Registration for our on-demand workshops are open to all individuals, regardless of membership status.
On-Demand webinars are available for one-year after the original broadcast (unless otherwise noted).
Through our generous Equity Sponsorships, free admission for access to our On-Demand webinars are available to individuals living anywhere in Massachusetts.
Families representing one or more of the following categories qualify for this funding:
- Refugee or immigrant status
- Immediate family includes an SSDI/SSI recipient
- Family income is at or below 600% of the Massachusetts poverty limit
- Family is homeless or experiencing some form of housing instability
- Family includes a loved one with autism
- Other unique and extenuating circumstances
Attended the live event, but would like to revisit?
Participants who attended a duration minimum of 50% of a live event are eligible for free access to the on-demand webinar for that event*.
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*Participant attendance of live events will be verified prior to receiving free access to the on-demand webinar.
Language-Based Programs: The Who, What, Where, When, Why, and How (Available until 12/15/2024)
Kendra McCuine is an educational consultant, special educator, and former program director with expertise in dyslexia and other language-based disabilities. She has worked with students and families in a wide variety of roles, teaching within both public and private language-based school programs, working as a private Orton-Gillingham tutor, and serving as director of a language-based school program for students grades 2-8.
Kendra earned a master’s in Education from Lesley University, with teaching residencies at both the Carroll School and Buckingham Browne & Nichols. She holds a Certificate of Advanced Study in Language and Literacy from the MGH Institute of Health Professions, and is a long-time member of the Orton-Gillingham Academy. Kendra serves on the Board of Directors for the International Dyslexia Association, Massachusetts Branch and speaks regularly at both local and national conferences.
As the proud parent of school-age children with learning difficulties, Kendra knows firsthand the joys and challenges of parenting and advocating for kids who learn differently. Her unique blend of empathy, experience, and technical knowledge enable her to offer expert and compassionate guidance to families.
State Complaints & School Discipline (Available until 10/13/2024)
This session is about protecting students from school exclusions. YAF/The EdLaw Project mission is to shut down the school to prison pipeline through expert education advocacy. Housed within CPCS to support the state’s most vulnerable children, youth and young adults. Special Education Students have “extra” protections in suspensions.
Presented by Tim Sindelar & Michele Scavongelli
Timothy A. Sindelar is a senior attorney at the EdLaw Project. He was a solo practitioner in Newton, with a practice focused on the representation of children and adults with disabilities, including special education and other litigation concerning the rights of children to essential services such as education and health care.
Before entering private practice, Mr. Sindelar spent over 20 years in public interest law, including eight years as a senior staff attorney at the Disability Law Center in Boston, where he divided his time between work in the special education and health. Mr. Sindelar also worked in legal services programs in Massachusetts, Nebraska, and West Virginia, as both an attorney and program director.
Mr. Sindelar has also taught in the law schools of Northeastern University, Boston College, West Virginia University, and the University of Nebraska. Mr. Sindelar has represented hundreds of families in matters before the Bureau of Special Education Appeals and the state and federal courts on special education issues. He has also worked with parents’ groups on legislative and regulatory issues pertaining to special education and health issues and served on a number of advisory groups for the Massachusetts Departments of Education and Mental Retardation and the Disabled Persons Protection Commission.
Tim has presented testimony to committees of the United States Senate and the Massachusetts General Court on education and health matters. Mr. Sindelar is a frequent speaker at trainings and conferences on special education and children’s health.
Michele Scavongelli joined the EdLaw Project as an Equal Justice Works Fellow, sponsored by Bingham McCutchen, LLP in September 2012, and has continued as Senior Counsel until the present.
Michele has successfully represented over two hundred families in the past eleven years in both school discipline and special education matters, prevailing at Administrative Law hearings, in Superior Court and in state complaints. She has built a pro bono panel for The EdLaw Project and has trained hundreds of delinquency, child welfare, firm, and in-house counsel, as well as parent and community groups in special education advocacy and school discipline rights.
She is also the Executive Director of the Youth Advocacy Foundation (YAF), a 501(c)(3) organization attached to the state public defender office whose mission is to shut down the school-to-prison pipeline by ensuring that all court-involved kids have access to expert education advocacy. She is an adjunct professor at the Lynch School of Graduate Education of Boston College where she teaches “Education Law & Public Policy.”
Michele graduated Northeastern University School of Law in 2012. During law school, Ms. Scavongelli was a recipient of a Rappaport Fellowship at the Massachusetts Office of the Child Advocate and a recipient of a Hennessey Fellowship at the Mental Health Legal Advisors Committee. She interned at the Lowell Juvenile Court as well as at the law firm of Kotin, Crabtree & Strong, LLP with a particular focus on special education law.
Ms. Scavongelli also assisted victims of domestic violence at the Dorchester and Roxbury Municipal Courts and at Boston Medical Center and St. Elizabeth’s Hospital. She has served as a Court Appointed Special Advocate (CASA) and as a Special Education Surrogate Parent.
Prior to attending law school she spent 29 years as an executive in the life insurance industry. She is on the board of Bottom Line, an organization that is dedicated to helping disadvantaged students get in to college, graduate from college, and go far in life. She earned her S.B. in Mathematics at the Massachusetts Institute of Technology in 1979.
Navigating Pre-ETS and Transition from High School and Beyond (Available until 9/29/2024)
When the US Congress reauthorized IDEA in 2004, they identified the Purpose of the statute was to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. In other words, IDEA’s explicit purpose, according to Congress, is postsecondary education, postsecondary employment and independent living to the greatest extent possible. Using both transition assessments and strategies, this session informs parents, advocates and attorneys how they may use IDEA’s requirements for, and the definition of, postsecondary transition planning for a coordinated set of activities within a results-oriented process that is focused on academic and functional achievement to obtain and ensure a FAPE for their students. A FAPE that aligns with the person-centered planning requirements of the 1999 Olmstead v L.C. SCOTUS decision.
Presented by Christopher Skerritt
Christopher Skerritt is a professional Vocational Rehabilitation Counselor with more than 10 years of experience particularly in the areas of AAC and assistive technologies and postsecondary transition assessments. Chris is a Certified Vocational Evaluator and holds a bachelor’s degree in Communication Disorders and a master’s degree in Vocational Rehabilitation Counseling. He has worked with individuals with varying disabilities including: Autism, Down Syndrome, PDD, various speech and language disorders, individuals who are Deaf and Hard of Hearing, and Blind. Chris takes a concerted effort to develop rapport and deliver the best possible services based on the needs and interests of the individual. Working in Department of Developmental Disability programs, Vocational Rehabilitation, and Mental Health settings, he utilizes empirical studies that are backed by data and research that supports the validity and reliability of the modalities used. When Chris is not working with individuals in a vocational setting, he works as a job coach/community support worker for his brother-in-law Jason, who has Down Syndrome. In Chris spare time he volunteers and participates in Spartan Races focusing on encouraging individuals of all abilities to participate in the races to the best of their ability and educating racers on adaptive exercises they can perform to deliver the same intensity as the other racers.
What a Behavior Analyst wants you to know about ABA (Available until 2/7/2024)
In the course of working to help people overcome environmental challenges, behavior analysts will often work within the framework of multidisciplinary teams. In this workshop, we will address some of the myths and misconceptions regarding ABA that have emerged among related caregivers and stakeholders. Identify at least 3 myths commonly associated with Applied Behavior Analysis Describe the importance of data collection and some simple strategies for collecting it in busy environments Describe how a behavior analyst fits into a multidisciplinary team to develop and implement behavior support plans
Presented by Dr. Christian Benavides
Dr. Christian Benavides founded Lifecraft ABA in 2019, with a mission to provide quality ABA-services tailored to the needs of individual families. He is a Licensed Applied Behavior Analyst (LABA) and Board Certified Behavior Analyst–Doctoral (BCBA-D), and has been working with families affected by Autism for over 25 years.
Dr. Benavides is a strong believer in building effective, individualized services through a collaborative approach with families and other caregivers. He has presented at major conferences and has taught several courses in behavior analysis at the graduate and undergraduate levels.