Advocating 4 Fair Education - Blog #DyslexiaAdvocating 4 Fair Education - Blog #Dyslexiahttps://www.advocating4faireducation.com/blogs/tag/dyslexiaSat, 08 Aug 2026 11:11:35 -0700http://zoho.com/sites/<![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/

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​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

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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[PLAAFP/PLOP/Present Levels... Whatever You Call It:  Here's What Every IEP Parent Needs to Know]]>https://www.advocating4faireducation.com/blogs/post/plaafp-plop-present-levels...-whatever-you-call-it-here-s-what-every-iep-parent-needs-to-knowIf you're new to the IEP world, the acronyms can feel overwhelming. But there's one you absolutely need to understand: PLAAFP. It stands for Present Levels of Academic Achievement and Functional Performance, and it's arguably the most important section of your child's entire IEP.]]>

If you're new to the IEP world, the acronyms can feel overwhelming. But there's one you absolutely need to understand: PLAAFP. It stands for Present Levels of Academic Achievement and Functional Performance, and it's arguably the most important section of your child's entire IEP.
Think of PLAAFP as a detailed snapshot of exactly where your child is right now: their strengths, challenges, and everything in between. It's not about where they were last year or where you hope they'll be next year. It's about today, this moment, and what your child can and cannot do.
Why PLAAFP Is the Foundation of Everything
Here's something that might surprise you: every single goal in your child's IEP should stem directly from their PLAAFP. If the PLAAFP says your child struggles with reading comprehension, there should be a goal addressing that. If it mentions difficulty with social interactions, that needs a goal too.
The PLAAFP serves several critical purposes:

  • Establishes the baseline for measuring your child's progress
  • Identifies specific areas where your child needs support
  • Explains how your child's disability impacts their ability to participate in general education
  • Justifies the special education services your child receives
  • Creates the roadmap for IEP goals and objectives

Without a solid, accurate PLAAFP, your child's entire IEP becomes shaky ground. It's like trying to build a house without a proper foundation: everything else depends on getting this part right.

What Should Be Included in Your Child's PLAAFP

A comprehensive PLAAFP isn't just about academics, though that's certainly part of it. It should paint a complete picture of your child across multiple areas:

This covers the traditional school subjects: reading, writing, math, science, and social studies. But it goes deeper than just grade levels. A good PLAAFP will explain not just that your child reads at a second-grade level, but how they read. Do they struggle with decoding? Comprehension? Fluency?

These are the practical life skills that help your child function independently. Depending on your child's age and needs, this might include dressing, eating, personal hygiene, or managing money.

How does your child interact with peers and adults? Can they regulate their emotions? Do they understand social cues? These skills are crucial for success both in school and in life.

This isn't just about whether your child can speak. It includes receptive language (understanding what others say), expressive language (communicating their thoughts), and pragmatic language (using language appropriately in social situations).

Does your child have difficulty sitting still? Following directions? Managing transitions? These behavioral aspects significantly impact learning and should be thoroughly documented.

Any physical limitations, sensory processing issues, or motor skill challenges should be clearly described and measured.

How to Read and Understand Your Child's PLAAFP

When you review your child's PLAAFP, you're looking for specific, measurable statements backed by data. Vague descriptions like "Johnny struggles with reading" aren't helpful. Instead, you want to see something like: "Based on recent assessments, Johnny reads 45 words per minute with 85% accuracy at the second-grade level, compared to the typical third-grade rate of 70-80 words per minute with 95% accuracy."

Look for These Key Elements

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Objective Data: Good PLAAFPs include specific numbers, percentages, and concrete examples. This might come from standardized tests, classroom assessments, or behavioral data collection.

Current Performance: Everything should reflect how your child is performing now, not six months ago. If the IEP meeting is in October, the data should be recent, not from the previous spring.

Strengths and Needs: A balanced PLAAFP highlights what your child does well alongside areas of concern. This isn't about being positive for the sake of it: strengths can be built upon to address challenges.

​Functional Impact: The PLAAFP should clearly explain how your child's disability affects their ability to learn and participate in school activities.

Red Flags to Watch For

Not all PLAAFPs are created equal. Here are some warning signs that your child's PLAAFP might need improvement:

  • Generic language that could apply to any child with a similar disability
  • Outdated information from assessments conducted more than a year ago
  • Only focusing on deficits without mentioning any strengths
  • Vague descriptions without specific data or examples
  • Missing key areas that affect your child's learning
  • Inconsistencies between different sections or with your observations

If you notice these issues, don't hesitate to ask questions or request updates. You know your child better than anyone, and your input is valuable.

Your Role as a Parent in the PLAAFP Process

You're not just a passive recipient of information: you're an essential part of the team that creates your child's PLAAFP. Here's how you can contribute:

Share Your Observations

You see your child in different settings and situations than school staff do. Your insights about how your child functions at home, in the community, or during unstructured time are incredibly valuable.

Ask Questions

If something in the PLAAFP doesn't match your experience with your child, speak up. Ask for clarification or additional assessment if needed.

Provide Context

Help the team understand your child's history, what motivates them, what strategies work at home, and what you've tried that hasn't been successful.

Making Sense of the Assessment Data

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PLAAFPs often include results from various assessments, and the numbers can be confusing. Here's a quick guide to common terms:

Standard Scores: These typically have an average of 100, with most people scoring between 85-115. Scores below 70 often indicate significant challenges in that area.

Percentiles: These show how your child performed compared to other children their age. A 25th percentile score means your child scored better than 25% of same-age peers.

​Grade Equivalents: These can be misleading. A grade equivalent of 2.5 doesn't mean your child should be in second grade: it means they performed similarly to a typical student in the fifth month of second grade on that particular test.

Questions to Ask About Your Child's PLAAFP

Come prepared to your IEP meetings with specific questions:

  • How recent is this data?
  • What specific assessments were used?
  • How does this compare to typical peers?
  • What are my child's greatest strengths?
  • Which areas need the most support?
  • How does this disability impact my child's daily school experience?
  • What additional assessments might be helpful?

​Moving Forward: From PLAAFP to Goals

Once you have a solid understanding of your child's PLAAFP, you can better advocate for appropriate goals and services. Each area of need identified in the PLAAFP should have corresponding goals that are:


  • Specific and clearly defined


  • Measurable with concrete criteria

    • Achievable but appropriately challenging


  • Relevant to your child's needs


  • Time-bound with clear deadlines

    • Remember, the PLAAFP isn't set in stone. As your child grows and changes, their PLAAFP should be updated to reflect their current abilities and needs. This typically happens during annual IEP reviews, but you can request updates more frequently if significant changes occur.

    Taking Action

    Understanding your child's PLAAFP empowers you to be a more effective advocate. When you know exactly where your child is academically and functionally, you can better evaluate whether the proposed goals and services are appropriate.

    Don't be afraid to ask for clarification, request additional assessments, or suggest changes if the PLAAFP doesn't accurately reflect your child. This document will guide your child's education for the entire year: it's worth getting it right.

    If you're feeling overwhelmed by the IEP process or need support understanding your child's PLAAFP, remember that you don't have to navigate this alone. Professional advocates can help you understand the complexities and ensure your child receives the support they deserve.

    ​The most important thing to remember is that the PLAAFP is a tool to help your child succeed. When it's thorough, accurate, and well-written, it becomes the roadmap that guides everyone working with your child toward the same destination: helping them reach their full potential.

    Meet with Lisa to Chat

    Resources & References

    Want to dig deeper, or need a little backup? Start here.

    OSPI Procedural Safeguards (Parent Rights under IDEA) — A clear overview of parent rights, consent, evaluations, and dispute options. While Washington-specific, it’s a practical guide to what safeguards look like in many states.

    Wrightslaw: PLAAFP and IEPs — Plain-language explanations and examples of strong Present Levels, plus how they connect to measurable goals and services.

    Understood.org: The IEP Team — Who's on it? — Meet the typical IEP team members and learn what each person does, with tips for how parents can participate confidently.

    ​Advocating 4 Fair Education IEP Parent Workbook — A step-by-step workbook with prompts, checklists, and templates to help you prepare your child’s Present Levels and advocate with clarity.

    Contact information
    ​Get in touch with us

    Build a stronger foundation for your child's IEP today. 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 16:12:26 +0000    <![CDATA[Crafting a Compelling Special Education Parent Concerns Letter for IEP Meetings]]>https://www.advocating4faireducation.com/blogs/post/crafting-a-compelling-special-education-parent-concerns-letter-for-iep-meetingsLooking for better parent participation in an IEP then you need to draft a parent concerns letter. And we are here to help.]]>

    Write a Parent Concerns Letter Before Every IEP Meeting

    The Importance of a Parent Concerns Letter in Special Education


    In the realm of special education, the Individualized Education Program (IEP) meeting is a pivotal opportunity for parents. It's the time to ensure that your child receives the tailored support they require. One instrument vital to this process is the parent concerns letter – a document that conveys a parent's insights and aspirations for their child's educational journey.

    Essential Tips for Writing Your Parent Concerns Letter

    Crafting an effective parent concerns letter is more art than science, requiring a blend of empathy, precision, and foresight. To navigate these waters, here are some essential tips:

    • Begin with gratitude for the team's efforts and an affirmation of your shared goal: your child's success.
    • Clearly articulate your child's strengths, interests, and areas where they excel – this sets a positive tone.
    • Transition to your concerns, focusing on specific examples and observations. Provide context to ensure the IEP team grasps the gravity of your concerns.
    • Express you interest in addressing these concerns during the meeting as a team to find solutions for support.

    Building Bridges: Parent Concerns Letter Fosters Collaboration

    A well-crafted parent concerns letter does more than inform; it builds a bridge between home and school, fostering a collaborative atmosphere. By sharing your child's narrative, you invite the IEP school team to join you in a partnership that's crucial for your child’s educational growth.

    • Utilize respectful and collaborative language to nurture a team mentality.
    • Share anecdotes that illustrate your child's experiences, making their needs more tangible to the team.
    • Invite dialogue by asking open-ended questions about potential strategies and resources.

    The Anatomy of an Impactful Parent Concerns Letter

    An impactful parent concerns letter is brief, structured, and easy to follow. It should convey your concerns with clarity and provide a checklist for the IEP team to follow.

    • It should be kind, passionate, collaborative, and hopeful.
    • It should be categorizing into strengths and weaknesses.
    • It should address, academic, behavior, social/emotional, communication, and training if appropriate.

    Empowering Advocacy Through the Parent Concerns Letter

    In crafting a parent concerns letter, you are not just fulfilling a procedural necessity; you are engaging in an act of advocacy. This document can be a catalyst for meaningful discussion at the IEP table and a change in your child's education. It's a testament to your involvement and commitment to ensuring that your child's unique needs are met with empathy and expertise. Remember, as a parent, you are an integral part of the IEP team, and your voice is indispensable.

    Does this sound like a lot?  We can help.  
    We will gladly write your parent concerns for you and send it to your inbox! 
    Get Started Now

    Contact information
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    Ready to ensure your voice is the most impactful one at the IEP table. 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 15:24:50 +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
    ​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

    ]]>    Fri, 17 Jul 2026 15:22:36 +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
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    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

    ]]>    Fri, 17 Jul 2026 15:01:46 +0000    <![CDATA[From Uncertainty to Confidence: How Science-Based Teaching Transforms Reading Instruction]]>https://www.advocating4faireducation.com/blogs/post/how-sciencebased-teaching-transforms-reading-instructionEducation should be grounded in research and evidence, ensuring that instructional methods have a solid foundation. Scientifically proven approaches to instruction have a significant impact on student success.]]>
    Introduction:

    In the ever-evolving field of education, there is a continuous search for the most effective methods of instruction. It may come as a surprise that, despite advancements in educational research, there still exists ambiguity and debate surrounding the best way to teach children how to read. This ongoing debate, commonly known as the "reading wars," highlights the significance of using scientifically proven methods of instruction.

    I read this article from Education Week titled "I Literally Cried: Teachers Describe Their Transition to Science-Based Reading Instruction." this week, and it made me wonder, what is the hold up on using this instruction with ALL students.

    The Power of Scientifically Proven Approaches:

    Education should be grounded in research and evidence, ensuring that instructional methods have a solid foundation. Scientifically proven approaches to instruction have a significant impact on student success, particularly in areas such as reading, which serves as the foundation for all future learning.


    Stepping Away from Media Messages:

    In the Education Week article, teachers who transitioned to science-based reading instruction shared their experiences. Many teachers had previously relied on a variety of instructional strategies that left them feeling uncertain about their ability to effectively teach reading. This highlights how media messages and unproven educational trends can sometimes lead us astray. By using scientifically proven methods, we can prevent wasting valuable time and resources on approaches with questionable effectiveness.


    Addressing Gaps in Teacher Preparation

    The article mentions teachers who expressed feeling ill-prepared to teach reading, despite years of experience in the classroom. These teachers acknowledged that their training in phonics and literacy instruction fell short, leaving them with inadequate knowledge of essential reading skills. This realization emphasizes the need for teacher preparation programs to prioritize evidence-based practices, equipping educators with the necessary tools to meet the diverse needs of their students.


    Early Detection of Reading Difficulties:

    One of the challenges posed by non-scientifically proven approaches to reading instruction is delayed identification of reading difficulties. When instructional methods rely heavily on context and guessing, it becomes challenging to recognize reading delays until students reach higher grade levels, where picture cues are no longer available. We need to recognize connecting a picture to a word is NOT reading. Failing to identify reading difficulties early can hinder a student's progress and may result in long-term consequences. Using scientifically proven methods facilitates early detection, allowing for timely intervention and support.

    Embracing the Science of Reading:

    Teachers mentioned in the article who transitioned to science-based reading instruction described newfound confidence in their teaching roles. Through programs centered on evidence-based techniques like Orton-Gillingham, teachers saw remarkable improvements in student outcomes. This transformation underscores the importance of embracing the science of reading and adopting instructional strategies supported by research, resulting in measurable and positive impacts on student achievement.

    Conclusion:

    Parents and teachers need to activly advocate with their schools, districts, and state legislatrures, that we need to have scientifically proven methods of instruction in the classroom. It is vital in promoting student success, it provides educational equity, it is the Free and Appropriate Education kids are entitled to. The article from Education Week highlights the transformative experiences of teachers who transitioned to science-based reading instruction, shedding light on the importance of evidence-based practices. When we prioritize research-backed approaches, we can ensure that all students receive the high-quality education they deserve. So do something now! Embrace the power of evidence and create classrooms that empower learners through effective, scientifically proven instruction and join your local Decoding Dyslexia, write your state representitives, and lobby your district for "best practice" in the classroom.

    Reference:
    Original Article: I Literally Cried: Teachers Describe Their Transition to Science-Based Reading Instruction

    Contact information
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     Don't let unproven educational trends waste your child's valuable learning time. Let's talk. 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 15:01:11 +0000    <![CDATA[Shattering Stigma: Recognizing Dyslexia's Strengths and Triumphing Over Weaknesses]]>https://www.advocating4faireducation.com/blogs/post/recognizing-dyslexias-strengths-and-triumphing-over-weaknessesAcknowledging weaknesses opens doors to seeking the support and accommodations necessary for individuals with dyslexia to thrive. It is essential for parents and teachers to embrace the strengths and weaknesses of their children and students.]]>

    Dyslexia

    October is an important month for our dyslexic community as we come together to raise awareness about dyslexia. During this Dyslexia Awareness Month, we have an incredible opportunity to celebrate the unique strengths and abilities of individuals with dyslexia. It is equally important, however, to reflect on the significance of recognizing our strengths and weaknesses and embracing them. In this blog post, we will explore why it is vital for us and our children to acknowledge and appreciate our diverse abilities.


    Embracing Strengths: The Power Within

    Dyslexic Strengths That Shine

    Dyslexia may present its own set of challenges, but it is equally important to understand and embrace the strengths inherent in dyslexic individuals. Many dyslexic children possess remarkable creativity, thinking outside the box and offering innovative perspectives. Their unique minds are often tuned to visual thinking, problem-solving, and connecting ideas in ways that others may not readily see.

    Shaping Resilience and Determination

    Living with dyslexia fosters resilience and determination. Every day, individuals with dyslexia demonstrate remarkable strength, navigating through academic hurdles, and developing extraordinary persistence. Their tenacity becomes an inspiration, encouraging us all to embrace challenges, never giving up in the face of adversity.

    Accepting Weaknesses: A Path to Growth

    Nurturing a Positive Self-Image

    Recognizing our weaknesses and vulnerabilities is a vital step in nurturing a positive self-image. While dyslexia may present challenges in reading, writing, and spelling, it does not define a person's worth or intelligence.

    I'm going to say it again, it does not define our worth or intelligence.

    Accepting our weaknesses allows us to shift our focus from limitations to personal growth and development. By fostering self-acceptance, we build confidence and create a foundation for success.

    Seeking Support and Accommodations

    Acknowledging weaknesses opens doors to seeking the support and accommodations necessary for individuals with dyslexia to thrive. It is essential for parents and teachers to embrace the strengths and weaknesses of their children and students and ensure they receive the necessary interventions and resources. From specialized instruction in school to assistive technologies, embracing dyslexia enables individuals to discover their full potential and excel in their educational journey.

    The Power of Awareness and Advocacy

    Dispelling Misconceptions, Fostering Inclusion

    Dyslexia Awareness Month provides an invaluable opportunity to dispel the misconceptions surrounding dyslexia. By raising awareness and understanding, we encourage empathy, support, and inclusion in our communities. Together, we can build an environment where dyslexic individuals are valued and embraced for their unique abilities.

    Empowering Early Intervention

    Increasing awareness about dyslexia is crucial for early intervention and support. Educating parents, teachers, and professionals about the signs of dyslexia ensures timely diagnosis and intervention, leading to improved educational outcomes. When we recognize dyslexia's strengths and challenges early on, we equip our children with the tools they need to flourish academically, emotionally, and socially.

    Conclusion

    During this Dyslexia Awareness Month, let us celebrate the strengths and abilities of individuals with dyslexia. By recognizing our strengths and weaknesses and embracing them, we empower ourselves and our children to reach their full potential. Together, we can debunk the misconceptions associated with dyslexia, foster inclusion, and advocate for early interventions and support. Embrace the journey, embrace the strengths, and embrace the uniqueness of dyslexia. Together, we can create a world where every individual's abilities are valued and celebrated.

    If you are struggling to get your child the support they need in school, and are interested in bringing in an advocate to support your educational journey together, please set up a free consultation to talk to me. I am here to help.

    Contact information
    ​Get in touch with us

    Don't let school stigma mask your child's true potential. Let's change the narrative. 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 14:58:26 +0000