. Flanders
Executive Director

Congressional Internship Program for Individuals with Intellectual Disabilities

August 14th, 2017

Established by Rep. Gregg Harper in 2010, the Congressional Internship Program for Individuals with Intellectual Disabilities is a unique program designed to give students with varying intellectual disabilities an opportunity to gain congressional work experience.

Working in conjunction with George Mason University’s LIFE Program – a postsecondary education program for young adults with intellectual disabilities – Harper launched the internship program with three Mason LIFE students and six House offices. To date, 150 congressional offices from the House and Senate have participated.

Additionally, the participating interns receive stipends for their work on Capitol Hill through a grant provided by The HSC Foundation. The grant, part of HSCF’s Youth Transitions Initiative, is an important way to acknowledge the interns’ important contributions and helps to achieve the common goal of guiding these students towards permanent, professional employment.

Today, Harper continues to expand the program to accommodate additional students so that they are given the same exciting educational and enrichment opportunities typically afforded to congressional interns working here in the nation’s capital.

Each participating office will host a Mason LIFE student and his or her work coach for one two-hour session each week. During the two-hour sessions, which are held Monday, Wednesdays, and Friday mornings and afternoons, the interns will work with their congressional office and their work coach to complete various office tasks as assigned.

In addition to fulfilling their weekly office responsibilities, the interns will have an opportunity to enjoy various enrichment activities coordinated by the program administrators. Some of the prior enrichment activities have included Capitol tours and trips to one of the many Smithsonian museums nearby.

The upcoming Fall internship program runs from Monday, September 11, 2017, through Friday, December 8, 2017.
Click here to sign up for the 2017 Fall Program!

If your office is interested in participating in the program, or for more information, please contact the Committee at (202) 225-8281. Each participating office is asked to host a student for one two-hour session each week on Mondays, Wednesdays, or Fridays.