Director's Update
What's Going On In Special Education In Bedford
Welcome Back!
Dear Students, Parents, and Guardians,
Welcome back to another exciting school year! I hope this letter finds you well and eager to embark on a new academic journey. As the Director of Special Education, it is my pleasure to extend my warmest greetings to each of you as we prepare for a year filled with growth, learning, and support.
Our dedicated team of educators, therapists, and support staff have been hard at work over the summer months, carefully planning and preparing to meet the unique needs of our exceptional students. We are committed to fostering an inclusive and nurturing environment where every student can thrive, regardless of their abilities or challenges.
In Bedford, we firmly believe that every student deserves a quality education that is tailored to their individual strengths and needs. We are here to collaborate with you, our valued parents and guardians, to ensure that your child's educational journey is both enriching and successful. Open communication and partnership between home and school are essential components of this journey, and we encourage you to reach out to us whenever you have questions or concerns.
As we begin this new chapter together, let us remember that each student has the potential to make remarkable progress and contribute in their own unique way. With your unwavering support and our dedicated team's expertise, I am confident that this school year will be one of achievement, growth, and empowerment.
I look forward to connecting with each of you and witnessing the incredible accomplishments that lie ahead. Thank you for entrusting us with the privilege of educating and nurturing your exceptional children.
Wishing you all a wonderful and successful school year!
Warm regards,
Marianne
Special Education Administrative Assistants
Special Education Office:
Deborah Barnes deborah_barnes@bedfordps.org
Enid DeCastro enid_decastro@bedfordps.org
Bedford High School and Out of District
Tracey Metivier tracey_metivier@bedfordps.org
Lane School and JGMS
Jessica O'Connor jessica_oconnor@bedfordps.org
Pre-School and Davis K-2
Rachel Thunberg rachel_thurnberg@bedfordps.org
Special Education Updates from the schools.
Davis- As Davis School gears up for another exciting school year, we are thrilled to extend a warm welcome to our youngest learners, particularly our preschool and kindergarten students who are embarking on their educational journey with us. Below are some updates from Davis School Special Education Department.
First, we are excited to introduce our new Early Childhood Coordinator, Jaime Doucette, who brings a wealth of experience and expertise to our preschool program. This role has been created to oversee the day-to-day operations of our preschool, as well as the important transitions from early intervention programs to preschool and from preschool to Kindergarten. Jaime Doucette is a highly experienced school psychologist and dedicated professional committed to early childhood education, will be joining our team in this capacity. With Ms. Doucette’s expertise in early childhood development and a passion for nurturing young minds, we are confident that she will play a significant role in ensuring the success and growth of the preschool.
Over the summer, our K-2 special education teams, including our SAIL, Bridge, and Co-Teaching teams, have been hard at work, collaborating to ensure a smooth and enriching experience for our incoming students. Their work focused on team building, professional development, and student-specific planning. Their dedication and meticulous planning are a testament to our shared goals of creating a supporting and engaging learning environment that sets the stage for a successful school year.
As a department, inclusivity lies at the heart of our educational vision, and we strive to create an environment where every child’s unique abilities and needs are acknowledged and supported. By fostering an inclusive environment, we aim to provide all students with a strong foundation for growth, learning, and success. We are so excited to greet our students and see their smiling faces very soon!!
Caitlyn Queenin
Integrated Preschool and K-2 Special Education Program Administrator
Lane- As the summer winds down, the Lane Special Education department is coming alive and excited to greet the students for another school year. This year, we welcome a few new staff members, including our SAIL teacher, Eileen Messinger, and welcome back Kristen Lerra as one of our school adjustment counselors. The Lane team continues to set department goals centered around using ongoing student data to inform Team decisions and monitor progress. The department works collaboratively to build common practices and select tools that are effective, informative, and efficient. As a school, we are focused on the social-emotional wellbeing of our students and staff, building trusting relationships to enhance progress in all areas. As the year begins, our team wants all families to know that collaboration and clear communication is at the heart of our work. Please always reach out to your child’s liaison with any questions or concerns!
Jane DelGobbo
Special Education Program Administrator, Lane School
JGMS-The JGMS Special Education department is ready to take on SY 23-24. We welcome some fresh faces, including Claudia Carmody, school psychologist, and welcoming (back) Jill Marquis, adjustment counselor, into a full-time, permanent role. The JGMS team continues to prioritize the social-emotional well-being of our students and staff by infusing principles of the RULER curriculum, positive behavior interventions/supports, and Developmental Designs throughout professional development time and across the school day. You may have seen the recent writeup in the Bedford Citizen as an example!
As the year begins, our team wants all families, but especially families of our incoming 6th graders, to know that your children are in good hands. The middle school years can be challenging, but there will be plenty of opportunities to learn and grow from these challenges with support along the way. As Alex Hirschberg, our opening-day speaker, said, "School is stressful, and that is good!" Please always reach out to your child’s liaison with any questions or concerns.
Best wishes for a happy and healthy school year!
Andrea Edmunds
Special Education Program Administrator, JGMS
BHS- There has been a big change in the Special Education Department. Michelle DellaValle, the program administrator, has taken on a new role as the Director of Special Education in another district. Michelle had been in Bedford for the past 16 years. She was an integral part of the BHS leadership team and the Special Education Department’s leadership team. She is a wealth of knowledge and was loved and respected by students, teachers, and parents. We wish her the best of luck in her new endeavors.
We are in the process of interviewing candidates to replace Michelle. In the interim, I will be supporting the daily operations of the department at the high school. If you have any questions or concerns, please contact me at marianne_vines@bedfordps.org.
I want to welcome Christina Sergi and Julie Swanson as new special education Liaisons.
Marianne Vines,
Director of Special Education
Who to call?
Your first point of contact should be your child's teacher. If they cannot help you, they will help guide you to the appropriate person. For special education-specific questions or concerns, don't hesitate to get in touch with your child's special education liaison for assistance.
Professional Development with Alex Hirshberg, PsyD.
Last Spring, I told you about a professional development experience that the special education teams in the Bridge and Step programs engaged in with Alex Hirshberg Psy.D. I am excited to share that his work with our Bridge and Step programs will continue throughout this school year. We have set aside time each month for Alex to work with our teams on developing a sustainable process for developing skill-building plans and utilizing data for progress monitoring.
But that’s not the only exciting news! Alex will also be working with the district-wide faculty as well! The focus of his district-wide PD will be on how Emotions Belong in the Classroom: Leveraging SEL and Trauma-Informed Strategies to Help Students Manage Distress.
There’s even more exciting news! On September 18th, Alex will present to parents on Preparing the Child for the Road, Not the Road for the Child: Building Resilience to Emotional Distress. He'll be presenting at Bedford High School Auditorium from 7 pm-8:30 pm.
I feel so lucky to have Alex working with us. Alex exemplifies a remarkable blend of education, knowledge, engagement, and practicality. With a wealth of expertise, he effortlessly navigates complex concepts, distilling them into relatable, practical terms that resonate with a diverse audience. His delivery was both enlightening and captivating, seamlessly weaving together theoretical insights with real-world applications. Alex’s ability to bridge the gap between intricate theories and actionable takeaways keeps the audience attentive and genuinely inspired. It is evident that his commitment to making information accessible and applicable is a driving force behind his impactful presentations, and he leaves attendees equipped with not only new ideas but also the tools to put them into practice. I hope that you will be able to join us to learn from Alex on September 18th.
Contrasting the Medical Model and Educational Model of Treating Children with Disabilities
Children with disabilities require specialized care and attention to ensure their optimal growth and development. Two prominent approaches, the medical model and the educational model, have emerged to address the needs of these children. While both models aim to provide support and enhance the lives of these individuals, they differ significantly in their underlying philosophies, goals, and methodologies.
The Medical Model:
The medical model of treating children with disabilities is rooted in a diagnostic perspective. This approach views disabilities as medical conditions that require diagnosis, treatment, and intervention by medical professionals. It focuses on identifying the specific impairments or health conditions that cause the disability and aims to alleviate or manage those conditions. Treatment often involves medical interventions, therapies, surgeries, and medications. The primary goal of the medical model is to cure or alleviate the disability, assuming that achieving a "normal" state of health is the ultimate objective.
The Educational Model:
In contrast, the educational model takes a holistic and inclusive approach to addressing the needs of children with disabilities. This model emphasizes creating an environment that accommodates diverse learning styles and abilities. The focus is on providing appropriate educational opportunities and support services to enable children with disabilities to achieve their full potential. The educational model recognizes that disabilities are a natural part of human diversity and seeks to promote equal access to education and social inclusion.
Differences in Philosophies:
The medical model primarily sees disabilities as deficits that need to be fixed or managed. It places importance on medical professionals' expertise and intervention to bring the individual as close to "normal" as possible. On the other hand, the educational model emphasizes empowerment, self-determination, and social integration. It views disabilities as differences contributing to the richness of human experiences and advocates for personalized education catering to individual strengths and needs.
Goals and Outcomes:
The medical model's focus on curing or managing the disability may sometimes result in an emphasis on physical or functional improvement. While medical interventions can be essential in certain cases, this approach may overlook psychological, emotional, and social aspects of the child's well-being. The educational model, however, prioritizes education, skill development, and fostering independence. It recognizes that children with disabilities have unique talents to offer and aims to prepare them for active participation in society.
Methodologies:
The medical model employs medical assessments, diagnostic tests, and treatments to address physical and functional impairments. Its interventions can range from surgeries to medications to therapies. In contrast, the educational model implements individualized education plans (IEPs) that outline strategies, accommodations, and modifications tailored to each student's learning style and needs. It involves collaboration among educators, therapists, parents, and students to create an inclusive learning environment.
It’s helpful to understand that sometimes the difference between medical and educational recommendations for the same student is due to different standards and obligations, not because of wrong data or bad intent (Medical and Educational Models: Why and How They are Different). While both the medical and educational models have their merits, their differing philosophies and approaches shape the experiences and outcomes of children with disabilities. The medical model emphasizes medical interventions and functional improvement, while the educational model emphasizes empowerment, inclusion, and personalized education. A balanced approach incorporating elements from both models could offer a comprehensive framework for effectively addressing the complex needs of children with disabilities, ensuring their well-being, growth, and successful integration into society.
References:
Access for Special Kids (ASK). (n.d.). Medical and Educational Models: Why and How They are Different. What is the medical model of education? https://www.askresource.org/resources/medical-vs-educational-model#:~:text=When%20parents%20take%20their%20child,sometimes%20suggestions%20for%20school%20services.
Baglieri, S., & Knopf, J. H. (2004). Normalizing Difference in Inclusive Teaching. Journal of Learning Disabilities, 6(37), 525–529.
Haegele, J. A., & Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and Social Models. Quest, 68(2), 193–206. https://doi.org/10.1080/00336297.2016.1143849
Special Education Parent Advisory Counsel (SEPAC)
SEPAC is a group of parents and caregivers of children receiving Bedford Special Education support. All are welcome!
We look forward to a great year of connecting, supporting and learning together!
Please join us Tuesday, October 3, from 7:30 to 9:30 pm for a SEPAC Social! Refreshments, Charcuterie & desserts! Meet other parents and caregivers. Mingle and share resources and ideas SEPAC can present to the schools and the town. Or just stop by to say hi and have some snacks - we’d love to see you! Hosted by SEPAC member Tara O’Loughlin. Please rsvp to taraoloughlin@gmail.com for address.
This year we will have a mixture of remote, hybrid and in-person meetings, event, socials and resource presentations. Please let us know what you would like to see more of this year!
Email: BedfordMASepac@gmail.com
Web: bedfordmasepac.org