Advocating 4 Fair Education - Blog , Special EducationAdvocating 4 Fair Education - Blog , Special Educationhttps://www.advocating4faireducation.com/blogs/special-educationSat, 08 Aug 2026 23:51:11 -0700http://zoho.com/sites/<![CDATA[Special Education Success: Among Teacher Shortages]]>https://www.advocating4faireducation.com/blogs/post/special-education-success-among-teacher-shortagesStrategies and tips that I have learned from my experience as a special education advocate, as well as some resources and links that you may find helpful]]>

Introduction

As a parent of a child with special needs, you may be facing a daunting challenge: how to ensure that your child receives the necessary services and support in the midst of a national crisis of special education and paraprofessional shortage. According to a recent report by the Learning Policy Institute, in the 2022-23 school year, all 50 states reported shortages in at least one area, most commonly shortages are found in special education teachers, science teachers, and math teachers. A 2023 analysis discovered 300,000 positions were left vacant or filled by unqualified teachers. That is nearly 10% of the teaching population. Moreover, 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.

In this blog post, I will share with you some strategies and tips that I have learned from my experience as a special education advocate, as well as some resources and links that you may find helpful. I understand the frustration and anxiety that you may feel when you see your child's needs being neglected or unmet. However, I want to assure you that you are not alone, and that there are ways to overcome this challenge and ensure that your child receives the best education and support possible, despite the shortage.

The Heart of the Issue

Before we dive into the strategies and tips, let us first understand the extent and the causes of the special education and paraprofessional shortage. According to the Learning Policy Institute, the demand for special education teachers has increased by 17% since 2005, while the supply has decreased by 9%. This means that there are not enough qualified and certified special education teachers to fill the vacancies in schools across the nation. The shortage is also more severe in certain areas of specialization, such as autism, emotional disturbance, and multiple disabilities.

The causes of the shortage are complex and multifaceted, but some of the main factors include:


• Inadequate preparation and mentoring programs for new special education teachers, who often feel overwhelmed and underprepared for the demands of the job.
• Low salaries and benefits, compared to general education teachers and other professions that require similar levels of education and training.

• High workload and stress, due to the large caseloads, paperwork, compliance requirements, and lack of administrative and collegial support.

• Poor working conditions, such as insufficient resources, materials, and equipment, as well as inadequate physical space and facilities.

• Lack of career advancement and professional development opportunities, as well as recognition and respect for the work that special education teachers do.

Similarly, the shortage of paraprofessionals is also a result of multiple factors, such as:


• Low wages and benefits, which make it difficult to attract and retain qualified and committed paraprofessionals.

• Lack of training and certification requirements, which lead to inconsistent and variable quality of paraprofessionals across schools and districts.

• Ambiguous and unclear roles and responsibilities, which create confusion and conflict among paraprofessionals, teachers, and administrators.

• Limited supervision and evaluation, which prevent paraprofessionals from receiving adequate feedback and guidance on their performance and professional growth.

The consequences of the special education and paraprofessional shortage are dire and far-reaching. They affect not only the students with disabilities, but also the general education students, the teachers, the administrators, and the entire education system. Some of the negative impacts include:

• Reduced access and quality of instruction and support for students with disabilities, who may receive less individualized attention, less specialized services, and less appropriate accommodations and modifications.

• Increased risk of academic failure, behavioral problems, and dropout for students with disabilities, who may fall behind their peers, develop low self-esteem and motivation, and disengage from school.
​

A Parent's Concern

If you are a parent of a child with special needs, you may have valid concerns about how the teacher shortage will affect your child's education and well-being. You may wonder how your child will cope with the lack of adequate instruction, guidance, and support in the classroom. You may worry about the long-term effects of this shortage on your child's development and future prospects. You may feel powerless and helpless in the face of this systemic issue.

As a special education advocate, I empathize with your concerns and share your desire to ensure that your child receives the best education and support possible. I also want to remind you that your child has a right to a free and appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA), regardless of the shortage. This means that your child is entitled to receive the services and supports that are specified in his or her Individualized Education Program (IEP), which is a legal document that outlines your child's goals, needs, and accommodations. The shortage does not absolve the school or the district from their obligation to provide your child with FAPE.

Therefore, as a parent or an advocate, you have the power and the responsibility to hold the school and the district accountable for meeting your child's needs, even during this challenging time. You also have the opportunity and the potential to collaborate with the school and the district to find creative and effective solutions to address the shortage and ensure that your child receives the quality of education and support that he or she deserves.

Advocacy in Action

How can you advocate for your child and ensure that his or her needs are met, despite the shortage? Here are some strategies and tips that I have learned from my experience as a special education advocate:

Communicate with your child's teacher and school administrator regularly and respectfully. Express your concerns and expectations clearly and constructively. Ask questions and seek information about how the school is coping with the shortage and how it is affecting your child's education and support. Listen to the teacher's and the administrator's perspectives and challenges, and try to understand their point of view. Establish a positive and collaborative relationship with them, and show your appreciation and support for their efforts.

Leverage community resources and support networks. Seek out and connect with other parents and advocates who share your concerns and goals. Ask the school to reach out to local organizations and agencies that provide services and support for children with special needs and their families and organize support that could supplement what they school is doing. Parents can also call and find out what resources and programs the local resources offer, and how you can access them.

Explore alternative educational settings or supplemental services. Before you make any decision, you should weigh the pros and cons of each option, and consult with your child's teacher, school administrator, and IEP team. You should also be aware of your rights and responsibilities under the IDEA and the state laws regarding outside options. Encourage the shool to consider supplemental services that can enhance your child's education and support, such as tutoring, mentoring, counseling, or therapy. You may be able to access these services through your school, your district, your community, or your insurance. You may also be eligible for reimbursement or funding for these services under certain conditions.

Out-of-the-Box Support

In addition to the strategies and tips mentioned above, you may also want to try some innovative and unconventional ways to support your child during this shortage. Here are some examples of out-of-the-box support that you may find helpful:

• Utilize technology and online resources for learning and development. Technology can be a powerful tool for enhancing your child's education and support, especially during this time of shortage. You or the school can use technology to access online courses, programs, and platforms that offer specialized and individualized instruction, guidance, and feedback for your child.

• Engage volunteers or retired educators for additional support. Another way the school could support children during this shortage is to enlist the help of volunteers or retired educators who are willing and able to provide extra support and assistance.

• Implement peer mentoring programs within schools. Another suggestions you might make is to implement a peer mentoring program within your child's school. A peer mentoring program is a program that pairs students with disabilities with their typically developing peers, who provide them with academic, social, and emotional support. A peer mentoring program can benefit both the students with disabilities and their peers, as they can learn from each other, develop friendship and empathy, and enhance their self-esteem and confidence. A peer mentoring program can also benefit the teachers and the school, as it can reduce the workload and stress of the teachers, and foster a positive and inclusive school culture. You can work with your child's teacher, school administrator, and IEP team to design and implement a peer mentoring program that suits your child's needs and goals, as well as the school's resources and capacity.

Call to Action

While the strategies and tips discussed above can help you support your child during this shortage, they are not enough to solve the root causes and the long-term effects of the shortage. The shortage is a systemic issue that requires systemic solutions. Therefore, as a parent and a community member, you have the power and the duty to advocate for policy changes and increased funding for special education at the local, state, and federal levels. You can do this by:

• Educating yourself and others about the issues and the solutions related to the special education and paraprofessional shortage. You can use the resources and links provided at the end of this blog post to learn more about the shortage and its impacts, as well as the best practices and recommendations for addressing the shortage.

• Participating in public forums, hearings, and surveys that solicit input and feedback from stakeholders and decision-makers on special education issues and policies. You can use these opportunities to voice your concerns and opinions, and to share your experiences and suggestions.

• Contacting and communicating with your elected representatives and officials at the local, state, and federal levels. You can use phone calls, emails, letters, or social media to reach out to them and urge them to support and enact policies and legislation that increase funding and support for special education.

• Joining and supporting advocacy groups and organizations that work to improve and protect the rights and interests of children with special needs and their families. You can use the resources and links provided at the end of this blog post to find and connect with these groups and organizations, and to learn how you can get involved and contribute to their efforts.

Conclusion

The special education and paraprofessional shortage is a serious and urgent issue that affects the education and well-being of millions of children with special needs across the nation. As a parent you may feel overwhelmed and worried about how this shortage will impact your child's future. However, you are not alone, and you are not powerless. You have the power and the responsibility to ensure that your child receives the best education and support possible, despite the shortage. You also have the power and the duty to advocate for policy changes and increased funding for special education, which are essential for addressing the root causes and the long-term effects of the shortage. By using the strategies and tips discussed in this blog post, as well as the resources and links provided below, you can make a difference for your child and for all children with special needs.

References:

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]]>Fri, 17 Jul 2026 15:13:39 +0000<![CDATA[Inclusive Education: Autism Challenges]]>https://www.advocating4faireducation.com/blogs/post/inclusive-education-autism-challengesAt the heart of this educational approach lies the understanding that each student possesses a unique set of abilities and challenges. Here are some tips to increase inclusivity.]]>

Introduction to Inclusive Classrooms:

Education is a 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.

Inclusivity is not just about being IN the classroom; it's about contributing to and feeling like a part of the learning community. But what happens when behavioral issues arise? How can parents help educators ensure that all students remain engaged and learning is not disrupted?

Proactive Behavior Strategies:

Including proactivity in the Behavior Intervention Plan or IEP is key in preempting behavioral disruptions. Educators can employ a variety of strategies to minimize distractions and foster an environment conducive to learning for all students.

By understanding and anticipating the diverse needs of students, parents and educators can tailor interventions and strategies to individual circumstances. Starting with our routine for getting ready in the morning to create individualized support plans or adjusting the physical layout of the classroom to reduce triggers for certain behaviors.

Empathy in Action: Connecting with Students

I have said it before and I will say it again, connection is the cornerstone of a supportive environment. When adults approach our kids' unexpected behaviors with understanding and compassion, they create a protective barrier, providing a place for better communication and problem-solving.

Empathetic communication involves actively listening to students, validating their feelings, and working collaboratively toward solutions. It's about seeing the world through their eyes and responding with kindness, which can often de-escalate tense situations and lead to more constructive outcomes.

I don't know about you but when I'm dysregulated, I just want to feel heard and understood. Our kids are generally no different, even if they need time to cool off before they can express those emotions.

Collaborative Efforts for Inclusive Success

The journey towards an inclusive classroom should not be thrust on the teacher alone. It calls for a myriad of players from educators, parents, students and specialists working in harmony.

Fostering a collaborative environment includes regular communication, shared decision-making, and a commitment to the student's best interest. When all parties are aligned, the educational experience becomes richer and more effective for every learner.

Often times parents feel like they are a thorn in the teachers' side. Sending emails and asking for "favors." If you approach each interaction with kindness and support most teachers will welcome help in doing their job.

When you communicate with teachers your child jumps to the forefront of their mind. They are more likely to remember accommodations, services, and even offer help that is not listed in the IEP.

Working with teachers will make everyone's year better. They will know they can reach out to you for help at home, blunt conversations with your child, and even classroom volunteering.

Parents gain a team member and if you build a relationship, they might offer insights on how to support your child better at home.
And students gain a team that all speaks the same language, they are held accountable for their responsibilities and they gain a sense of continuity, knowing that they can depend on the members of the team to be there, on the same page to support them. 



Inclusive Classrooms

Conclusion: Weaving a Stronger Inclusive Tapestry

The path to managing behaviors and expectations in an inclusive classroom is multifaceted, but with the right strategies, it's a rewarding journey. By embracing proactive measures, practicing connection, and fostering collaboration, educators, parents, and students can create a learning tapestry where every student has the opportunity to thrive.

Sources:

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]]>Fri, 17 Jul 2026 15:09:31 +0000<![CDATA[CELEBRATE DISCOMFORT]]>https://www.advocating4faireducation.com/blogs/post/celebrate-discomfortEmbracing a growth mindset through discomfort can be challenging, but it is an important part of your child's personal development.]]>

Embracing a growth mindset through discomfort can be challenging, but it is an important part of your child's personal development.

One way to do this is to recognize and acknowledge your child's discomfort and encourage them to use it as an opportunity to grow.

Discuss with them about what is causing the discomfort and consider ways to address it. This gives a sense of control for when they decide to tackle. For example, if they are feeling uncomfortable in a new situation, reflect on what they can learn from the situation and how to take steps to gain the skills and knowledge needed. Or reflect on other times they have encountered a new situation and talk about the outcome of that situation. Celebrate previous successes.

Reduce the risk for your child. If the situation is new, what can we do to mitigate the risk? Can a parent accompany them? A friend? Can they visit before the entering the situation?

Lastly, set realistic goals and let them know that mistakes and expected and a part of the growth; we should celebrate mistakes as well, viewing them as learning opportunities and use them to adjust.

With a growth mindset, even uncomfortable situations can be used as an opportunity to grow and develop and CELEBRATE.

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]]>Fri, 17 Jul 2026 14:22:03 +0000<![CDATA[HOW IS MY CHILD BEING TAUGHT READING? AND WHY IS THAT IMPORTANT? ]]>https://www.advocating4faireducation.com/blogs/post/how-is-my-child-being-taught-reading-and-why-is-that-importantThis has been a hot topic in the reading round for several years. If you’re in the know, you will know that this hot topic is “the science of reading .”]]>

This has been a hot topic in the reading round for several years. If you’re in the know, you will know that this hot topic is “the science of reading .” Although new to many, the science of reading has been around for decades, and researchers have compiled literally thousands of studies conducted in multiple languages. These studies have been put together, peer-reviewed, and widely accepted as evidence to inform how proficient readers learn to read and write. In addition, we have learned through this research why some readers have difficulty learning to read and what remediation can be implemented to mitigate those struggles.

Researchers not only in education, but psychologists, implementation science, linguists, neuropsychologists, and cognitive psychologists contributed to the science. One thing that we have learned through this scientifically based research is that learning to read is multifaceted.

We have learned that unlike learning to speak, learning to read is not a natural process. Learning to read requires structured, systematic, and explicit instruction. So, what is structured literacy? Structured literacy is the idea of introducing new concepts and skills in a sequential, logical order. Each concept is fully explained and practiced, and teachers review the material often to support retention.

Structured literacy should include the following explicitly taught concepts:

  • Phonetic awareness
  • Orthography
  • Decoding
  • Syllables
  • Prefixes and suffixes
  • Syntax
  • Semantics                                                                                                                                                                                                                                                                                                                                                  

Scarborough’s rope, as you can see below, is a visual representation of the development of skills needed over time that lead to successful readers.

Structured literacy and the science of reading should be used as the fundamental element of every classroom teaching reading. When general education teachers use the science of reading in their classroom, this explicit instruction can exponentially improve reading scores among our youngest readers. In addition, although some students can learn to read no matter the reading instruction provided, nearly 20% of our population are dyslexic thinkers. Dyslexic thinkers need this explicit, systematic, multi-sensory approach to reading. Providing this to every student in the classroom will reduce the number of students that needs small group or one-on-one instruction to learn to read.

This method of teaching reading is not only beneficial to students with dyslexia but any student who thinks and learns differently. It is also extremely beneficial to our second language learners. The elements of systematic, explicit instruction can help unlock the mystery of the English language.


So ask! Pull this list out and specifically address the areas of systematic reading. What is the scope and sequence for the introduction of new skills? How are they addressing phonological awareness? How are they practicing decoding? What are they doing to systematically teach spelling?

Get involved if your child’s school does not have a program backed up by the science of reading! Contact your school administrator, your school board, and your state representative, and tell them your child needs the science of reading. Talk to your child’s teacher about what explicit teaching they’re incorporating into their classroom. Talk to them about Response To Intervention and, if your child is included in this practice, what they are doing to incorporate the science of reading. New paragraph if your child is already receiving special education instruction, talk to your child’s case manager. Ensure your child gets an explicit, systematic, research-based, multi-sensory approach to reading.


If you fear your child’s school is not using a science of reading method to teach reading, here are some things you can do at home to help strengthen your child’s reading education.

Phonological Awareness

Phonological awareness is not taught in many classrooms. So some things you can do at home to help your child is playing the rhyming game, alliteration - find words that start with the same sound, count and identify syllables, find the vowels in different words, blend sounds together to make new words and ask your child to say a word by leaving out some of the sounds for example: slay say clash without the cl- …. “ash.”

Orthography

  • Identify the vowels in a word, learn the rules to double consonants, practice the magic E, practice digraphs, work on rhyming words, learn the different rules for using C&K at the beginning and k or ck at the end of words.
  • Use a multi-sensory approach
  • Give your child tub crayons to practice the rules in the bathtub.
  • Use sand on a cookie sheet to write the words in the sand.
  • Use shaving cream on a cookie sheet
  • Write the words in the air
  • Tap the words out on their arm or fingers

Decoding

  • Touch each sound as you decode the word
  • Practice letter-sound correlation
  • Play word games such as Scrabble or wordle

Syllables

  • Teacher your child the chin trick (when your chin touches your hand, it is a new syllable)
  • Practice syllables by taking steps – make a game out of it.
  • Learn the rules for syllable division
  • Learn the rules for open and closed syllables

Prefixes and suffixes

  • According to Scholastic the four most frequently used prefixes and four most frequently used suffixes account for 97% of prefixes and suffixes used in the English language.
  • The four most common prefixes are: re- (again), un- (not), pre- (before), dis- (not or opposite)
  • The four most common suffixes are: -ed (past tense). -ing (present verb form), -ly (state of), and -s -es (plural)

Syntax

  • Syntax is how we order words in a sentence. As easy as reading to your child, having a conversation, and repeating back correctly what your child says incorrectly.

Semantics

  • This is the ability to understand a narrative. This includes the ability to understand multi-meaning words and the relationship between words. You can practice this by classifying objects, playing memory games, discussing the meanings of idioms, reading maps or charts, comparing different items, playing which of these things is not like the other, playing 20 questions, and finding synonyms and antonyms.
  • If your child is struggling to read and you want some help working with the school to improve your child's reading journey, please make an appointment to talk to me. I want to hear your story, and never want you to feel alone.


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]]>Fri, 17 Jul 2026 14:13:30 +0000<![CDATA[TALK TO ME ABOUT PLACEMENT]]>https://www.advocating4faireducation.com/blogs/post/talk-to-me-about-placementIEP placement isn't just a place—it's about the right services. Learn how to navigate the Least Restrictive Environment (LRE) to ensure your child lands in the perfect classroom setting to thrive!]]>

I think the easiest way to tackle this topic is to go with the old-fashioned, who, what, where, when, why?

Who: Who determines placement for your child?

Answer: Generally, the IEP team. The good news here is YOU are a VITAL part of that team, so your voice should be heard. And in places where it is not the IEP team making the decision, IDEA ensures that PARENTS and others knowledgeable about the child help make the decision.

What: What considerations are taken when making this decision?

Answer: When considering what placement is best for the child, the team should consider the student's unique needs and where those needs can be met in the least restrictive environment.

Story: I was a teacher in California. I had a student with a significant visual impairment but was otherwise a typical learner. It would have been inappropriate to put her in a special education classroom because she should not see the information. Instead, a monitor was placed on her desk that projected what I had written on the board. She could access the information through the accommodation, and a more restrictive placement was unnecessary.


Note: the decision on the placement of a child cannot be made according to a specific label, on cost, or on program categories. The IEP is tailor-made to the child, not the other way around.


Where: Where is the placement?

Answer: Special education is not a place is wherever the student is. There are several different kinds of placements.

Note: Often, you will find that a child spends part of their day in a general education classroom and part of their day in a special education classroom.

Placement can be an emotional discussion, and many people have different beliefs. Do your research before going into the IEP. Check your vision for your child, will this placement help or hinder getting them to those goals? There is often an argument that can be made on either side. If you need help answering this question, make an appointment to talk to me, I'll try to help you see both sides of the issue so you can be better informed

When: When does placement begin?

Answer: As soon as you sign the IEP. But do not feel rushed. In most states, that first signature is the most important; make sure you are in agreement before putting your John Handcock on that paper. If unsure, consult with an advocate, IEP Coach, or experienced friend.

Why: Why is placement important?

Answer: Placement will determine what material is covered, the environment it is taught in, and who teaches it.

The material covered will be determined by the team teaching the class. In the gen ed room, your child will be exposed to the same material as all other students. In a special education room, the standard material may be adjusted, modified, or something else entirely might be addressed.

Placement will also determine where your student received instruction. In a small group with other special education peers? Lastly, who will deliver the instruction? In a gen ed classroom, instruction is generally delivered by the gen ed teacher. But in a special education room, it will be a special education teacher who has training in specialized instruction or an educational aid offering support.

Placement can be a heated argument in an IEP meeting. This is why DATA is so important. Ask Why? Ask what evidence do you have? Ask for data to support the decision. Please note a lack of data is NOT data.

Last year, my son was in a special education room for two of his classes (English and Math). When I sat down at the IEP table at the end of the year, they suggested moving his four core classes to the special education room. I smiled and said, "We seem to be moving in different directions. I want to raise the bar for him and would like to put him in all mainstream classes." They were very hesitant and showed me their data to convince me he was not ready for a move in English class. And although they did not love this idea, knowing he would need a significant amount of support, they agreed to a trial in his math class. They left his other classes as they were. We are now halfway through the year, and he is getting an A- in math.

I entered that conversation with an open mind, knowing that my goal is for my child to eventually no longer be in any special education rooms. However, we are making some positive changes by keeping our eye on the vision and working in a spirit of collaboration.

You know your child can see success as well, and that is why you are reading everything you can to improve their situation.

If you want my free resource, the IEP Checklist click the button below.

If you need or just want to take something off your plate when handling the IEP, set up an appointment, and let's talk. <a href="https://www.advocating4faireducation.com/blog/talk-to-me-about-placement#" ;="" target="_self" rel="noopener noreferrer">Make an Appointment to talk to Lisa</a>


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]]>Fri, 17 Jul 2026 14:05:04 +0000<![CDATA[WINTER PARTY MANIA]]>https://www.advocating4faireducation.com/blogs/post/winter-party-maniaBeat the winter blues with the ultimate indoor celebration! Discover creative themes, festive games, and easy treats to turn cold days into a total Winter Party Mania. Perfect for kids and classrooms!]]>

If you didn't know, I was a teacher. I have taught many grades in many different states. I love teaching, I love shaping lives, and I love making each kid feel like they belong, even though they are unique.

But feeling like you belong is a trick for many kids, and when sensory issues are at play, they can feel even more isolated from the group. Here are some tips you can do to help your kids find a space and a way to self-regulate when their classroom party becomes a bit much.

  • Talk to the teacher or the Room Mom planning the party. If sound, light, or commotion is a trigger, suggest party ideas that minimize those triggers.
  • Suggest heavy work activities or something outside to break up the noise and sensory overload.
  • Ask if you could collaborate with another class and have one room, a noisier room, and one room, the quieter activity room.
  • Ask the teacher to create a quiet zone, a place to escape the "fun" and decompress before jumping back in. (If the classroom is not an option, maybe a desk in the hall or a space in another classroom)
  • Ask for a schedule of events and walk through them with your child so they know what to expect.
  • Ask the teacher if your child can be paired with a friend or buddy; someone that will feel like a constant while participating in the activity.
  • Let your child opt out of the activity(s). If it is just too much, ask if there is a place he could do something else, with someone else if they are experiencing the same overload.
  • Let your child take a fidget to school to help keep his mind calm while participating.
  • Arrange for lap weights. These can be very calming and can provide a bit of a distraction if it is new.
  • Arrange for a walk if things get too overwhelming.
  • Ask your child if they would like earplugs or noise-canceling headphones. -- I had a student that just used cotton.
  • Teach your child to belly breathe. This video is for littles, but the idea works for everyone. Five deep breaths and our mind can be clearer for decision making.

Most students love a good class party, but that excitement can aggravate the students with sensory needs. As a teacher, I tried hard to accommodate sensory sensitive students, even in non-party times. Although I do not love a noisy classroom, I know that that noise often means they are LEARNING. But, some students simply don't do well in that collaborative commotion. So, I paired with another nearby teacher to have a desk in the back of her room so when a child needed a break, there was a safe place to go, and I did the same for her.

Most teachers are willing to meet your child's needs, but with 25 other kids to think about, it is hard to ensure each need is met. It is up to you and your child to advocate for those specific needs. If you have a plan, especially a "party plan," I can't imagine a teacher not willing to make sensory accommodations for your child. Give it a try, see if it makes party day a little more exciting for your sensitive guy or gal.


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]]>Fri, 17 Jul 2026 14:04:02 +0000<![CDATA[SMART GOALS,  WHAT ARE THEY AND HOW DO I ENSURE MY KID HAS THEM?]]>https://www.advocating4faireducation.com/blogs/post/smart-goals-what-are-they-and-how-do-i-ensure-my-kid-has-themDemystify SMART goals! Learn what this vital acronym means for your child's education and how you can ensure their school goals are clear, measurable, and set up for ultimate success.]]>

Unless you are brand new to the IEP arena, the term SMART goals are probably not new to you. However, a refresher on a SMART goal and how to help craft them with the IEP team is never a bad idea.

S- Specific
M- measurable
A- action words
R- realistic and relevant
T- time-limited

Before we can get to SMART goals, we need to address where to start. In order to determine what each child needs, we need to begin with present levels of achievement. Then, when looking through present levels of achievement, highlight areas of weakness that you believe goals should be created around to help your child grow.

Once these areas of weakness have been identified and targeted, ensure each goal is written once baseline data has been recorded. This baseline data is often overlooked but required to truly measure as students progress. Pro tip: when sitting at the IEP table, specifically ask for baseline data on each and every goal. Often you will find goals are not aggressive enough because the finish line is too close to the present level or are focusing on the wrong target because baseline data cannot be taken.

All SMART goals will have specific objectives. These objectives should target areas in academic achievement or function that need improvement. They will clearly describe what the child will be taught and how the progress will be measured.

A measurable SMART goal will have quantifiable objectives. To accurately measure a goal, means you need to be able to take data on the progress that can be compared to a baseline. Examples of this data might include but are not limited to the number of occurrences, test scores, completion, time duration, or speed.

Some examples of action words might be “the child will be able to” or “will complete.”

SMART IEP goals should be both realistic and relevant. To be a realistic goal, the team must believe that the child can complete the goal in the time allowed. Please note goals should be challenging. Do not make the mistake of failing to challenge your child in an attempt to create a realistic goal. Goals should also be relevant. Relevant is a subjective term and could be different things to different people. As a parent, relevant to me means keeping my eye on a five-year plan. If this goal will not impact my child five years from now, is this the best use of our time? However, the school team may feel that relevant goals relate to grade-level objectives. In my parent world, my child’s ability to name the scientist that discovered DNA is less relevant to his five-year plan than his ability to organize materials and complete his work.

SMART IEP goals should also be time-limited, meaning, in what length of time will it take for the child to complete the objective? Goals are generally written for one year; as an advocate and IEP coach, I like to use short-term objectives so that the team can keep their eye on the ball. Short-term objectives also make long goals easier to break up and work on smaller parts of the goal at a time. I find this particularly important when customizing or negotiating writing goals. I also like short-term objectives because we can break them out quarterly, making reporting progress on the progress report clear and non-subjective.


If you think your child's goals are in need of some help, please make an appointment to chat with me. I'll tell you what I think and offer some advice.

Talk to Lisa about my child's IEP goals

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]]>Fri, 17 Jul 2026 14:02:56 +0000<![CDATA[WHO IS RESPONSIBLE FOR ENSURING THE GENERAL EDUCATION TEACHERS UNDERSTAND MY CHILD'S IEP? ]]>https://www.advocating4faireducation.com/blogs/post/who-is-responsible-for-ensuring-the-general-education-teachers-understand-my-child-s-iepDon't leave your child's success to chance! Learn who is legally responsible for ensuring general education teachers understand the IEP, and how you can make sure the whole team is on the same page.]]>

This question was asked by a follower.

Introduction

The IEP is one of the most critical documents in a child's education. All teachers should read it so that everyone understands what is expected of the child and how they will be supported in the classroom. Your child's case manager makes sure that this happens by working with teachers, parents, and school aides at their school to make sure that everyone is on the same page about what your child needs for support and accommodations.

The special education case manager is a liaison between the general education teacher and the special education teacher.

As a parent, you are likely familiar with the term "case manager." A case manager is an employee of your child's school responsible for ensuring that all parties involved with your child's education understand their roles and responsibilities. The case manager is a liaison between the general education teacher(s) and the special education teacher(s). They ensure that both teachers work together to provide services per your child's Individualized Education Plan (IEP).

If your child has an IEP, then you have probably been told that it must be read by every person who interacts with them regularly: general education teachers, aides, bus drivers, and paraprofessionals must all be aware of what services are being provided at school so they can ensure those needs are met during class time as well as after-hours activities such as sports practices or games--even if those activities take place off campus!


A good case manager will ensure that the IEP and goals are understood by all teachers and parents.

As a parent, you want to ensure that all teachers understand your child's IEP. You should feel comfortable asking questions, sharing concerns, and knowing that the case manager will be able to explain your child's goals and what they need to achieve them.

A good case manager will be able to explain the IEP and goals in terms that are clear for parents as well as co-teachers. For example, suppose you feel that the General Education teacher needs to more fully understand your child's IEP. In that case, you can request to add collaboration time between the Case Manager and General Education teacher(s) to your child's IEP. This will ensure they are communicating the specific needs of your child.


The case manager may work with school aides, counselors, social workers, and other staff members to help support your child's IEP.

As a parent, you may feel overwhelmed by trying to manage your child's IEP. The Special Education Case Manager can help you track and understand your child's goals and objectives and how they will be measured. In addition, many accommodations and supports are available in the district that parents often are unaware of. The case manager might be an excellent resource to see what is available. But remember, sometimes more accommodations mean more work for the school team. If you feel your child is not getting what they need, you should research or contact an advocate for guidance.


Conclusion

In summary, the special education case manager can be a valuable part of your child's education. They can be the link that helps you understand what's going on in your child's classroom and are responsible for helping your child get what they need. If you're unhappy with how things are going at school, please contact me. I'm here to help.


You can email me at lisa@advocating4faireducation.com 

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Don't let your child's IEP get lost in a general education classroom. Let's talk. We're here to help!

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]]>Fri, 17 Jul 2026 13:52:27 +0000<![CDATA[Empowering Parents: Understanding the Procedural Safeguards in Special Education]]>https://www.advocating4faireducation.com/blogs/post/understanding-the-procedural-safeguards-in-special-educationProcedural safeguards are legal protections for parents and children with disabilities under the Individuals with Disabilities Education Act (IDEA). These safeguards ensure that children with disabilities receive a Free Appropriate Public Education (FAPE)]]>

What are Procedural Safeguards?

As a parent or guardian of a special education student, it's essential to be aware of the procedural safeguards protecting your child's rights. These safeguards ensure that children with disabilities and their families receive the necessary support and accommodations to help them succeed in their education. This blog post will summarize the key procedural safeguards you should know to advocate for your child's needs effectively.

Procedural safeguards are legal protections for parents and children with disabilities under the Individuals with Disabilities Education Act (IDEA). These safeguards ensure that children with disabilities receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) and that their rights are protected throughout the special education process.

Key Procedural Safeguards

1.Parental Consent and Participation

Parents have the right to be actively involved in the special education process, including their child's evaluation, identification, and placement. Schools must obtain informed parental consent before evaluating or implementing an Individualized Education Program (IEP). Additionally, parents not only have the right to participate in IEP meetings but are essential team members of the IEP team. They are not only to be included in IEP meetings but any other decision-making processes related to their child's education.


2.Independent Educational Evaluations (IEEs)

When parents disagree with the results of the school's evaluation, they have the right to request an Independent Educational Evaluation (IEE) at the school's expense. An IEE is conducted by a qualified professional not employed by the school district, providing an unbiased assessment of the child's needs. PLEASE NOTE: You may choose your own examiner. The district may limit cost and require specific qualifications, but they may not dictate who performs the IEE.


3.Prior Written Notice

Schools must provide parents with prior written notice whenever they propose or refuse to initiate or change the identification, evaluation, or educational placement of a child with a disability. This notice must include a detailed explanation of the decision, the reasons behind it, and all of the options considered and rejected.


4. Confidentiality of Information

Schools must protect the privacy of students with disabilities and their families by maintaining the confidentiality of all records and information related to the child's special education services. However, parents have the right to inspect and review their child's educational records and request amendments if they believe the information is inaccurate or misleading.


5. Due Process Complaints and Mediation

Parents who disagree with a school's decision regarding their child's special education services have the right to file a due process complaint. This complaint initiates a formal dispute resolution process, which may involve mediation or a due process hearing. Mediation is a voluntary process in which a neutral third party helps the parents and school reach an agreement. If mediation is unsuccessful or not pursued, a due process hearing may be held, where an impartial hearing officer reviews the case and issues a decision.


6.Stay-Put Provision

During the resolution of a due process complaint, the "stay-put" provision ensures that the child remains in their current educational placement unless both parties agree otherwise. This provision helps maintain stability for the child while the dispute is being resolved.


Conclusion

Understanding procedural safeguards is crucial for parents and guardians of special education students. It empowers parents to advocate for their child's rights and ensures they receive appropriate support and accommodations. In addition, by familiarizing yourself with these safeguards, you can actively participate in the special education process and work collaboratively with the school to create the best possible learning environment for your child.

Is the school failing your child? 
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We can help you document, advocate, and if necessary take action using your safeguards.  

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