In This Issue
LIPC Staff Introduction
Acronym Corner
IEP Article
Check this Out!
Did you know...?
Legislative Corner
CW Post Campus of LIU
Riggs Hall 
720 Northern Boulevard
Brookville, NY 11548
Brentwood Campus of LIU
100 Second Avenue
Brentwood, NY 11717
LIU at Riverhead 
121 Speonk-Riverhead Rd
LIU Building
Riverhead, NY 11901
Drop-in Centers Hours
CW Post 9:30am-4:30pm
Brentwood 9:30am-4:30pm
Riverhead 9:30am-4:30pm
CW Post 9:30-11:00am 
CW Post 5pm-8pm
Brentwood 9:30am-4:30pm
CW Post 12:00pm-4:30pm 
CW Post 9:00am-12:00pm
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Dear Friends and Colleagues,

I am just thrilled to be sending out our first Long Island Parent Center (LIPC) newsletter which is now sponsored through the Center for Community Inclusion (CCI) at the C.W. Post Campus of Long Island University. The transition has been smooth and exciting. As many of you know, I am a parent of two young adults with special needs, and a professional in the field of education. I am honored to be coordinating this project and to be working with CCI to maximize our mission. My focus in life and in my professional capacity has always been building positive relationships. As we move forward with the work of the Long Island Parent Center, building positive educational teams will always be a priority. Parents and families of children with special needs, as well as the students themselves, are the link to improving outcomes. Our goal is to provide technical assistance, support, and resources to families and professionals.  We are here to serve you and truly look forward to our work together. Please feel free to contact us to arrange a training, ask a question, or just check in!  
Helene Fallon, Project Coordinator

Hi Everyone,


I would like to take this opportunity to say how excited I am to continue my work at the Long Island Parent Center and to be a part of the team at the Center for Community Inclusion at the C. W. Post Campus of LIU. I am currently the Education Outreach Coordinator providing technical assistance to parents and professionals who are serving children with special needs. In my current role, I will continue to present workshops to parents and professionals on various educational topics in both English and Spanish.


As a former teacher for the New York City Department of Education, I understand the demands placed on educators in challenging systems. As a parent of a child with special needs, I continue to experience the barriers and breakthroughs of raising a child in our education system. I recognize how overwhelming it can be, but when a goal is reached, there is nothing more rewarding. I am currently a member of the New York State Commissioner's Advisory Panel for Special Education, representing parents and families. I am Past President of the Special Education Parent Teacher Association (SEPTA) in my school district, and continue to serve on various committees and task forces always focused on improving outcomes for our children.

I am here to answer questions and resolve a wide variety of issues related to the educational process. My hope is to provide parents and professionals with the information they need to effectively communicate and to educate them on the special education process.

Yvonne Sinisgalli, Education Outreach Coordinator 

LIPC Introduction
What is the Long Island Parent Center and What Can we Do for You?
Overview of the purpose of the L.I. Parent Center





The mission of the Long Island Parent Center is to provide parents of children with disabilities, in conjunction with the professionals who service their children, with information and resources necessary to promote  meaningful involvement in their children's education programs.


The goals of the Long Island Parent Center are to:

  • Collaborate with local education entities throughout Long Island.
  • Assist families in understanding their children's disabilities.
  • Assist families in understanding the special education process.
  • Support the involvement of parents in their children's education.
  • Create relationships to reach and assist parents who have language barriers.
  • Provide training and resources to community organizations and school personnel.
  • Offer a parent information drop-in center and clearinghouse that links parents to the vast network of currently available resources.
  • Coordinate with local education entities to contribute to the NYS Board of Regents' Policy on Improving Student Achievement and School Performance through parent and family partnerships.
  • Assist NYSED in implementation of the Individuals with Disabilities Education Act's (IDEA) initiatives (e.g., least restrictive environment, transition services, etc.).
  • Assist parents in developing skills to support their children's education leading to independent living in the community.

Services offered by the L. I. Parent Center:

  1. Drop-in center
  2. Technical assistance
  3. Workshops
  4. Attendance at community events
  5. Training of parent members
  6. Information and referral
  7. Overall support in the Special Education Process
Strategies for accessing the L.I. Parent Center:
  1. Drop-in centers
  2. Phone calls
  3. Request for assistance/support
  4. Request for Trainings/Workshops/Events
  5. Email -
  6. LIP Website -


LIPC is hosted by the Center for Community Inclusion (CCI) at Long Island University.

The mission of The Center for Community Inclusion (CCI) is to provide families, educators, early interventionists, employers, and the community at large with resources to support individuals with disabilities in our schools, workplaces, residences, and places of leisure enabling them to become active members of their communities meeting their full potential in all aspects of life. The Center for Community Inclusion provides C. W. Post students with exemplary programs enabling them to gain experience within state of the art service delivery models.


For more information please go to the CCI page on
Acronym Corner
CSE | Committee on Special Education
CPSE | Committee on Preschool Special Education
COP | Community of Practice
SWD | Student with Disability
ECSE | Early Childhood Special Education
ID | Intellectual Disability
IFSP | Individualized Family Service Plan
ASD | Autism Spectrum Disorder
SLD | Specific Learning Disability
Highlighted Acronym
IEP | Individualized Education Program

The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student's unique needs and how the school will strategically address those needs. IEPs identify how specially designed instruction will be provided in the context of supporting students in general education curriculum and in reaching the same learning standards as students without disabilities. IEPs guide how the special education resources of a school will be configured to meet the needs of the students with disabilities within the least restrictive environment. IEPs identify how students will be incrementally prepared for adult living. IEPs also provide an important accountability tool for school personnel, students, and parents. By measuring students' progress toward goals and objectives, schools should use IEPs to determine if they have appropriately configured their resources to reach the desired outcomes for students with disabilities.


What is the purpose of the IEP?

The IEP is the tool that ensures a student with a disability has access to the general education curriculum and is provided the appropriate learning opportunities, accommodations, adaptations, specialized services, and supports needed for the student to progress towards achieving the learning standards and to meet his or her unique needs related to the disability


Who develops the IEP?

An IEP is a written document that must be developed and annually reviewed, and if appropriate, revised by the Committee on Special Education (CSE), Subcommittee on Special Education, or the Committee on Preschool Special Education (CPSE) (hereinafter referred to as the Committee) of which the parent is an integral member. The Committee is required to include certain individuals who know the student and his or her unique needs and who can commit school resources to address the student's needs.


To develop an appropriate IEP for a student, a group of individuals with knowledge and expertise about the student, curriculum, and resources of the school must consider individual evaluation information and reach decisions in an effective and efficient manner. Information about the student's strengths, interests, and unique needs gathered from the student, his/her parents, teachers and related service providers through evaluations and observations is the foundation upon which to build a program that will result in effective instruction and student achievement. Each member of the team that makes up the Committee brings information and a unique perspective to the discussion of the student's needs and has an important role and responsibility to contribute to the discussion and the recommendations for the student.


When should the IEP be developed?

Each student with a disability must have an IEP in effect by the beginning of each school year. Federal and State laws and regulations specify the information that must be documented in each student's IEP. In New York State (NYS), IEPs developed for the 2011-12 school year and thereafter, must be on a form prescribed by the Commissioner of Education.
Check this Out!

"Art Education for the Blind's (AEB) mission is to make art, art history, and visual culture accessible to people who are blind or visually impaired." Their  "goal is to provide and promote the tangible benefits of art education, museum visits, and art making for children and adults with sight loss - to give those who cannot see equal access to the world's visual culture and the opportunity to experience the life-enhancing power of art."

Did you know?

Effective July 1, 2012, the Dignity for All Students Act (also referred to as The Dignity Act) is intended to protect the rights of students attending public schools, ensuring that their educational environment is void of discrimination and harassment. The Dignity Act is designed to encourage positive school culture through diversity and sensitivity awareness and training. Activities creating a hostile environment, including aggressive behaviors, threats, and abuse that "unreasonably and substantially interferes with another student's educational performance" will not be tolerated. Incidents will be reported annually to the New York State Education Department, ensuring support and guidance for school districts to reduce and eventually eliminate bullying.

Legislative Corner

On November 1, 2011, Governor Andrew Cuomo signed Assembly Bill 8512, one of the nation's most comprehensive autism insurance reform measures. Some of the conditions of the bill include mandating insurance companies to provide coverage for the screening, diagnosis, and treatment of autism spectrum disorders, no age caps imposed, and providing coverage for applied behavior analysis (ABA). To review the bill and find out more information visit:


Autism Insurance Mandate

A.6305 - A (Morelle)- Passed the Assembly 6/17/11

S.4005 - A (Fushillo)- Passed the Senate 6/17/11


Save the Date  


Friday January 13, 2012 @ 1:00 PM; NYS CoP- New York State Communities of Practice Call with NYSED. For more information please email Helene Fallon at


Friday April 27th, 2012, 8:00am-3:00pm;  Resources to Results Conference at Molloy College, Suffolk Campus at Republic Airport. Registration and details to follow. Please check our website.
We look forward to working with you.  Please check out the LIPC Website for updates on future trainings and workshops and be sure look out for our next newsletter in early 2012!