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Resources Available on Family-School Partnership Website



Parents and teachers working together ensures success for a student with special educational needs. 

The Family-School Partnership at The Advocacy Center has created a website especially for you, parents whose children have special educational needs. Please visit http://www.specialedparentcenter.org/  for information and tools to facilitate your children’s education.

At this website you will find a wealth of information and tools to advocate for your child.  

Just click on Resources for News, Links, Documents, and a Library of resources.   

The News section will keep you up to date on local news and events, New York State initiatives, and Federal laws and updates pertaining to special education. See the Roundtable newsletter for practical tips, communication strategies and April’s Alternative Dish, personal reflections provided by the author, April Dixon. 

The Links section takes you to BOCES (Boards of Cooperative Educational Services) parent support and technical support contacts; regional groups such as the Finger Lakes Parent Network; NYS organizations; and national organizations such as Council for Exceptional Children. Topic-specific information includes Attention Deficit/Hyperactivity Disorder (ADHD), Tourette Syndrome, along with  others.  

Documents 
provides tips, sample letters, guides, and policies. Some advocacy tools available are: Special Ed in Plain Language and Advocating and Letterwriting.

Library provides a bibliography of books, magazines, DVDs, and articles available for loan at The Advocacy Center.

Visit www.specialedparentcenter.org for easy access to guidance, information, and support to strengthen your advocacy efforts.

 
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The Advocacy Center is a New York State Parent Training and Information Center (PTIC), serving all of New York except the 5 boroughs of New York City. The PTIC is funded through a grant from the Office of Special Education Programs, U.S. Department of Education. Views and opinions expressed herein do not necessarily reflect those of the U.S. Department of Education or its offices.