SEPAC – South Orange/Maplewood


Special Education Parent Advisory Committee (SEPAC) is a parent-led advocacy group focused on policies, programs, and practices within the South Orange Maplewood School District. Families and caregivers of student(s) with learning needs or students eligible for or receiving services under an IEP or 504 plan are encouraged to attend SEPAC Meetings.

SEPAC provides parents with tools and information to work collaboratively with the school district and to be more effective advocates for their children with special educational needs. Our meetings consist of featured conversations/ presentations as well as support, resource sharing, and the ability to connect with other members of the special education community. Meetings with featured topics are our attempt to get those with similar concerns in the same room at the same time but all are always welcome!

SEPAC Meetings

Dates for 2021-2022 SEPAC meetings are coming soon!

SEPAC hosts meetings throughout the school year to provide parents and caregivers support, resources and information relevant to students with special education programming.

Connect with SEPAC SOMA

Stay informed about Special Education updates, advocacy efforts and upcoming meetings by subscribing to our mailing list.
By clicking submit, you agree to receive emails from SEPAC SOMA. Use the unsubscribe link in those emails to opt out at any time.

SEPAC Board Advocacy 2020-2021

The following list of issues and concerns have been brought to the attention of the District Administration, the Special Services Department and/or the Board of Education: 

  • Additional accommodation support for students with IEPs and 504s for distance learning.
  • Professional development to teachers to be able to help students during distance learning. 
  • Prioritizing special education students to return safely to in-person learning, especially those in self-contained classrooms. 
  • Compensatory Related Services be broadly offered, as opposed to school by school.
  • Childcare coverage for the Montrose students when the school returned to hybrid learning and no longer had space for them.
  • Additional PPE for Paraprofessionals and Staff who work more closely and hand-over-hand with some Special Education students. 
  • Greater outreach for Preschool Program Registration to include more families whose children may not otherwise receive a high quality preschool education.
  • Integration throughout special education and inclusion classrooms.
  • Executive Function Program to be initiated in Elementary Schools and more EF preparation for Middle Schoolers. 
  • Elementary School Social Skills Program that is embedded into the school day as opposed to once-a-week pull out with the School Social Worker.
  • Social Emotional and Mental Health Support for students and families. 
  • Transition support for students returning to in-person learning.