Advocating 4 Fair Education - Blog #BehaviorAdvocating 4 Fair Education - Blog #Behaviorhttps://www.advocating4faireducation.com/blogs/tag/behaviorSun, 09 Aug 2026 02:51:26 -0700http://zoho.com/sites/<![CDATA[The Breakthrough: Why We Never Stop Advocating]]>https://www.advocating4faireducation.com/blogs/post/the-breakthrough-why-we-never-stop-advocatingFor a year now, I’ve been walking alongside a dedicated mom who has been doing exactly that. She’s been showing up, heart on her sleeve, trying to explain something deeply personal about her son.]]>

Have you ever felt like you’re speaking a different language than the people sitting across from you at the school table?


For a year now, I’ve been walking alongside a dedicated mom who has been doing exactly that. She’s been showing up, heart on her sleeve, trying to explain something deeply personal about her son: his masking.

If you aren't familiar with that term, it’s when a child spends every ounce of their energy at school trying to "act fine," only to come home and completely crumble because they are emotionally exhausted. 

To the school, he looked "perfect."
But to his mom, she saw the toll it was taking.



For twelve months, we’ve worked together. We’ve had the meetings, looked at the notes, and stayed the course. And recently, we got the email that made all those months of hard work worth it.

The Moment Everything Changed

Because this teacher had the benefit of working with her son for a second year in a row, the "lightbulb" finally went off. She reached out to this mom and said:

"I see it now. I finally recognize the masking
you’ve been telling us about."​

I can’t even describe the wave of emotion that comes with a sentence like that. After a year of feeling like she was the only one who truly understood him, this mom finally has a partner in the classroom teacher.

Why This Matters So Much

When a teacher moves past towing the district line and actually starts to understand the human sitting in front of them, the results are life-changing:

  • Student signal: The student is signaling a comfort level with that classroom teacher that allows him to let his guard down and focus more on learning than keeping up with invisible expectations. Exhaustion is addressed early before it becomes unmanageable.
  • Peace at Home: Since the teacher started supporting his true needs, the meltdowns at home have started to fade. He doesn't have to "survive" the school day anymore; he can just be a student.
  • A Shared Vision: It’s no longer a struggle to be heard. There is a mutual respect and a shared goal.
  • The Power of Persistence: This win happened because we didn't give up after the first misunderstanding. We stayed consistent for a full year.

You Are Your Child’s Best Hope

If you are sitting in that overwhelmed spot right now—feeling like the paperwork is a mountain and you’re the only one who sees your child’s struggle—please don't lose heart.

This story is proof that persistence pays off. It’s proof that when we keep showing up and keep sharing the truth about our kids, those "lightbulb moments" eventually happen.

Your child deserves to be understood, not just managed. They deserve to have a team that sees their heart, not just their test scores. You don't have to carry that overwhelm by yourself.

I Wish This Win for You, Too

I’ve spent the last year standing by this mom fighting for her son, and seeing this breakthrough is why I do what I do. If you’re tired of feeling like your child is constantly misunderstood at school, I want you to know you don't have to do this alone. The lightbulb might not happen overnight, but planted seeds will grow and be understood when data is presented and interpreted.

If you wish for this same kind of win for your child—

where they are truly seen and supported—let’s connect and talk.

I would love to walk this journey with you and help move you out of that overwhelmed spot.

Ready for your own ‘lightbulb moment’?
Let’s team up to get your child the support they deserve. 

Find a time for us to connect

​Meet THE ADVOCATE - Lisa Stewart M.Ed

Hi, I’m Lisa and I’m dyslexic. I tell you this for a few reasons, I hope it will afford me some grace when you find the inevitable misspellings, I hope it will help you to understand that I “get it” when it comes to struggling in school, and it is important for me to feel no shame in my identity as a dyslexic.


I am the mother of 3 children. All of my children are amazing people. But, because my youngest needs so much support, I had to learn to navigate the world of SPED support. Eli has made me a better teacher, a better mother, and has given me a desire to help other that are trying to navigate the tightrope of IEP support as well.


After years of navigating this process and advocating for other families, I realized how helpful it can be to have guidance along the way. If you need support navigating the special education process, click the link below to schedule a time to talk with me, and I’d be happy to help.

]]>Fri, 17 Jul 2026 16:21:39 +0000<![CDATA[How to Request an Initial Evaluation for Special Education]]>https://www.advocating4faireducation.com/blogs/post/how-to-request-an-initial-evaluation-for-special-educationLearn how to formally request a full comprehensive special education evaluation for your child. Discover why wording matters and download a free letter template.]]>

One of the questions I hear most often from families is:


“How do I request an evaluation for special education?”

If you suspect your child may have a disability, it is important to understand how to formally request a full comprehensive educational evaluation.  This guide provides clear steps and best practices to help families navigate the process.

What Is an Initial Evaluation?

An initial evaluation for special education is the formal process schools use to determine if a child is eligible for special education services. This isn’t a quick screening—it’s meant to be a full comprehensive educational evaluation that examines ALL areas related to your child’s suspected disability.

The evaluation answers two important questions:

  • Does the child have a disability?
  • Does the child need special education and related services as a result?

When Should You Request an Evaluation?

You can request an evaluation anytime you notice concerns with your child’s learning, behavior, attention, communication, social skills, or emotional development. You don’t need a diagnosis, and you don’t need to wait for the school to suggest it. (NOR SHOULD YOU!)

Common reasons families request evaluations include concerns about:

  • Slow or failing to progress in academic areas
  • Attention or focus issues
  • Emotional regulation or behavior
  • Speech and language development
  • Social or peer interaction skills
  • Sensory needs
  • Executive functioning (planning, organization, impulse control)

Why the Wording Matters

When making your request, it’s essential to use precise language. You should clearly state that you are requesting a:

Full comprehensive educational evaluation for special education for the suspicion of [insert disability(s)].

Examples:

  • “…for the suspicion of a learning disability.”
  • “…for the suspicion of ADHD.”
  • “…for the suspicion of autism.”
  • “…for the suspicion of an emotional disability.”

This ensures the school understands that:

  • You are making a formal request
  • You expect a FULL comprehensive evaluation
  • The evaluation must cover all suspected areas

*Note: You should list every area of disability you suspect and the reason you suspect it.  

How to Make the Request

  • Put it in writing. An email or letter is fine, but keep a copy for your records -- and follow up if you don't hear back in a reasonable amount of time
  • Be clear and direct. You don’t need to prove anything—just state your request and a simple reason why.
  • Save everything. Dates and documentation are important in special education.

Sample wording for your request for an evaluation for special education:

“I am requesting a full comprehensive educational evaluation for special education for the suspicion of [insert disability].

 I have concerns about my child’s educational performance and believe an evaluation is necessary to determine eligibility for special education services.”

What Happens Next?

Once the school receives your request:

  • They should respond within a "reasonable timeframe"
  • You will receive a proposed evaluation plan and consent form OR they will call a meeting to discuss.
  • The school must get your written consent before testing begins. NOTE: The clock does not start ticking until the consent is signed, so ask to sign it TODAY.
  • The evaluation is completed (hopefully) within the legal timeline for your state. * Google "Special education timeline for [State]"

What a Full Comprehensive Evaluation Includes

Depending on your child’s needs, this may include:

  • Academic testing
  • Cognitive assessments
  • Speech and language evaluation
  • Occupational therapy evaluation
  • Social-emotional or behavioral assessments
  • Classroom observations
  • Input from parents and teachers

The evaluation must be individualized and cover all suspected areas.

Get a Template Letter for Your Request

To make the process easier, we’ve created a ready-to-use template letter you can send to your child’s school. It includes the exact language to request a full comprehensive educational evaluation for special education for the suspicion of [blank] disability.

Request the FREE Template Here

Need Support Navigating the Process?

Understanding the special education evaluation process can feel overwhelming. If reviewing timelines, requirements, and school responses feels like too much—or if you simply want guidance from the start—you do not have to navigate this alone.

If understanding the entire process feels overwhelming, let me guide you. You can schedule a time to talk with me here:

Meet with Lisa

Being proactive now can make a huge difference in ensuring your child receives the support they deserve. I am here to support you in understanding the process, preparing strong requests, and ensuring evaluations truly reflect your child’s needs.

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Check out this video for more guidance:

Related Articles:

How to Requestion an Evaluation: A Parent's Guide 

How does the special education evaluation process work?  /pacer/

Special Education Evaluation /ld online/

Understanding the Special Education Process /Reading Rockets/

Contact information
​Get in touch with us

Overwhelmed by timelines and school guidelines? Let’s map out your evaluation request together. We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:20:15 +0000<![CDATA[What I See Parents Struggle With Most at IEP Meetings  (And How to Fix It)]]>https://www.advocating4faireducation.com/blogs/post/how-to-request-an-initial-evaluation-for-special-education1If you’ve ever walked out of an IEP meeting replaying the conversation in your head—thinking “I should have said something” or “I didn’t really understand what I just agreed to”—you are not alone.]]>

If you’ve ever walked out of an IEP meeting replaying the conversation in your head—thinking “I should have said something” or “I didn’t really understand what I just agreed to”—you are not alone.

I’ve sat at many IEP tables. Some were collaborative and productive. Others felt rushed, overwhelming, or heavy with acronyms and decisions made too quickly. Many parents leave IEP meetings with that uneasy feeling in their stomach—wishing they had asked more questions, slowed things down, or trusted their instincts.

Advocacy doesn’t come naturally to most of us, especially when emotions, exhaustion, and unfamiliar terminology are involved.

Here are six of the most common advocacy mistakes parents make at IEP meetings, shared with the real-life moments parents often recognize immediately.

Mistake #1: Agreeing in the Moment Because You Feel Pressured

What This Often Feels Like:

  • “I guess that’s fine.”
  • “If you think that’s best.”
  • “I don’t want to hold everyone up.”

A Better Approach:

Pause before agreeing. Say things like:

  • “I need time to review this before deciding.”
  • “Can you explain how this goal or service will help my child?”
  • “I’m not comfortable agreeing to this today.”

Tips to Avoid This Mistake:

  • Take notes during the meeting.
  • Ask for clarification on any unfamiliar terms or strategies
  • Request a follow-up meeting if you need time to consider the proposed IEP.

Mistake #2: Letting the Child's Behavior Take Center Stage Instead of Supporting Them

What This Often Feels:

  • “They’re talking about my child like they’re the problem.”
  • “Why does this feel like a discipline meeting?”

A Better Approach:

Bring the focus back to needs and supports:

  • “What support is in place to address this behavior?”
  • “What skills does my child need help developing?”
  • “How will this be taught, not just managed?”

Tips to Avoid This Mistake:

  • Frame concerns in terms of skills and learning, not blame..
  • Ask the team to connect behavior to measurable goals and interventions.
  • Keep documentation of behavior and strategies from home or therapy to share with the team.

Mistake #3: Assuming “Doing Okay” Means No Support Is Needed

What This Often Feels:

  • “They’re passing, so they must be fine.”
  • “Homework takes hours, but grades are okay.”
  • “They seem tired, but the teacher says they’re doing fine.”

A Better Approach:

Ask questions to uncover true progress:

  • “Is this progress appropriate for my child’s potential?”
  • “How does this compare to grade-level expectations?”
  • “Can we review data that shows both strengths and gaps?”

Tips to Avoid This Mistake:

  • Review past assessments and progress reports.
  • Bring observations from home about fatigue, frustration, or skill gaps.
  • Ensure the IEP reflects both current abilities and areas needing support.

Mistake #4: Not Using or Asking for Data to Support Decisions


Many parents leave meetings without fully understanding the data behind their child’s progress—or don’t ask for it at all. Decisions are often made on assumptions or brief observations rather than objective measures.

What This Often Feels:

  • “I don’t really know how they decided this.”
  • “The teacher says they’re doing okay, but I haven’t seen the numbers.”
  • “I didn’t realize I could ask for test scores or progress reports.”

A Better Approach:

Request data that shows your child’s current performance and growth:

  • “Can I see the assessments or progress reports that support this recommendation?”
  • “How does this compare to grade-level expectations?”
  • “What measurable evidence will show if my child is making progress on this goal?”

Tips to Avoid This Mistake:

  • Ask for both qualitative and quantitative data (test scores, classroom work, progress monitoring).
  • Track your child’s performance over time to notice trends or gaps.
  • Make sure each IEP goal is supported by clear, measurable data so progress can be monitored accurately.

Mistake #5: Letting Emotions Take Over

IEP meetings can feel stressful, personal, and emotional. Many parents leave feeling frustrated, angry, or even guilty—sometimes expressing those feelings in ways that make it harder to communicate their child’s needs clearly.

What This Often Feels:

  • “I just got so frustrated I couldn’t speak.”
  • “I felt guilty that my child struggles more than others.”
  • “I almost shouted because I felt the team wasn’t listening."

A Better Approach:

  • Take a deep breath and pause before responding.
  • Speak calmly and stick to observable facts and needs:
  • “I noticed my child struggles with reading comprehension. Can we discuss targeted supports?”
  • “When homework takes hours, it affects my child’s confidence—can we look at accommodations to help?”
  • It’s okay to ask for a short break if you feel emotions rising.

Tips to Avoid This Mistake

  • Prepare talking points in advance so you have clear, fact-based points to reference.
  • Bring notes, data, or examples from home to stay focused on your child’s needs rather than feelings.
  • Consider bringing a support person (friend, family member, or advocate) who can help you stay grounded during the meeting.

Mistake #6: Leaving Without Clear Understanding

What This Often Feels:

  • “I think I understood… mostly.”
  • “I’ll figure it out later.”
  • A Better Approach:
  • Clarify decisions before leaving:
  • “Can we summarize what was agreed on today?”
  • “What will this look like day-to-day for my child?”
  • “When and how will progress be measured?”

Tips to Avoid This Mistake:

  • Request a written summary of the IEP meeting outcomes.
  • Ask for timelines and responsible parties for each goal or service.
  • Take notes and review them after the meeting to ensure everything is clear.

I’m Here to Help
After sitting through one IEP meeting—or five—you know the feeling: juggling questions, trying to remember everything the teacher said, and leaving with a mix of relief and worry. You might even catch yourself thinking, “Did I say enough? Did I ask the right questions?”

That mix of emotions is completely normal. No parent expects to have all the answers, and advocacy isn’t about being perfect—it’s about showing up for your child, even when it feels overwhelming.

​You don’t have to navigate it alone. I’m here to help you make sense of the process, organize the information, and feel confident speaking up. Together, we can ensure your next IEP meeting leaves you feeling prepared, supported, and ready to help your child thrive.

If the IEP process feels overwhelming, let me guide you.
Click the button below to schedule a time to talk:


Talk To Lisa

If you're more of a visual learner or just need a quick breakdown of these strategies in action, I’ve put together a few short videos to help.

These clips dive deeper into the specific ways you can reframe conversations about behavior, decode the data the school provides, and stay calm under pressure.

Grab a notebook, hit play, and let’s get you ready for your next meeting.

]]>Fri, 17 Jul 2026 16:15:13 +0000<![CDATA[Back to School After Winter Break: A Special Education Parent’s Survival Guide]]>https://www.advocating4faireducation.com/blogs/post/back-to-school-after-winter-break-a-special-education-parent-s-survival-guideAh, winter break. A magical time of family, holidays, and… complete chaos. And now, just like that, it’s back to school. For neurodivergent households, the first day back often feels like preparing for a small natural disaster.​]]>

Ah, winter break. A magical time of family, holidays, and… complete chaos. And now, just like that, it’s back to school. For neurodivergent households, the first day back often feels like preparing for a small natural disaster.​

Parent:  Please hold my hand

My child: 


The Night Before: Optimism Meets Reality

You start the evening before school thinking, “This year will be different. We’ll go to bed on time. Mornings will be calm. Homework routines will magically reappear.”
​
​Fast forward three hours: your child is bouncing around like a pinball, the dog is barking, socks are missing, and you’re negotiating whether breakfast can actually be eaten before putting on shoes. Suddenly, your “calm, optimistic evening” has become a tactical operation worthy of military precision.

The Neurodivergent Household Twist

For families navigating ADHD, dyslexia, autism, or other neurodivergent profiles, mornings aren’t just “chaotic”—they’re a complex puzzle of executive function, sensory regulation, and meltdowns. A “simple” back-to-school morning may involve:

  • Multiple reminders to brush teeth, comb hair, or put on deodorant.
  • Negotiating clothing choices that must match sensory preferences.
  • Walking the fine line between encouragement and nagging without triggering a meltdown.
  • Secretly counting how many hours until the first recess.

Surviving the Day

By the time the first school bell rings, parents may feel like they’ve completed a marathon they didn’t train for. And the kids? They might have a meltdown in the car, forget the lunchbox, or proudly announce they did everything “all by myself” (and you know that’s a slight exaggeration).

Tips to survive the first week:

  • Plan for the chaos. Even the best-laid plans may crumble, and that’s okay.
  • Prep the night before. Lay out clothes, pack backpacks, and check homework folders—even if it’s a guessing game.
  • Set realistic expectations. The goal isn’t perfection—it’s survival and small wins.
  • Celebrate victories. A matched pair of shoes? Breakfast eaten? Success!
  • Laugh. You’ll need it. Humor is the best way to survive neurodivergent mornings.

Remember: You’re Not Alone

If your morning looked like a circus, that’s okay. Every parent of a neurodivergent child knows the drill. And after the first week, routines start to stick (sometimes), the chaos becomes predictable, and your child’s unique strengths start to shine.

You’ve got this. And yes—you may need coffee. Lots of coffee.

Click here to contact us

Contact information
​Get in touch with us

Mornings shouldn't feel like a tactical military operation. Let’s build a smoother routine together. We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:14:12 +0000<![CDATA[DIY Social Skills]]>https://www.advocating4faireducation.com/blogs/post/diy-social-skillsSummer can isolate kids with ADHD or autism who miss school structure. This guide shows parents how to create easy, at-home "DIY Social Skills Groups" to help children build confidence, form friendships, and prevent social regression during the break.]]>

Summer break is full of sunshine and freedom—but it can also be a tricky time for children who thrive on structure, support, and connection. If your child struggles with making friends, managing emotions, or navigating social situations, this season can feel isolating. 

​The good news? You don’t need to wait for the next school year or sign up for an expensive camp to help your child build social skills. You can create a simple, meaningful DIY Social Skills Group right at home (or in the backyard!) with just a few kids and a little creativity. 

🌻 🌞 Why Social Skills Matter—Even in Summer 🐝 🩴

Social skills are essential for kids to form friendships, express themselves, problem-solve, and feel included. For children with autism, ADHD, or other developmental differences, social interactions don’t always come naturally—and that’s okay! 

​Summer is a great time to practice in a low-pressure, fun environment, where kids can grow their confidence without the hustle of the school day. 


Here’s how to kick off the fun 👇😎
✨ Step-by-Step: How to Set Up a DIY Summer Social Skills Group✨


1. Start Small

Invite 2–4 children of similar ages. This could be siblings, cousins, or neighborhood friends. Keep the group manageable so kids feel safe and heard. 

Pro Tip: Start with shorter sessions—30 to 45 minutes is plenty for younger children or those new to group activities.


2. Pick a Theme for Each Week 

Choose a social skill to focus on each week. Keep it simple and age-appropriate. 

​Here are some summer-friendly topics: 

  • 🌟 Introducing Yourself
  • 😊 Taking Turns & Sharing 
  • 🗣 Using Kind Words
  • 😠 Managing Big Emotions
  • 🧍 Personal Space 
  • 🤝 Problem Solving with Peers 

3. Use Games and Activities to Teach the Skill 

​Kids learn best through play—so skip the lectures and try hands-on activities like: 

  • Role Play: Act out different scenarios together. 
  • Charades or Emotion Bingo: Practice recognizing and expressing feelings. 
  • Board Games (like Candy Land or Guess Who?): Great for turn-taking and conversation starters. 
  • Crafts or Building Challenges: Work together on a shared goal. 
  • Scavenger Hunts or Obstacle Courses: Perfect for practicing cooperation and following directions. 

🎉 Don’t forget to praise positive behavior as it happens: 

“I love how you waited your turn!” or “That was such a kind thing to say!”​ 


4. Create a Predictable Routine

A simple structure helps children know what to expect. Try this: 

  • Welcome Circle (5 minutes)

– Greet each other by name 
​– Share how you’re feeling today (use visuals if needed) 

  • Skill-of-the-Day (10–15 minutes) 

– Brief teaching moment + modeling

  • Activity/Game (10–15 minutes) 

– Practice the skill through play 

  • Wrap-Up (5 minutes)

– Reflect on what went well 
​– Give “social stars” or a small token 


💡 Bonus Ideas to Keep It Fresh: 

🦸‍♂️Make “Social Superhero” capes or badges 
🎭Use puppets or toys for storytelling 
🫙Create a “Kindness Jar” with ideas to pull from 
​🍦Take the group to a playground or ice cream shop for a real-world practice day 

🌈 Final Thoughts: You’ve Got This 

You don’t need to be a therapist or teacher to help your child grow socially. You just need a little patience, structure, and fun. By creating a DIY social skills group this summer, you’re not only preventing social regression—you’re setting the stage for stronger relationships, better communication, and a more confident school year ahead. 


​And remember, progress doesn’t have to be perfect. Every high-five, kind word, or “I did it!” moment is a win.✨ 

Let's work together to make summer both meaningful and magical. 🍦🌞🌻 



Contact information
​Get in touch with us

Looking for more ways to support your child's social growth? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:09:52 +0000<![CDATA[Teaching Life Skills Over Summer Break (and Making It Fun!)?]]>https://www.advocating4faireducation.com/blogs/post/diy-social-skills1Summer can isolate kids with ADHD or autism who miss school structure. This guide shows parents how to create easy, at-home "DIY Social Skills Groups" to help children build confidence, form friendships, and prevent social regression during the break.]]>

Summer break isn’t just about sunscreen and swimming—it’s also the perfect time to teach life skills that will empower your child far beyond the classroom.

Whether your child is neurotypical, neurodivergent, or somewhere in between, life skills—like managing emotions, preparing meals, or getting dressed—are essential building blocks for independence.

And the best part? You can teach them without turning your home into a boot camp.

Here’s how to weave life lessons into everyday summer fun ☀️

🧼 1. Daily Routines = Daily Wins

Simple routines help children feel safe and build confidence. Use summer mornings to introduce small responsibilities, like:

  • Making their bed 
  • Brushing teeth independently 
  • Choosing and putting on their clothes
  • Preparing a simple breakfast (hello, cereal and sliced fruit!) 

For kids with executive functioning challenges, visual checklists can be a game-changer. Laminate a chart or use magnetic boards with step-by-step icons!

🍳 2. Get Kids Involved in the Kitchen

Cooking is more than just a life skill—it’s math, science, reading, and sensory learning all rolled into one. Let your child: 

  • Measure ingredients (great for math) 
  • Stir, pour, and set timers 
  • Pack their own snack or lunch
  • Help plan a meal or grocery list 

🎉 Make it fun: Have a “Make-Your-Own Pizza Night” or “Smoothie Taste Test” challenge! 

🧺 3. Chores That Don’t Feel Like Chores

Yes, kids can learn to clean—without the moaning and groaning. Turn everyday tasks into games:

  • Match socks = sorting practice 
  • Fold towels = fine motor work 
  • Set the table = sequencing 
  • Wipe windows = sensory + focus 

🪄 Try the “Chore Wheel of Fortune”—a spinner or jar with tasks written on popsicle sticks for surprise fun! 

💵 4. Money Skills in Real Life

Even young kids can begin learning how money works. Summer is great for: 

  • Sorting and counting coins 
  • Playing “store” with toys or snacks 
  • Using real money to pay at a lemonade stand, yard sale, or farmers’ market
  • Earning small allowances and tracking savings

💡 Bonus: Open a summer piggy bank or jar and set a fun goal—like buying a new game or book together.

🗣 5. Social and Communication Skills

Life skills aren’t just practical—they’re personal, too. Use summer to build:

  • Eye contact and greetings with neighbors or shopkeepers
  • Making phone calls (with a script!) 
  • Asking for help or directions
  • Ordering food at a restaurant 

☀️ Try this: Let your child “be the host” when a family friend visits—offering a drink, making small talk, or showing them around.

🧠 6. Executive Function Fun

Planning, organizing, and problem-solving are lifelong tools. Build these into:

  • Packing for a picnic or day trip 
  • Creating a simple summer calendar 
  • Following a recipe or building instructions
  • Creating a “morning checklist” or “bedtime routine chart” 

🎒 Let your child pack their own bag—with a little guidance—and celebrate what they remembered! 

💬 Final Thoughts: Every Moment Counts 

Teaching life skills doesn’t mean more pressure or long lectures. It means using everyday summer moments—making breakfast, folding towels, or picking out clothes—as chances to connect, empower, and grow.

It’s not about perfection—it’s about progress.

​So go ahead: let your child crack that egg, choose their outfit (even if it’s socks with sandals), and take the lead now and then. You’ll be amazed at how capable they feel—and how much fun you’ll have together.

Additional Resources: 

Contact information
​Get in touch with us

Want to help your child build lasting independence? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:05:32 +0000<![CDATA[Back to School Tips for Parents of Special Education Kids]]>https://www.advocating4faireducation.com/blogs/post/back2schoolStarting a new school year can be daunting, particularly for special education students. Here are some strategies to cultivate a positive outlook:]]>

Fostering a Positive Mindset for Success

Starting a new school year can be daunting, particularly for special education students. Here are some strategies to cultivate a positive outlook:

  • Encourage Open Dialogue: Create an atmosphere where your child feels comfortable expressing their feelings about returning to school.
  • Visualize Success: Use positive imagery and affirmations to help your child envision a successful start to the year.
  • Engage in Role-Playing: Simulate school scenarios at home to alleviate anxiety and build confidence.

Individualized School Supplies Checklist

When it comes to supplies, every child has unique needs. Here’s a checklist to help you prepare:​

  • Personalized Items: Ensure your child has a supply of items they are comfortable with, like fidget toys or sensory tools.
  • Visual Aids: Use color-coded folders and labels to help with organization
  • Adaptive Tools: Consider writing aids and ergonomic supplies tailored to your child’s needs.

Creating Supportive and Structured Routines

A consistent routine can provide the stability your child needs. Consider these steps:​

  • Set Clear Timelines: Establish a morning routine that includes ample time for each activity.
  • Incorporate Breaks: Schedule short breaks to help your child recharge throughout the day.
  • Reward System: Implement a rewards system to reinforce positive behaviors and accomplishments.

Collaborating with Educators for Academic Success

Strong collaboration with educators is vital. Here’s how to ensure effective communication:

  • Schedule Meetings: Regularly meet with teachers to discuss your child’s progress and needs.
  • Share Insights: Provide teachers with insights into your child’s preferences and triggers to foster understanding.
  • Utilize Resources: Explore additional resources available for special education support, such as community programs or online workshops.

Student Introduction

We believe when teachers the ins and outs of the student from the get go they have some necessary tools to start building a relationship, and relationships are the key to social and academic success.  


To help you set the stage we encourage you to put together a little cheat sheet for teachers.  It is even more beneficial if your child helps to create or edit the sheet with you.  

We have a free template to get you going.  Fill out the form below and we will send you the link to get you started.  

References:

Contact information
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Need an advocate on your team? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 15:22:36 +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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True inclusion means more than just a seat in the room. Let's make sure your child actually thrives.
We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 15:09:31 +0000<![CDATA[Why You Need an Advocate: Traversing the World of Fair Education and Special Needs]]>https://www.advocating4faireducation.com/blogs/post/special-education-advocateAn advocate should be your ally, a knowledgeable and experienced professional who understands the needs of kids like yours, the balance of the classroom questions, the rights of children with special needs and the laws that protect them.]]>

Restoring Balance

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.

What an Advocate Should Do:

An advocate should be your ally, a knowledgeable and experienced professional who understands the needs of kids like yours, the balance of the classroom questions, the rights of children with special needs and the laws that protect them.

I work tirelessly to:

Ensure fair and appropriate education: I help you understand your child's IEP, advocate for the most appropriate placement to help them find success, and ensure they receive the necessary accommodations and modifications to succeed.

Traverse complex systems: From school districts to government agencies, I can guide you through the maze of bureaucracy and help you understand your rights and options.

​Empower parents and guardians: I can help you become a more confident and effective advocate for your child. They will equip you with the knowledge and tools you need to make informed decisions and speak up for your child's needs.

Why You Need an Advocate:

You're not alone: Parenting a child with special needs can be isolating. I provide support, understanding, and a listening ear.

Level the playing field: The education system can be intimidating, especially when you're facing complex issues. I help you communicate effectively with school officials and ensure your child's needs are met, while documenting the issues and agreements.

​Maximize your child's potential: I help you identify and access resources that can unlock your child's full potential.

Think Back:

Remember that time you felt lost in a meeting with school officials, unsure of what questions to ask or how to advocate for your child's needs? I would have been there to guide you and ensure your voice was heard.

Recall the frustration of trying to decipher your child's IEP and understand the legalese? I can help you break down the jargon and make sense of the document.

​Think about the countless hours you've spent researching resources and support services for your child. I can save you time and energy by connecting you with the right people and organizations.

As an advocate for fair education and children with special needs, I understand the challenges you face. I'm here to support you and help you traverse this journey.

Follow us on social media for more information and resources, and don't hesitate to reach out to set up a 20-minute consultation to share your story with me and see how I can help. Together, we can ensure that all children, regardless of their abilities, receive the education they deserve.

Contact information
​Get in touch with us

Need an advocate on your team? We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

​References:

]]>Fri, 17 Jul 2026 15:04:01 +0000<![CDATA[Ensuring Effective Communication Between Teachers and Parents in Individualized Education Programs (IEPs)]]>https://www.advocating4faireducation.com/blogs/post/education-programs-iepsOngoing communication between teachers and parents is essential for the success of students with disabilities.]]>

Special Education is a Team Effort

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."

​Unfortunately, some schools are restricting communication channels and funneling all interactions through one person, often the case manager. This practice raises concerns among parents and begs the question: Can they do that? Can parents request two-way communication as an accommodation in their child's Individualized Education Program (IEP)? The answer is yes, it is, and it should be. In this post, we explore the regulations in the Every Student Succeeds Act (ESSA) that support the need for effective communication in IEPs.

Understanding the Legal Framework

The Individuals with Disabilities Education Act (IDEA) does not explicitly require ongoing communication between teachers and parents. Probably because when it was passed in 1975 congress could not imagine a school trying to limit communication with a parent. However, IDEA guarantees parents and their children with disabilities various legal rights, known as "Procedural Safeguards." These safeguards emphasize the importance of parental participation, highlighting parents' role as mandatory members of the IEP Team. While IDEA focuses on parental participation in the development of the IEP, it does not specifically address daily, ongoing communication with the school.

Enter ESSA:

In 2017, Congress passed the Every Student Succeeds Act (ESSA), amending the No Child Left Behind Act (NCLB). ESSA emphasizes the need for parents to participate in regular, two-way, and meaningful communication involving student academic learning and other school activities. It recognizes parents as integral partners in their children's education and encourages their active involvement. You can find 20 US Code Section 6318 - Parent and Family Engagment, here.

Making Two-Way Ongoing Communication a Part of the IEP:

Since Congress deemed effective communication so important that it was enshrined in ESSA, it is crucial for parents to advocate for this accommodation to be included in their child's IEP. By referencing the law and presenting their case during the IEP meeting, parents can firmly assert their right to ongoing dialogue with teachers. However, it's important to exercise this right responsibly, being mindful of teachers' time and workload. Reasonable, respectful communication ensures a productive and efficient partnership between parents and teachers.

Conclusion:

Promoting effective communication between teachers and parents is not only common sense but also a legal obligation outlined in ESSA. I encourage parents to be proactive in asserting their rights to ongoing communication as an accommodation in their child's IEP. By working together, parents and teachers can create an inclusive educational environment that supports the unique needs of students with disabilities. Remember, it is not just common sense anymore, it is the law.

Get Started Now

Contact information
​Get in touch with us

Ensure your voice is heard. Let's make communication a priority in your next IEP meeting. We're here to help!

Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

Book a Consultation with Lisa

Support

support@advocating4faireducation.com

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