In the ever-evolving field of education, there is a continuous search for the most effective methods of instruction. It may come as a surprise that, despite advancements in educational research, there still exists ambiguity and debate surrounding the best way to teach children how to read. This ongoing debate, commonly known as the "reading wars," highlights the significance of using scientifically proven methods of instruction. I read this article from Education Week titled "I Literally Cried: Teachers Describe Their Transition to Science-Based Reading Instruction." this week, and it made me wonder, what is the hold up on using this instruction with ALL students.

As a special education advocate, I have worked with many families who are navigating the complex world of special education. One of the most critical components of a student's individualized education program (IEP) is related services. These services can be essential in supporting the unique needs of students with disabilities, so I want to take a moment to discuss this vital aspect of special education.

I firmly believe that open and ongoing communication between teachers and parents is essential for the success of students with disabilities. Just this week a parent reached out to me explaining that the school is not requiring all of the communication with any member of school staff must first be sent through the Assistant Principal. And now, the AP is complaining that she is getting too much communication from this parent and is threatening to "shut it down."

As parents of special kids, we often find ourselves facing the complex and overwhelming public education system. We juggle appointments, therapy sessions, and IEPs while also trying to ensure our child receives a fair and appropriate education. Amid this whirlwind, an advocate can be your guiding light, helping you traverse this tiring process.

Disappointment comes in all shapes, forms, and sizes. And we have to learn how to navigate the little moments of disappointment when we are kids so when those much bigger moments happen in life, we have mastered the skills and steps to get through them; and equally as important, we can help those around us work through their disappointment as well.

I have hesitated writing this blog because it seems so self-serving. I am a great advocate and an advocate that will always go the extra mile. But there are many great advocates out there. However, when one of my clients told me, "I was thinking you should probably write an article or give advice on how to ... identify an advocate not doing their job (just after your money) and how to look for one with the qualities you have ... who is genuinely trying to help you..." I knew it needed to be addressed.

IEP Vocational Assessments endeavor to weave together a comprehensive understanding of a student's talents, and vocational aspirations. This appraisal plays a pivotal role in sculpting an education that not only aligns with academic standards but also paves the way for a fulfilling vocational future.

As parents, we want the best for our children, especially when it comes to their education. If your child has an Individualized Education Program (IEP) or a 504 plan, it's essential to involve them in the process. By doing so, you can empower your child to advocate for themselves and ensure that their needs are met. In this blog post, we will explore four key areas of involvement: addressing the beginning of the school year and teacher expectations, teaching them about their accommodations, coaching them on how to kindly remind teachers about their accommodations, and what to do if their access to accommodations is denied.

Education is an mosaic of experiences, and when it comes to creating an inclusive classroom, the journey becomes even more complex. At the heart of this educational approach lies the understanding that each student possesses a unique set of abilities and challenges.

Executive Functioning Disorder (EFD) is akin to the maestro of cognitive abilities, harmonizing tasks like planning, organization, time management, and problem-solving. As children enter the labyrinth of middle and high school, those with EFD might find themselves struggling to keep pace with their peers.

Many schools also struggle to hire and retain qualified paraprofessionals, who provide essential support and assistance to students with disabilities. This shortage affects the quality of education and support that children with special needs receive, as well as their academic and social outcomes.

The Individuals with Disabilities Education Act (IDEA) is a cornerstone of special education in the United States, ensuring that children with disabilities receive appropriate public education tailored to their unique needs. At the heart of IDEA's provision is the Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement, a tailored overview of each student's abilities, achievements, and challenges. Here's a peek into the pivotal role of PLAAFP, serving as a compass to navigate the educational journey of students with special needs.

The fabric of educational achievement is woven with various credentials, each signifying a different level of accomplishment. Understanding the distinctions among a high school diploma, a certificate of completion, and a GED is crucial for students navigating their academic and professional futures. A high school diploma, a certificate of completion, and a GED are all signposts of educational attainment, yet they diverge in significance and implications for the future. Navigating the academic terrain requires an astute understanding of the value each credential holds. It's imperative to discern the variegated pathways and their respective accolades—each a unique cipher unlocking different doors to the future.

Inclusive education means that all children, regardless of their physical, intellectual, social, or emotional abilities, learn together in the same classrooms. It's about breaking down barriers and ensuring that every child is valued and supported.

A detailed guide for parents of special education students to navigate the back-to-school transition with confidence and success.

The 4th of July is a time to celebrate the independence and freedom of the United States with family and friends. However, for some individuals with sensory processing challenges, such as autism, ADHD, or PTSD, the traditional 4th of July activities can be overwhelming and stressful. Loud noises, bright lights, crowds, and unfamiliar environments can trigger sensory overload, anxiety, and meltdowns. This can make it difficult for families with special needs to participate in the national holiday and feel included in the community