Inclusion and equitable access to education are fundamental principles of a well-rounded society. However, ableism , the discrimination against people with disabilities, continues to persist and negatively impact children with disabilities in schools. Ableism is another “ism” that needs to be addressed to ensure equity and accessibility in education. Low Expectations One of the most significant ways ableism affects children with disabilities in school is through low expectations. Teachers, peers, and even parents may underestimate the capabilities of these students, assuming that their disabilities are limitations rather than differences. These low expectations can hinder a child's academic and personal growth, limiting their potential. Inadequate Support and Resources Ableism can result in a lack of appropriate support and resources for children with disabilities. Schools may not provide necessary accommodations, such as assistive technology, individualized education plans (IEPs), or accessible learning materials. This lack of support can lead to frustration and hinder the child's ability to succeed. Bullying and Social Isolation Children with disabilities are often targets of bullying and social exclusion due to ableism. They may be subjected to hurtful comments, mockery, or physical harm from their peers. This not only affects their emotional well-being but also their desire to attend school and engage in learning. Sadly, passive bullying and isolation can also come from adults. Limited Participation in Extracurricular Activities Ableism can restrict children with disabilities from participating in extracurricular activities, such as sports, clubs, or cultural events. Schools may not make these activities accessible, or they may discourage participation, further isolating these students from their peers. Inequitable Assessment and Grading Ableism can manifest in inequitable assessment and grading practices. Teachers may unknowingly or knowingly give lower grades to children with disabilities, assuming they cannot perform as well as their peers. This can erode the child's confidence and self-esteem. Inclusive Education vs. Segregation Some children with disabilities are placed in separate, segregated classrooms rather than being included in general education. While the intention may be to provide specialized support, this separation can reinforce stereotypes and isolate children from their peers without disabilities. Emotional Impact Ableism in school can take a severe emotional toll on children with disabilities. They may experience feelings of frustration, sadness, or anxiety as they navigate a hostile or unsupportive environment. These emotional challenges can interfere with their ability to concentrate and learn effectively. So, How Do We Combat Ableism in Schools? To create a more inclusive and equitable educational environment for children with disabilities, we must: Raise Awareness: Schools, teachers, and parents should actively educate themselves about ableism and its impact on children with disabilities. Advocate for Inclusivity: Push for inclusive education policies that ensure that children with disabilities have equal access to resources, support, and opportunities. Promote Empathy: Encourage students to learn about and empathize with their peers with disabilities, fostering a culture of acceptance and understanding. Provide Training: Schools can offer training for teachers and staff on how to support children with disabilities effectively, including creating accessible learning environments. Encourage Peer Support: Promote peer mentoring and support programs to help children with disabilities feel included and valued. Ableism remains a significant obstacle for children with disabilities in schools. However, by raising awareness, advocating for inclusivity, and fostering empathy and support, we can work together to create a more inclusive educational environment where every child has the opportunity to thrive and reach their full potential. Inclusiveology supports parents with coaching and advocacy to ensure that their child has the supports necessary to be successfully included in school. When the right supports are in place, children can access, engage, and be more independent. Schedule a free consultation here to get the conversation started.

We've all been there. Another professional development day… Ugh. You settle in, and it’s the same thing AGAIN!  "Differentiation strategies," "classroom management basics," "understanding data" – while these topics are undoubtedly important, too often, the same sessions rotate through our calendars year after year, offering little new insight or practical application for the complex challenges we face in today's classrooms. And let’s be real. Teaching is far different than it was even five years ago! So why is so much of our PD focused on “the same old, same old”? But what if professional development wasn't just a rehash of what you’ve already heard before? What if it was an opportunity to genuinely grow our “teacher toolboxes”, specifically designed to really help  teachers meet the unique needs of every  student who walks through their doors? This isn't about "just good teaching" anymore. This is about giving our teachers the specialized knowledge and actionable strategies to truly support all learners , especially our neurodivergent students and those with disabilities. Why We Have to Shift Our classrooms are becoming increasingly diverse, and rightly so. Inclusive education is not just an ideal; it's a necessity. Yet, many teachers feel underprepared to effectively support students with ADHD, autism, dyslexia, anxiety, and a myriad of other learning differences and disabilities. This isn't a failing on their part; it's often a systemic gap in the professional learning opportunities provided to them. Imagine a PD session that dives deep into: Understanding executive functioning challenges  and practical strategies for supporting students with organization, planning, and self-regulation. Think graphic organizers, color-coded materials, visual schedules, and thinking maps! Sensory-friendly classroom environments  – what they are, why they matter, and how to create them on a budget. Create reset spaces  that benefit every kid! Differentiating instruction specifically for struggling readers , going beyond simple accommodations to true instructional shifts. And how to assess for missing foundational skills! Trauma-informed practices  that recognize the impact of adverse experiences on learning and behavior. How can we lead with empathy, kindness, and make sure that kids feel safe and secure? These aren't niche topics; they are fundamental skills for every teacher because these kids are in your classrooms! Schedule a time to chat to see what your teachers need for upcoming PD. We’re happy to help you get solution-centered, so your teachers can help kids. CLICK HERE  to grab a spot on our calendar. Stop Recycling PD. When districts recycle the same PD, teachers are checking out. They’re not engaged.  Even when you switch up the presenter, they know it’s the “same old, same old”.Teachers want what they can use in the classroom: unique, evidence-based, and immediately applicable strategies . They want to walk out of a session with something (or many things!) they can use tomorrow morning.  Go beyond theoretical discussions and shift to hands-on workshops, peer-to-peer learning, and opportunities to practice new techniques in a supportive environment.Bring in experts who specialize in neurodiversity and inclusive practices. Your teachers will thank you for it! It’s Good for Kids and… Reduces Teacher Turnover:  When teachers feel equipped, confident, and successful in meeting student needs, their job satisfaction soars. Feeling overwhelmed and ill-prepared to support struggling students is a significant contributor to burnout and teachers leaving the profession. Give them the tools that will keep them in our classrooms longer. Decreased Teacher Frustration:  Let's face it, when we feel like we're constantly hitting a wall with a student, it can be incredibly frustrating. Providing teachers with a repertoire of effective strategies helps them to get solution-centered, adapt, and ultimately experience more success with all their students. Maybe even think outside the box! Let’s help teachers reduce stress, not add to it. Improved Student Outcomes:  Ultimately, this is why we do what we do. When teachers are better equipped to understand and support diverse learners, student engagement increases, learning gaps narrow, and academic and social-emotional growth flourishes for every child. Rethink and Recreate Professional Development. Let’s get out of the comfort zone of familiar PD topics. and courageously embrace the kind of professional learning that truly matters. Invest in teachers by giving them the specialized knowledge and practical skills to become creative, thoughtful, and empathetic educators for every child, especially our neurodivergent students and those with disabilities. What professional development do your teachers need to be impactful and intentional with every kid?  And not just the ones that “fit inside the box”... Schedule a time to chat to see what your teachers need for upcoming PD. We’re happy to help you get solution-centered, so your teachers can help kids. CLICK HERE to grab a spot on our calendar.

I spent a good chunk of first grade sitting in the corner. Ms. Sullivan moved my desk and chair there and everything; clearly, I was there for the day. It was punishment for not sitting still, not being quiet, and even the occasional aggression on the playground. Many times I would walk into the classroom, and my desk would already be in the corner waiting for me. For many of us who grew up in the 70s, the "corner" was all too familiar. It was where you went when you were "bad" – talking out of turn, fidgeting too much, or simply not conforming to the quiet, compliant ideal of the era. The corner was a place of isolation, a public declaration of your misbehavior, and a silent, solitary punishment.  Fast forward to today, and you'll find a very different philosophy emerging in classrooms. The rise of "calm down corners" reflects a growing understanding of child development, self-regulation, and the unique needs of neurodivergent learners. While they might still involve a designated space, their purpose has shifted dramatically. It bugs me, though, that there is still a reference to the “corner”. Let's take a look at the similarities and differences between these two approaches, and then advocate for a new, more empowering name: the "Reset Space." The Similarities: A Designated Spot At their most basic level, both the 1970s corner and today's calm down corner share one key similarity: they are a designated physical location within the classroom. This serves a practical purpose, providing a clear boundary and a defined area for a child to go. For both, the intent, at least on the surface, was to remove the child from the immediate situation and allow for a change in behavior. Truly the only similarity. I am thankful that I get to support families and educators in creating and implementing “Reset Spaces” that are supportive, nurturing, and honoring for kids. It’s wild to me that even in 2025, after being in the “corner” in 1974, it’s still a topic.  If you need help setting up and planning for a “Reset Space”, schedule a time to chat . We’ll get you started! The Differences: Let’s Unpack… Here's where the two concepts diverge dramatically: Intent: 1970s Corner:  The primary intent was punishment. It was a consequence for breaking rules, designed to inflict discomfort and shame, with the hope that this negative experience would deter future "bad" behavior. It was about control and compliance. Today's Calm Down Corner:  The primary intent is to facilitate self-regulation and emotional processing. It's about providing a safe, supportive space for a child to regain control of their emotions, de-escalate, and return to learning. It should be about teaching coping skills and fostering emotional intelligence. But, adults must definitely be trained in how to use this in a supportive, not punitive, way. Environment: 1970s Corner:  Typically stark, bare, often facing a wall, and very public. There was nothing to engage or soothe, only a visual reminder of your isolated status. Today's Calm Down Corner:  Often thoughtfully designed with sensory tools, comfortable seating (like beanbags or pillows), calming visuals, and resources for emotional regulation (e.g., fidgets, feelings charts, breathing exercise cards). It's meant to be an inviting space, not a punitive one. Autonomy and Choice: 1970s Corner:  Typically imposed by the teacher as a direct consequence. The child had no agency in the decision, as in “Go to the corner right now!” Today's Calm Down Corner:  Often used with varying degrees of student autonomy. Children might be taught to recognize when they need a break and choose to use the space themselves. Teachers might also guide them there, but with the understanding that it's for regulation, not just punishment. Focus on Neurodiversity: 1970s Corner:  Had no concept of neurodiversity. Behaviors that today might be understood as sensory overload, difficulty with executive functioning, or communication challenges were simply seen as disobedience. Today's Calm Down Corner:  Is particularly beneficial for neurodivergent children. It acknowledges that their nervous systems may process information differently, leading to heightened sensitivities or difficulties with emotional regulation in a busy classroom environment. It offers a structured way to address these needs proactively. It makes me cringe to even think that an adult might use the phrase, “Go to the corner” to support a child who is dysregulated and overwhelmed.  What if we shifted away from the word “corner”? The "Reset Space": Reframing for Support Given the lingering negative connotations of "the corner," and even the subtle punitive feel that "calm down" or "cool down" can sometimes carry, I propose we adopt a new term: the Reset Space. Why "Reset Space"? Removes Punitive Connotation:  The word "reset" implies a fresh start, a re-calibration, rather than a punishment or a deficit. It's about getting back to a baseline. Focuses on Function:  It clearly communicates the purpose: to allow a child to reset their emotional and sensory state so they can re-engage with learning and social interactions positively. Gives the Child Agency:  A "reset" is something you do , a choice you make, rather than something that is done to you . It promotes self-advocacy, too. Inclusive Language:  It's neutral and positive, embracing the needs of all students, neurotypical and neurodivergent alike, who might need a moment to regroup. Let’s be real, EVERYONE at one time or another has needed a reset… Encourages Proactive Use:  When framed as a "Reset Space," children are more likely to view it as a tool for their well-being, using it before they reach a crisis point. At the core of this idea of shifting from the “corner” to “Reset Space” is realizing that behavior is communication. A child who is struggling is often not "being bad," but rather having a hard time .  By moving from the punitive "corner" to a supportive "Reset Space," we can meaningfully support kids in their self-regulation and move away from the 1970s shame and blame culture. P.S. For the duration of my first grade year, neither one of my parents knew that I spent a lot of time in the corner!  It wasn’t until I mentioned something when I was in high school about how “mean” my first grade teacher was, that they found out! Let it be known, too, that first grade was my only year in the “corner”... P.P.S. I am thankful that I get to support families and educators in creating and implementing “Reset Spaces” that are supportive, nurturing, and honoring for kids. It’s wild to me that even in 2025, after being in the “corner” in 1974, it’s still a topic.  If you need help setting up and planning for a “Reset Space”, schedule a time to chat . We’ll get you started!

As a parent or teacher, you’ve likely heard of both 504 Plans and IEPs (Individualized Education Programs/Plans). A 504 Plan is often a good first step, providing accommodations to help a student access their education. But what happens when you have a child with a 504 Plan who is still struggling? Take a look at this post from a teacher that I came across on a social media site: It can be easy to assume that if a child is keeping up academically, they don't need more support. This is a common misconception, and it’s important to understand that an IEP is about much more than just academic performance. An IEP provides what's known as Specially Designed Instruction (SDI), and this instruction can cover a wide range of needs. It's not limited to reading, writing, or math. Inclusiveology helps with processes like this. We want to see every child included in their own learning as much as possible and are here to support you, answer questions, and help you get started. Schedule a free consult HERE An IEP can be created to address challenges in areas like: Social and Emotional Learning:  Some children need direct instruction on how to understand and manage their emotions, build relationships, and navigate social situations. For example, a student might receive support in learning to read social cues or to express their feelings in a constructive way. Behavior:  For a child who has difficulty with self-regulation, an IEP can provide a behavior intervention plan with direct strategies and instruction to help them manage their behavior in the classroom and beyond. This is not about punishment; it's about teaching new skills. Executive Functioning:  These are the skills that help us plan, organize, and manage tasks. A child might be bright and academically capable but struggle with things like keeping their desk organized, turning in homework on time, or breaking down a long project into smaller steps. An IEP can include specific instruction to build these skills. An IEP also supports the implementation of Supplementary Aids and Services (SAS). Supplementary aids and services are supports provided to kids with disabilities to make learning accessible in general education classes (i.e., help them learn with typical peers). SAS can include adapted equipment, assistive technology, specialized personnel (like a one-on-one aide), peer support/mentoring, or adjustments to the learning environment. The goal is to provide the necessary accommodations and supports so that students with disabilities can meet their educational goals and be included in learning to the maximum extent possible. So, if you have or are seeing a child who is doing fine on their tests but is frequently overwhelmed, has difficulty making friends, struggles with organization, or has behavioral outbursts, it might be time to consider an IEP evaluation. The fact that they don't need many academic accommodations doesn't mean they wouldn't gain from an IEP in these other importantl areas. The process to request an IEP evaluation is straightforward. You can write a letter to the school principal or the special education director, stating your request for a full evaluation to determine if your child has a disability that impacts their ability to learn and would benefit from an IEP. The school is required to respond to this request within a specific timeframe, and they will then begin the process of assessing your child in all areas of concern. Response time varies by state, but it is generally ten days. Inclusiveology helps with processes like this. We want to see every child included in their own learning as much as possible and are here to support you, answer questions, and help you get started. Schedule a free consult and let’s chat!

The digital age offers a load of assistive technology (AT) to empower students with special needs. These tools can bridge learning gaps, boost engagement, and unlock a world of communication and expression possibilities. Let's explore some readily available, high-tech AT options that can transform your classroom: Supercharge Comprehension: Text-to-Speech (TTS) Software:  Tools like Google Docs with voice typing or built-in TTS features on tablets can convert written text to audio. This is a game-changer for struggling readers, promoting fluency and comprehension. Empower Written Expression: Speech Recognition Software:  Microsoft Dictate or similar programs allow students to speak their thoughts and ideas, converting them into written text. This is a boon for students with dysgraphia or those who struggle with written expression. Bridge the Communication Gap: Assistive Communication Devices (ACDs):  Apps like Proloquo2Go or dedicated AAC devices provide students with non-verbal communication methods through symbols, pictures, and recorded messages. Boost Learning Engagement: Educational Apps & Games:  There's an app for (almost) everything! Explore apps designed for specific learning needs, from building math fluency to practicing social skills. Gamified learning keeps students motivated and reinforces concepts in a fun way. Popular Tech Picks: Google Tools:  Google Docs with voice typing, Google Keep for note-taking, and Google Classroom for managing assignments are just a few of the free resources available in the Google Suite. Microsoft Learning Tools:  Immersive Reader in Microsoft Word offers features like text-to-speech, picture dictionaries, and adjustable spacing to enhance reading experiences. Educational Apps:  Browse reputable app stores to find gems that target specific learning goals. Look for apps with accessibility features and positive user reviews from educators. Technology is a powerful tool, but it's not a one-size-fits-all solution. Consider individual student needs and preferences when choosing AT. Provide clear instruction and practice time for students to get comfortable with new tools. You can create a more inclusive learning environment where every student has the opportunity to thrive. These tools can transform challenges into opportunities, fostering independence, confidence, and a love for learning! Like the idea of high-tech AT? LEARN MORE about how low-tech and no-tech AT can super charge the learning for your kids with diverse needs! Need new and engaging professional development for your teachers and staff? Schedule a free consultation  and let's see what you need to move your teachers to student-centered, engaging, and inclusive learning for all kids!

Let’s get right to it… if your child has a disability and is receiving supports through an IEP (or 504 Plan), their support needs are not a one-size-fits-all situation.  It's a common misconception that a diagnosis dictates what happens in the learning environment. The truth is, a child can have high support needs  in one area and low support needs  in another. For example, a student might need significant academic help but thrive socially and emotionally with minimal support. Another child might excel academically but require extensive support to manage their behavior and social interactions. So… just because Michael has an autism spectrum disorder diagnosis doesn’t mean that he needs supports A through Z!  Maybe he only needs A, D, H, and P!  You get the picture… Moving Beyond the “Label” While evaluations, diagnoses, and eligibility are important for legal and funding reasons, they don't paint the full picture of your child. The real work begins when the team looks beyond these “labels” to determine the specific, practical support your child needs every single day. A diagnosis is simply a starting point; it's the specific data from assessments that should guide the planning. If moving beyond the "label" and finding the right supports for your child is becoming a source of stress, we're here to help! Inclusiveology takes a look at the current IEP, evaluations and assessments, and helps you get clear on the rights school supports for your child's best success. Every child can be included in learning with the right supports. Schedule a time to chat with us ! Transforming Data into Action To create meaningful change, the IEP team must focus on turning evaluation results into concrete classroom strategies. Here are some steps for parents and educators on how to shift the focus from a label to actionable support: Analyze the Data, Not Just the Diagnosis Look closely at the evaluation results. Don't just see "autism spectrum disorder" or "specific learning disability." Instead, look for the specific data points that show what your child can and cannot do. For instance, if an evaluation shows your child struggles with phonemic awareness, that's a high support need  in reading. The IEP should then include specific interventions and goals related to phonemic awareness. Conversely, if the assessment indicates strong math skills, this is a low support need  area, and the IEP might focus on maintaining or advancing those skills with minimal intervention. Create IEP Support "Dials" Think of each area of need on a dial, from low to high. The team should collaboratively set the dial for different areas like academics, behavior, and social-emotional learning. Academic Dial:  Does your child need a high level of academic support, such as one-on-one instruction for reading, or a lower level, like a quiet space for test-taking? Behavioral Dial:  Is a high level of behavioral support required, like a specific behavior plan with frequent check-ins, or is a lower level, like visual schedules, sufficient? Social-Emotional Dial:  Is a high level of support necessary for social skills, like a social skills group, or is a lower level, like simple prompts to interact with peers, what's needed? By using this model, the team can create a specific and intentional plan that addresses each area of need individually. Set Specific, Measurable Goals Goals should directly address the areas identified on the "dials." Instead of a vague goal like "The student will improve reading skills," a more useful goal would be, "Given a list of 20 CVC words, the student will read them with 80% accuracy in four out of five trials." This type of goal is specific and makes it clear what support is required to achieve it. It provides a clear metric for measuring progress and a pathway to real results. And… it relates directly back to the specific information that was pulled from the evaluation! Monitor and Adjust The IEP is a living document and can be adjusted or amended at any time. It's crucial to regularly monitor progress toward the goals. If a strategy isn't working, the team needs to be ready to adjust the "dials." This could mean increasing the support in one area or decreasing it in another as your child develops new skills. This constant fine-tuning ensures the support your child receives remains relevant and effective. If moving beyond the "label" and finding the right supports for your child is becoming a source of stress, we're here to help! Inclusiveology takes a look at the current IEP, evaluations and assessments, and helps you get clear on the rights school supports for your child's best success. Every child can be included in learning with the right supports. Schedule a time to chat with us !

Do you have students that might benefit from AT?! Assistive technology (AT) is a powerful ally for creating inclusive classrooms , but it doesn't have to mean expensive gadgets and complicated software. Sometimes, the most effective tools are readily available, affordable, and require no batteries! Enter the world of low-tech AT and learn how everyday items can be transformed into powerful learning enhancers. But if you're looking for high-tech, computer-based technology , here's more info! Simple Tools, Big Impact… Just a couple of examples! Reading Rulers:  These handy tools are more than just measuring devices. They can be used to: Improve focus and tracking by guiding students' eyes along lines of text. Block out distractions on the sides of the page. Underline key points or vocabulary words. Highlighter Tape:  Not just for highlighting! Here are some creative uses: Categorize information by color-coding different sections of text. Create visual boundaries on worksheets or assignments. Flag important sections for easy reference. The Power of Personalization The beauty of low-tech AT lies in its adaptability. Choice and Control:  Let kids select the tools that work best for them, fostering a sense of ownership and engagement in their learning process. Creative Combinations:  Combine different tools to address specific needs. A reading ruler paired with colored highlighters can create a dynamic learning experience. Beyond the Basics Start thinking out of the box! These aren't AT, but can come in handy with kids that benefit! Timers:  Visual timers can help kids manage time expectations and transitions. Fidget Tools:  For kids who benefit from tactile input, fidget tools can improve focus and reduce anxiety. Chewelry:  Chewelry can provide a safe outlet for kids who need oral sensory input. The key to successful low-tech AT implementation is collaboration. Talk to other members of the IEP (or 504 Plan!) team to identify which tools might benefit your student's learning. With a little creativity and these simple tools, you can unlock a world of learning and remove barriers that keep kids from being their best in the classroom. Know We're Here to Help! If you encounter challenges in obtaining the RIGHT support for your students, consider reaching out to us  for coaching and support. We want to help you help your students get the best education possible. Get started with a free consultation and some energetic conversation that revolves around creating supports so ALL kids are successful in school! I love helping teachers navigate challenges AND remove barriers to ensure their students receives the support they need to thrive in their best possible way.

Imagine a classroom filled with energy, where every student feels valued, supported, and challenged. This isn't just a dream; it's the reality of inclusive classrooms. Inclusion isn't just about accommodating students with disabilities; it's about fostering a diverse learning environment that benefits ALL children. Why Inclusion Matters Here's the secret: inclusion benefits all kids. Social and Emotional Growth:  Students develop empathy, respect, and teamwork skills by learning alongside peers with different abilities. They understand the power of collaboration and celebrate each other's strengths. Deeper Learning:  Diverse perspectives enrich classroom discussions and problem-solving activities. Students learn from different learning styles and approaches, fostering critical thinking and creativity. Academic Success:  A supportive, inclusive environment allows all students to feel safe to take risks, ask questions, and reach their full potential. Studies show that inclusion can lead to improved academic performance for all students. Shifting Your Mindset Ready to embrace inclusion? Here are some tips: Focus on Abilities:  Every child has strengths. Observe your students and identify their unique talents and interests. Build upon these strengths to create a positive learning experience for everyone. Embrace Differences:  Celebrate diversity as an asset, not a challenge. Use inclusive language and create opportunities for students to learn about and appreciate different cultures, abilities, and perspectives. Collaboration is Key:  Partner with parents, specialists, and support staff to develop a comprehensive plan for each student. By working together, you can create a classroom environment that caters to individual needs. Strategies for Inclusive Learning Now, let's get practical. Here are some strategies to make learning more inclusive for children with disabilities like autism and ADHD: Visual Supports:  Utilize visual schedules, charts, and pictures to provide clear instructions and reduce anxiety. Check out more on visuals HERE! Differentiated Instruction:  Adapt materials, pacing, and assessment methods to accommodate different learning styles and abilities. Offer choices and break down complex tasks into manageable steps. Movement Breaks:  Incorporate movement activities throughout the day for students who benefit from kinesthetic learning or need to manage energy levels. Positive Reinforcement:  Focus on praising effort, progress, and participation. Create a supportive environment where mistakes are seen as learning opportunities. Technology Tools:  Explore assistive technology options like text-to-speech software, speech recognition programs, and educational apps to support students with specific needs. You can learn more about assistive tech (AT) here ! Every Child Matters Every child deserves a chance to learn, grow, and be included in learning. By creating an inclusive classroom, you're not just teaching content; you're supporting kids with empathy, kindness, and adaptability. Inclusion works when you have the right supports. Need new and engaging professional development for your teachers and staff? Schedule a free consultation  and let's see what you need to move your teachers to student-centered, engaging, and inclusive learning for all kids!

Congratulations! You've had the initial IEP meeting, and a plan is now in place for your kid. This is huge first step, and you’ve “stepped up to the plate to advocate”.  But for many parents, the question quickly shifts from "How do I get an IEP?" to "Now that we have one, what's next?" An IEP is a living document, a roadmap for your kid's learning for the foreseeable future. It's not a" set-it-and-forget-it" deal. As a parent, you are an invaluable, essential member of the IEP team, and your continued involvement is critical to ensuring your kid receives the right support to be their most successful, independent self in school. So, with that initial meeting behind you, here are 10 solid ideas to help you ensure your kid is truly getting everything they need: Deep Dive into the Document: Don't just skim it. Read every single word of the finalized IEP. Understand the goals, accommodations, modifications, services, and how progress will be measured. If anything is unclear, or if you feel something discussed isn't accurately reflected, reach out to the school immediately to clarify or request revisions. Remember, if it's not written down, it didn't happen! Organize Your IEP File: Create a dedicated system for all IEP-related documents. This could be a physical binder with clearly labeled sections or a digital folder on your computer/cloud storage. Include meeting notices, evaluations, progress reports, emails, and notes from conversations. A well-organized file is your best friend for quick reference and future advocacy. Keep everything! Understand Progress Monitoring: The IEP outlines how your kid's progress on their goals will be measured and how often you'll receive reports. Make sure you understand the specific metrics and timelines. If the school uses graphs or data sheets, ask for explanations if you're unsure how to interpret them. You can ask for progress monitoring data at any time! Track Progress Independently (When Possible): While the school is responsible for tracking, your own observations are invaluable. Keep a simple log or journal of your kid's progress at home, noting things like homework completion, specific skill practice, or behavioral patterns. This can be as simple as a few notes on a calendar or a quick voice memo. This independent data can provide crucial insights and help you identify if the IEP is truly working or if adjustments are needed. Establish Clear Communication: Identify the key school personnel for regular communication (e.g., special education teacher, general education teacher, case manager) . Ask about their preferred method of communication (email, phone, weekly note) and establish a consistent check-in schedule. Open and respectful communication is key to a collaborative relationship. Positive conversations can lead to positive outcomes for your kid! Observe Your kid in Their School Environment: If permitted by the school, request opportunities to observe your kid in their classroom or during therapy sessions. This can give you a firsthand look at how the IEP is being implemented and how your kid is responding to supports. Ask for Clarification! There Are No Silly Questions: Special education can be full of acronyms and jargon. If you don't understand something about your kid's services, goals, or assessments, ask for an explanation in plain language. You have the right to fully comprehend your kid's educational plan. Understand Your Parental Rights (Procedural Safeguards): Familiarize yourself with your rights as a parent under the Individuals with Disabilities Education Act (IDEA) . This includes rights related to evaluations, IEP meetings, dispute resolution, and access to information. Your school district should provide you with a copy of these procedural safeguards, and if you’re not sure what they mean, ASK them to be explained in parent friendly language! Grab a copy of the Federal Procedural Safeguards HERE! Connect with Other Parents and Resources: Join parent advocacy and learning support groups, online forums, or connect with local advocacy organizations . Inclusiveology offers a free space to connect and ask questions , AND is getting ready to launch a brand-new platform at the end of summer! Stay tuned for more... Sharing experiences and learning from other parents who have been through similar situations can be incredibly empowering and provide valuable insights and strategies. Organizations like your state's Parent Training and Information Center (PTI) are excellent resources. Remember the "I" in IEP: Individualization is Key! Your kid's IEP is individualized.   This means it should be tailored to their unique strengths, needs, and learning style. If you notice that your kid isn't making expected progress, or if their needs change, don't wait for the annual review. You have the right to request an IEP meeting at any time to discuss concerns and propose adjustments to the plan. Amendments can happen any time through the year. You ARE a strong advocate for your kid. Paying attention and staying involved will help ensure that the IEP is not just a document on paper, but a plan that truly supports your kid academically, socially, and emotionally in their school environment. You've got this! And if you feel like you need more support, we're here . Whenever you need us.

For years, we've often heard kids, particularly those who are neurodivergent or have disabilities, described using terms like "high-functioning" or "low-functioning." While seemingly convenient labels, these categories can paint an incomplete and sometimes damaging picture of a kid's unique strengths and challenges. Thankfully, a more nuanced and, frankly, more respectful  way of understanding our kids is gaining traction: focusing on individual support needs . Think about it. A child labeled "high-functioning" might excel in academics but struggle immensely with social interactions or managing their emotions. On the flip side, a child labeled "low-functioning" in one area might possess incredible talents in another, perhaps in visual arts or a deep understanding of patterns. These broad labels simply don't capture this complexity. Why the Shift? It's About Honoring Individuality. The move away from "high" and "low functioning" is more than just semantics; it's a fundamental shift in how we perceive and support kids. Here's why this change is so important and more honoring: It Acknowledges Nuance:  Every kid is unique in their strengths and areas where they need more support. Focusing on support needs allows us to pinpoint exactly where a child requires assistance, rather than making sweeping generalizations. A child might have high support needs  for social and emotional regulation but low support needs  in specific academic areas like math or reading. It Avoids Limiting Expectations and Fosters “Presuming Competence”:  Labels like "low-functioning" can inadvertently lower expectations, hindering a child's potential for growth and learning. By focusing on specific support needs, we can tailor interventions and strategies to help them thrive in those particular areas without putting a ceiling on their overall capabilities.  It Promotes Targeted Support:  Instead of a one-size-fits-all approach based on a broad label, understanding a child's specific support needs allows educators and parents to provide targeted and effective interventions. We can focus resources where they are truly needed, whether it's social skills training, sensory accommodations, or executive functioning strategies. It’s also a great way to build and encourage independence! It Fosters a Strengths-Based Approach:  By moving away from deficit-based labels, we can better recognize and celebrate a child's strengths. A child who needs significant support in communication might have an incredible visual memory. Focusing on these strengths can build confidence and provide a foundation for addressing areas of need. It Empowers the Child and Family:  Understanding specific support needs allows children and their families to advocate more effectively for what they truly require. It fosters a more collaborative partnership between home and school. So… What Might This Look Like? Instead of saying, "Alex is a high-functioning autistic student," we might say, "Alex has low support needs in math but high support needs in understanding social cues and managing transitions." This shift in language leads to more specific and helpful strategies: Providing Alex with visual schedules and social stories to aid with transitions and social understanding. Leveraging Alex's strong mathematical abilities to build confidence and potentially integrate social learning through collaborative math projects. Similarly, instead of saying, "Maria is a low-functioning student with Down syndrome," we might say, "Maria has moderate support needs in expressive language but low support needs in understanding routines and enjoys hands-on learning." This might lead to: Implementing augmentative and alternative communication (AAC) strategies to support Maria's expressive language. Incorporating visual aids and tactile activities to enhance her learning experience. It’s Just More Respectful! Moving away from the simplistic and often inaccurate labels of "high" and "low functioning" towards a framework of individual support needs is a significant step forward. It allows us to see neurodivergent kids and those with disabilities with all of their unique strengths and helps us provide much more precise and intentional support! As a coach and trainer, I LOVE this shift in thinking! It helps all of us focus on understanding, supporting, and celebrating the creative diversity of how our kids think and learn.  And that’s a WIN in my book!

For parents and teachers of kids with autism or cognitive disabilities, reading can sometimes feel like an impossible task.  But it’s not!  High-tech assistive technology tools make reading possible for every child. When we partner the right tools with an assumption that EVERY kid is capable of learning, it really does become possible! These home and classroom tools aren't just "nice to have". They can ensure that equitable opportunities are available for everyone in inclusive classrooms. ipad with charger What High-Tech Assistive Reading Supports Are We Talking About? High-tech tools are not big and bulky pieces of equipment anymore! In most classrooms, and even in your home, they are readily available. Software is built into Microsoft and Google, and apps are available on your phone, iPad, and other handheld devices.   Let's explore some of the key players: Speech-to-Text (Dictation): Their voice, their ideas, their words!  So often kids have incredible ideas that they want to share or put on paper, but they struggle with the physical act of writing or typing. Speech-to-text technology allows them to speak their thoughts, and those words appear on a screen. This can be a game-changer for: Motor skill challenges:  Kids who find typing or handwriting difficult can express themselves freely. Spelling hurdles:  They can focus on their ideas without getting stuck on individual words. Speeding up the writing process:  For children whose thoughts flow faster than their hands can keep up, speech-to-text allows them to capture their ideas efficiently. Many smartphones, tablets, and computers have built-in dictation features (think Siri or Google Voice Typing !), and there are also dedicated apps like Dragon . Text-to-Speech (Read Aloud): Let them hear it!  For children who struggle with decoding words or comprehending what they read, text-to-speech software can have a big impact on learning and deepening kids’ understanding of the content that’s being taught. This technology reads digital or scanned text aloud, often highlighting the words as they are spoken. This offers: Greater comprehension:  Hearing words read aloud, especially with simultaneous highlighting, can significantly improve understanding for struggling readers. Increased independence:  Children can access a wider range of books and materials without constant adult assistance. And let’s be honest, kids do not need a hovering adult! Reduced frustration:  Especially for older kids, if we can reduce the pressure of decoding, we can give them space to focus on the meaning of what they’re reading. Popular options include NaturalReader, Speechify, and built-in features on devices. Some even offer different voices and reading speeds to make it more personal. High-tech assistive reading supports are not a "fix" for learning differences, but give kids equitable access to grade level learning and content. They are about creating an environment where all learners can succeed. If you're a parent or teacher wanting to explore how these learning tools can specifically benefit your kid or your students, let’s have a conversation! Schedule a free consultation  with DJ from Inclusiveology to discuss specific learning support needs for your kid. Grab a spot on my calendar here. Apps for Phones and iPads: New tools and supports are being added all the time!  The app store is full of reading supports designed for neurodivergent learners. These apps can combine speech-to-text and text-to-speech functionalities, along with other engaging features: Interactive e-books and digital libraries:  Apps like Bookshare  and Learning Ally  offer vast collections of books that can be read aloud, often with customizable display options (font size, color, spacing). Phonics and phonemic awareness games:  Many apps use engaging activities to build foundational reading skills. Visual supports:  Some apps integrate visuals with text, which can be particularly helpful for children with autism who benefit from visual learning. Visuals can help kids make sense of the words they are hearing or reading. Communication apps (AAC):  While these are not reading apps, many AAC (Augmentative and Alternative Communication) apps (like Proloquo2Go ) allow kids who do not fully use their voice to communicate to build sentences and have them spoken aloud, which indirectly supports literacy by fostering language development and expression. Why Are These Supports So Important in an Inclusive Classroom? Inclusive classrooms provide all students with the opportunity to learn and engage alongside their peers. High-tech assistive technology is absolutely critical to making this a reality for kids with high support needs. Equitable Access to the Curriculum:  These tools break down barriers to information. A child who can hear a textbook read aloud or dictate their thoughts for a writing assignment can engage with the same material as their classmates, even if traditional reading or writing methods are challenging.  And remember, kids are never barriers. There is always something in the environment that can be adjusted to give them fuller access to curriculum and content. Increased Independence and Confidence: As parents and teachers, we want kids to access information and express themselves as independently as possible. When kids are active in their own learning, their knowledge deepens, and they are less reliant on adults. Meaningful Participation:  Assistive technology empowers students to contribute to discussions, complete assignments, and collaborate with other kids in ways they might not have been able to before. This fosters a sense of belonging and truly integrates them into the classroom community. Personalized Learning:  High-tech assistive technology supports are not designed to be one-size-fits-all. When the right supports are added to the IEP, the IEP team can accurately reflect specific needs for specific kids. Take the next step in learning what high-tech tools will best support your kid! High-tech assistive reading supports are not a "fix" for learning differences, but give kids equitable access to grade level learning and content. They are about creating an environment where all learners can succeed. If you're a parent or teacher wanting to explore how these learning tools can specifically benefit your kid or your students, let’s have a conversation! Schedule a free consultation with DJ from Inclusiveology to discuss specific learning support needs for your kid. Grab a spot on my calendar by clicking HERE or visit inclusiveology.com for more information.

As parents and teachers, we all want the absolute best for our kids. All of them!  We celebrate their unique ways of thinking and learning, but sometimes, the language we use to describe their challenges or differences can actually get in the way of truly helping them. You’ve probably heard it – or even used it yourself (no judgment here, we’ve all been there!) – terms like "high-functioning" or "low-functioning" to describe a child with autism or a learning difference. These labels might seem helpful on the surface, a quick way to “categorize”. But let's be honest: our kids are so much more complex than a simple "high" or "low." And we don’t need to be categorizing kids! The Shift to "Support Needs" This is why the shift to talking about "support needs" is such a game-changer. Instead of broad, often inaccurate labels, we focus on the specific areas where a child needs help. It's like having a detailed map instead of just a general direction.  I think this approach is so much more honest and helpful. When we talk about "support needs," we get specific. For example: "My child has high support needs  for emotional regulation, especially during unexpected changes, but low support needs  for understanding complex concepts." "She has moderate support needs  for executive functioning skills like organization, but high support needs  for expressive communication." See the difference? This language tells us exactly what  we need to focus on, helping us tailor our teaching, our parenting, and our support systems to truly fit our child. It's about meeting them right where they are, acknowledging their challenges without defining their entire being by them. So let’s get practical and see how the idea of “support needs” can help kids that struggle with reading. Readers with “High Support Needs” Leo is 7 and struggles with reading even as a beginning reader. He’s a first grader who loves stories but finds reading incredibly frustrating. His teacher and parents have identified that he has high support needs  in 2 areas of reading: Decoding:  He struggles to sound out even simple words and often guesses. Fluency:  When he does read, it's slow, choppy, and takes a lot of effort. Learning Supports for Leo: Explicit Phonics Instruction:  Instead of just "reading more," Leo needs daily, structured lessons focusing on letter sounds, blending, and segmenting words. Think multisensory approaches (using sand trays, magnetic letters, tactile cards). Decodable Readers:  Providing books where most words follow the phonics rules he's learned, so he can experience success and build confidence. Repeated Readings:  Reading the same short passages multiple times to build speed and accuracy (fluency). Read-Alouds and Audiobooks:  Continuing to expose Leo to rich language and stories through listening, so his love for books grows even while he builds his reading skills. Not sure where to start when asking for more support for your kid?    DJ at Inclusiveology is here to help! With a solution-centered approach, she offers guidance and support to parents of neurodivergent kids and those with disabilities.  Schedule a free initial consultation , and let's work together to make sure your kid is getting everything they need to be their most successful, awesome self! And... be included in ways that work BEST! Here’s another example of possible supports for a middle school student. Maya is in the 7th grade and enjoys history and science, but reading textbooks and novels is a massive undertaking for her. Despite years of effort and tutoring, she has high support needs for decoding, fluency, and comprehension. Let’s face it, in middle school, lack of comprehension and foundational reading skills is going to affect all of her academics!  Here’s what might work for Maya: Learning Supports for Maya: Intensive, Targeted Intervention:  While older, Maya still benefits from direct, systematic instruction in phonics and word attack strategies, often in a small group or one-on-one setting. It's never too late! Assistive Technology (an awesome classroom resource!): Text-to-Speech (TTS) software:  Programs that read digital text aloud (on tablets, computers, etc.) so Maya can access grade-level content without being bogged down by decoding. Speech-to-Text (STT) software:  Helps her with written assignments if writing is also a challenge. Audiobooks:  Crucial for accessing novels and other assigned readings for comprehension. Vocabulary Building in Context:  Explicitly teaching academic vocabulary and strategies for figuring out unknown words from context clues. Reading Strategies for Comprehension:  Teaching active reading strategies like predicting, questioning, clarifying, and summarizing, often with visual aids or graphic organizers. Chunking and Highlighting:  Teaching her to break down long texts into smaller, manageable chunks and to highlight key information to improve focus and recall. Alternative Assignments:  Allowing Maya to demonstrate understanding through presentations, discussions, or visual projects instead of solely relying on written essays that require extensive reading. Time and Pacing:  Providing extended time for reading assignments and tests, recognizing the increased effort required. A More Respectful Way of Work By shifting our language from "high/low functioning" to "support needs," we move towards a more respectful and more effective way of understanding and nurturing kids. It helps us see them as a whole little person with strengths and areas that need a bit more support. Not sure where to start when asking for more support for your kid?    DJ at Inclusiveology is here to help! With a solution-centered approach, she offers guidance and support to parents of neurodivergent kids and those with disabilities.  Schedule a free initial consultation , and let's work together to make sure your kid is getting everything they need to be their most successful, awesome self! And... be included in ways that work BEST!