Building independence at school can be hard. IEPs don't have to be. Use these articles to help support the IEP process for neurodivergent learners
Fifty years ago, a parent could bring a child with a disability to the local public school and be turned away at the door. No enrollment, no plan, no services, and nothing illegal about the refusal. In some states, there were laws on the books that kept deaf, blind, or intellectually disabled children out entirely. … read more
Your teen has a 504 plan for anxiety, and on paper it looks like a win. There is a pass to leave class whenever the panic rises, permission to skip presentations, and a standing exemption from reading aloud. The distress drops almost the moment the plan is in place. Then a few months pass. The … read more
A student sits near the back of class with a worksheet they do not understand. They know they are stuck. They also know that raising a hand, walking up to the teacher, or sending an email feels harder than sitting there and hoping the moment passes. So they wait it out, and the gap quietly … read more
The first time I sat in an IEP meeting as a special education teacher, no one stopped to define the three letters. If your family is deciding how much outside help you need, our guide to the four kinds of special education help compares a special education advocate, an IEP coach, an executive function coach, … read more
This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students. This resource aims … read more
This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students. This resource aims … read more
This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students. This resource aims … read more
This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students. This resource aims … read more
This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students. This resource aims … read more
This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students. This resource aims … read more