The heart of MAC’s work since its beginnings in the early 1970s has been to create new laws, policies and regulations to benefit children – including the first special education and bilingual education laws in the nation – and to hold accountable those institutions which are responsible for implementing and enforcing those laws, policies and regulations.
This type of advocacy is done with public and elected officials, whether in the state legislature, state departments, or local school districts, by combining technical expertise and political support from constituency groups.
Current Legislative Session
An Act Relative to the Training, Assessment, and Assignment of Qualified School Interpreters in Educational Settings (H 437, S 253)
Directs the Department of Elementary and Secondary Education (DESE) to create standards and competencies for the training, hiring and use of interpreters in educational settings in order to provide limited English proficient (LEP) parents and students with competent interpretation services, as required by federal and state law
An Act to Ensure Equitable Access to Education, Including Special Education Services, for All Students in Massachusetts (H 454, S 249)
Makes information available to the public in order to assist the Commonwealth and local communities in addressing barriers to education that students may face due to bias and discrimination on the basis of race, ethnicity, disability, English learner status, and/or sex
An Act to Improve Augmentative and Alternative Communications and Opportunities for Children with Disabilities (H 433, S 326)
Amends teacher license regulations to require that all teachers who apply for an initial Massachusetts educator license receive instruction on the appropriate use of augmentative and alternative communication (AAC) devices for children with disabilities who are nonverbal or who have limited speech
Supported Bills in Current Legislative Session
An Act to Reduce Disparities Created By Exclusionary School Discipline Policies (H 478, S 290)
Authorizes school committees to include a student dress code in the student code of conduct, but prohibits school officials from suspending or expelling students solely on the basis of a violation of a dress code.
An Act Enhancing Learning in the Early School Years Through a Ban on School Exclusion in Pre-Kindergarten Through 3rd Grade (H 453, S 289)
Aims to improve educational outcomes by banning Massachusetts public schools from suspending or expelling students in grades pre-K through 3rd grade for non-serious disciplinary infractions.
An Act to Remedy Disparities in Students’ Educational Achievement (H 597, S 294)
Narrows the acceptable parameters for suspension or expulsion to prevent students from losing their education due to minor infractions and ensures that students who are facing more serious allegations have the right to due process.
Successes
Creating Higher Education Opportunities for Students with Intellectual Disabilities, Autism, and other Developmental Disabilities
Removes barriers to higher education by providing opportunities for persons with ID and autism to access our state colleges and universities in order to gain skills necessary to work and live independently in the community as adults
The Autism Omnibus Law
Addresses unmet needs of people with autism, reflecting many of the priority recommendations of the Commonwealth’s Autism Commission and MAC’s Autism Center.
The Augmentative and Alternative Communication “AAC” Bill
Ensures that teachers of students with moderate disabilities and teachers of students with severe disabilities receive instruction on the appropriate use of augmentative and alternative communication devices
Children’s Autism Medicaid Waiver
Provides intensive in-home services (such as ABA and DIR/Floor Time) for children with autism and other services that will support children who are from low-income families in their homes and communities
The Anti-Bullying Law
Ensures that IEP Teams address bullying of children on the autism spectrum, specifically focusing on the skills necessary to help individual children avoid and respond to bullying, harassment, or teasing
The Inclusive Concurrent Enrollment Grant Program
Brings public institutions of higher education together with school district to enable young adults ages 18-22 with disabilities who fail MCAS to attend college courses in an inclusive manner, participate in campus life, and develop employment and independent living skills
The Short Term Objectives Act
Requires school districts to continue the current practice of including short-term objectives and benchmarks in the IEPs of all students with disabilities
Maintaining Transition Age Requirements for Students with Disabilities
Requires special education transition planning and transition services to commence at age 14, rather than waiting to age 16 as permitted under federal law
The Autism IEP Act
Requires the IEP Team to consider and specifically address the full range of a child’s complex communication, social, behavioral, and academic needs resulting from Autism to help ensure provision of state-of-the-art supports and services
The Parents (and their Evaluators) Observation Act
Ensures that parents and independent evaluators will have access to observe special education programs, providing critical information needed to participate in the special education decision making process.
House Bill 3720 (formerly H.159), An Act to Promote the Successful Transition of Students with Disabilities to Post-Secondary Education, Employment, and Independent Living
Requires the Board of Education to revise educator licensure regulations to provide a mechanism for current special education teachers and rehabilitation counselors to obtain a Specialist Teacher Endorsement in Transition Services
Trauma Sensitive Schools as part of the Alternative Education Act
Please click here to review the general laws at it relates to Trauma Sensitive Schools as part of the Alternative Education Act.
School Discipline Law (Chapter 222)
Allows students who are excluded from school or facing exclusion to make academic progress during the period of their exclusion through alternative education programs and services provided by the school district.
Special Education Law (Chapter 766)
Guaranteed the right of all young people with disabilities ages 3-22 to an educational program best suited to their needs. This law later served as the model for the first federal special education law.
Section 19 of the Children’s Mental Health Act
Creates a task force on behavioral health and public schools and promotes supportive school environments for children with mental health needs