How can SEPTSA be there to support families and students as their schools may be consolidating or closing?

Scenarios are about to be announced, and the district will be looking for feedback on the proposals between the time of the announcement and planned board vote in December. As the focus turns to which schools will be impacted, we feel that it’s important to share information about what our disabled and neurodivergent students need, so we can make sure they are supported if there is a closure or change at their school.

We can advocate for:

Smooth transitions to new schools

  • Enough lead time for transitions and transportation scheduling

  • Pre-transition visits, open houses, school tours, dedicated nights for SpEd families

  • Smooth transition of community partners and their relationships with students

  • Peer support/buddy systems for new students

  • Transition summer support for each child on IEP to include summer school offering

  • 1:1 paraeducators stay with students they support; keep the relationship going

  • Free counseling available for any student who is struggling with the change to a new school

  • Transition IEP meetings for each student with an IEP who is transitioning to a new or consolidated school

  • Support for ELL/ELD students who also receive Special Education Services

  • Specialized transition team for each school that is closing that focuses on the IEP needs of those students

New building supports:

  • Sensory space/room in every building

  • Accessible, updated buildings

  • Support for inclusive classrooms with more training and tools for gen ed teachers and paras

  • Full time, on site SLPs, OTs, and psychologists

  • Community School supports i.e. food pantry, backpack program

  • Sensory libraries 

Inclusion and programming

  • Inclusive after school programs & athletics

Support for school PTAs

  • If a school is newly assigned to have a focus classroom, work with their PTA board and parents at the school to help them welcome and include the new students and their families

  • Encourage each PTA to have a neurodiversity affinity subgroup that works on Special Education advocacy and issues that come up in the school