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Your Child

An IEP or Individualized Education Plan is a student-centered document created for students with diverse learning needs.

The document details how their education program will be different from their peers by listing goals and objectives unique to the student’s needs.

The IEP will list any accommodations and/or modifications the student needs to be successful.

Many students who have IEP also have had some form of Standardized Assessment (like a psych-ed) to diagnose and document their diverse needs, but IEP’s can be requested before the formal assessment has been completed.

IEP Meetings are stressful for everyone involved.

When you take an advocate with you, they are there as your personal assistant. They can take notes during the meeting so that you can focus on what is being said. They can remind you of points you want to make during the meeting and speak up for you if you are overcome by emotion.

FYI: I always make sure to bring an advocate along with me to my kids IEP meetings!

IEP Binders provide organization in a time of chaos.

It keeps everything you need in order and available to grab at a moment’s notice when you need it. Things are easy to reference during any IEP Meeting and you can refer to it as needed throughout the years.

Yes, your child’s school-based team should have your child’s best interest at heart, but they may not have the experience, expertise or understanding of your child’s unique needs to truly set your child up for success.

I have worked on IEP’s for students with a variety of different needs, at both private and public schools and the one thing that is consistent is that the quality of the IEPs I get from the schools varies drastically. The school-based team IEP’s are written by teachers and though they may have additional training in some learning special needs elements they do not typically have any academic training in specific learning disabilities, I do!

The first IEP meeting I attended was my own in elementary school. Since then, I have sat in on many more in different roles on both sides of the table. This experience goes a long way towards my understanding of what both sides need and what makes an effective IEP.

When I work on an IEP I want to make sure that it helps everyone involved. The IEP’s that I draft schools are clear and actionable with a way of measuring adequate progress to your child’s goals and an easy to use tool for any teacher your child gets.

When A school-based team writes the IEP its composition will depend entirely on who is writing it. The individual may be familiar with working with your child but they will not be the one who administered the Psych-Ed Assessment so it comes down to that persons A) experience with IEP’s and b) experience with individuals who have your child’s specific learning needs.

The key thing to not is that the school-based team will have varying expertise and experience writing and implementing IEP’s.

Also, book knowledge can only take you so far when it comes to identifying specifically what neurodiverse students need… experience working with them helps one understand what has worked for others in similar situations. 

The combination of my personal experience going through school (K-12 and Post Secondary) as a student with disabilities, my extensive post secondary education in the field, and my hands on experience as an interventionist helping families over the past 2 decades has given me a unique perspective and the opportunity to effectively identify the supports and accommodations that your child needs. 

I have been through it myself and have made it my goal to help others and ease their path forward with success.

I have met very few school-based team members with anything like my background, typically, they are teachers with a few extra courses on specific things. Not only do I have a Ph.D. in Learning Disabilities, I am dyslexic myself, I have worked for decades as an interventionist and advocate for individuals with both high and low incidence needs and I am a parent of 3 Neurodiverse children with IEPs.