Amherst, MA: 68% of preschool, 24% of elementary, 31% of middle school, 25% of high school have special needs
- The end of childhood
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Nov 12, 2025, Amherst Indy: Parents Seek More Support for Neurodiverse Students
Report on the Joint Meeting of the Amherst, Pelham, Leverett, Shutesbury, and Regional School Committees, November 10, 2025
This meeting was held in the library of Amherst Regional High School and was simulcast on Amherst Media Channel 15. It was recorded.
Five parents representing the Special Education Parent Advisory Committee (SEPAC) came before a joint meeting of the four school committees in the Amherst Pelham Regional School District to plead for support for neurodiverse students in the district.
Their presentation highlighted the role of trained paraprofessionals and pointed out the advantages of adequate paraprofessional support for both students and the district as a whole. The parents were Angelica Bernal, Ellen Jedry Guidera, Sharon Root, Maya Edin, and Jennifer Curiali.
The presentation noted that every school district is mandated by state law to establish a SEPAC to advise the school committee on matters that pertain to the education and safety of students with disabilities and to meet regularly with school officials to participate in the planning, development, and evaluation of special education programs.
In the Amherst Regional Public Schools (ARPS), 923 of the 2,790 students are enrolled in special education—68% of the preschool program, 24% of the Amherst elementary school students, 31% of the middle school, and 25% of the high school.
Many of these students are required by their Individual Education Plan (IEP) to have paraprofessional support and depend on paraprofessionals for access to learning and emotional regulation. The parents maintained that “properly trained paras bring a specific skill set that complements general education and special education teachers.” . . .
The parents advocated for neurodiversity and neuro-affirming training for all ARPS staff. They also stressed the need for improved communication between families and the schools, especially before the start of the school year, and stressed that staff directories be kept up to date, so that families know who to contact with questions and concerns.
One of the greatest concerns of the SEPAC parents was for opportunities for special education students to be included in a wide range of activities to the maximum extent possible. . . .
Most of all, the parents stressed that improving the education for special education students enriches the educational experience for all students. The presentation ended with a quote: “If you make education more accessible for disabled and neurodivergent students, it also makes it more accessible to all students.”
Feedback from the School Committee Members School Committee members thanked SEPAC parents for their presentation and for calling attention to the issues they raised. Sarah Marshall (Amherst) said, in reviewing the district’s policies, she could find no mention of neurodiversity, and that should be changed. William Sherr (Pelham) noted that East Longmeadow does have a policy on neurodiversity that ARPS should look at, but he thinks few other districts do. . . .
Bridget Hynes (Amherst) stated that neurodiversity should be considered when the district makes structural changes, such as policies around restraint and seclusion.
The SEPAC parents then shared some heartwarming success stories of their children’s experiences with special education staff. . . .
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