From Advocacy Roots to Parent Leadership: The Evolution of SEPACs in America

“Parent's and families are not visitors in the education process; they are vital members of the team.” - Individuals with Disabilities Education Act (IDEA), Preamble

Parent‐led advisory councils for special education have become a vital part of how school districts engage families of students receiving special education services. Understanding where these groups came from helps underscore why groups like ours matter today.

Early Foundations

The idea of including parent voice in special education is intertwined with federal laws and policies. With the passage of the Individuals with Disabilities Education Act (IDEA) and related legislation, families were increasingly recognized as key partners in children’s educational planning.
Over time, local districts recognized the benefit of organizing parent advisory groups – giving formal structure to the input and advocacy of families.

Growth and Formalization of SEPACs

Today, a “Special Education Parent Advisory Council” (SEPAC) refers to a parent-driven, often district‐supported body that focuses on “system-level challenges affecting students with disabilities and their families.” ~ Pave
For example:

• A SEPAC helps promote parental engagement not only at the student or IEP level, but at the district policy & program level.

• One national guide notes: “There are more than 13,500 school districts in the United States. Just as each district is unique, each local SEPAC is unique. ” Advocacy in Action

The Role SEPACs Play Today

In many districts, SEPACs are formally recognized and collaborate with school/district leadership. They provide:

• A structured way for families of students with disabilities to share feedback & advocate for improvement.

• A channel for district/educator input on policy, communication, and implementation of special education services.

• A venue for building community among families, reducing isolation, sharing resources and best practices.

Why It Matters to Conroe ISD

For our district, having a strong SEPAC means families are not just participating in IEP meetings but also in shaping the overall special education environment. When we look back at the history of SEPACs, we see they were born of the belief:“Families have a right and must have a role in shaping special education.”

That belief still holds—and it underscores why our SEPAC exists.

Understanding the history of SEPACs gives us context: we’re part of a larger movement of parent leadership in special education that spans decades. Yet the work is still vital and ongoing. When families, educators, and districts engage together, we build stronger systems of support, more inclusive schooling, and better outcomes for students with disabilities.