As parents, we're always curious about the various ways our children develop and grow. One important aspect of your child's development is something called "executive functioning." But what does that really mean? Let’s break it down into simple terms to help you understand what executive functioning is and why it matters for your child. Executive functioning is like the superhero of your child's brain. It's a set of super skills that helps them do lots of important stuff in their daily life. Imagine it as the brain's manager, making sure everything runs smoothly. Here are the key super skills that make up executive functioning: Thinking Ahead: Your child learns to plan for what they want to do, like finishing homework or playing with friends. They think about the steps they need to take. Staying on Track: Executive functioning helps your child stay focused on what they're doing. They can pay attention in class, follow instructions, and finish tasks without getting too distracted. Being Flexible: Sometimes, plans change, or problems come up. Executive functioning helps your child adapt and find new solutions. It's like having a backup plan. Remembering Stuff: Your child's memory is like their secret helper. It helps them remember what they need for school, chores, and playtime. Controlling Emotions: Managing feelings can be tough, but executive functioning helps your child stay calm when things get tricky. It's like a cool, collected friend in their head. These are all so important, right?! So WHY executive functioning? Think of executive functioning as the building blocks for success. These super skills help your child: Do well in school by staying organized and completing tasks. Make friends and get along with others by understanding their own emotions. Solve problems and handle challenges with confidence. Be independent by managing their time and responsibilities. Now that you know what executive functioning is, here are some ways you can support your child: Create Routines: Consistent daily routines help your child know what to expect, making it easier to plan and stay on track. Break Tasks Down: Teach your child to break big tasks into smaller steps. It makes everything feel more doable. Set Goals: Help your child set simple goals and celebrate their achievements. It encourages them to plan and work toward their dreams. Stay Calm: Be a role model for managing emotions. Show your child how to stay cool when things get tough. Use Tools: Use tools like calendars, to-do lists, and visual schedules to help your child organize their day. Limit Distractions: Create a quiet space for homework and limit screen time to help your child stay focused. Executive functioning might sound fancy, but it's all about helping your child develop essential skills for a successful life. Inclusiveology supports parents of children with IEPs and 504 Plans with ensuring that their child is getting everything they need to be successful in school, and ultimately, in life! We coach and consult to empower you to know what is truly possible for your child. Click here to schedule a FREE consultation to learn some strategies to use right away.

As a parent, you want the best education possible for your child, and you've probably heard the term "Free Appropriate Public Education" or FAPE. But what exactly does FAPE mean, and how does it affect your child's education? In this blog post, we'll break down FAPE in simple terms to help you understand what it entails and why it's important for your child's academic journey. What is FAPE? Free Appropriate Public Education, or FAPE, is a legal concept under the Individuals with Disabilities Education Act (IDEA). IDEA is a federal law that ensures students with disabilities have access to a quality education that meets their unique needs. FAPE is one of the fundamental principles of IDEA, and it's all about making sure that children with disabilities receive an education that is both free and suitable for their individual requirements. The Key Components of FAPE: Free: The "Free" in FAPE means that the education provided to your child should not come with any additional costs or fees. Public schools are responsible for offering educational services to eligible children with disabilities at no cost to the parents. Appropriate: The "Appropriate" part of FAPE is crucial. It means that the education your child receives must be tailored to their specific needs. Schools are obligated to provide an education that is suitable for your child's abilities and takes into account their disability. This could involve special education services, accommodations, modifications, or related services like speech therapy or occupational therapy. Public: FAPE is typically provided in the public school system. Public schools are required to identify children with disabilities and provide them with an education that meets their needs. However, in some cases, FAPE may be provided in private schools or through other means, but these situations are subject to specific regulations and requirements. Why is FAPE Important? FAPE is essential because it ensures that children with disabilities have an equitable opportunity to learn and succeed in school. Without FAPE, children with disabilities may be denied access to education or receive an inadequate education that doesn't address their unique challenges. By providing an appropriate education, FAPE helps children with disabilities develop the skills they need to reach their full potential and become active, engaged members of society. It promotes inclusion and equity, fostering a more inclusive and diverse learning environment for all children. How to Ensure Your Child Receives FAPE: Stay Informed: Familiarize yourself with your child's rights under IDEA and FAPE. Understanding the law will empower you to advocate effectively for your child's needs. Collaborate with the School: Work closely with your child's school to create an Individualized Education Program (IEP) or a 504 Plan if necessary. These plans outline the specific services and accommodations your child requires to receive an appropriate education. Advocate for Your Child: If you believe that your child is not receiving an appropriate education, don't hesitate to advocate on their behalf. You can request meetings with school staff, seek mediation or due process if needed, or even consult with special education advocacy organizations for support. Free Appropriate Public Education (FAPE) is a critical concept in ensuring that children with disabilities have equitable access to a quality education that meets their unique needs. It means that education must be both free of cost and tailored to your child's abilities and challenges. Get involved and ask questions! By understanding FAPE and actively advocating for your child, you can help ensure they receive the education they deserve and have the opportunity to thrive academically. For support on how to ensure that your child with an IEP or 504 Plan has a free, appropriate, public education, grab a spot on the calendar so we can begin the conversation. Consultations are FREE.

Alternate learning standards, often referred to as alternate academic achievement standards or alternate assessments, are educational guidelines and resources designed to meet the unique needs of students with intellectual disabilities. These standards are tailored to ensure that children with intellectual disabilities have access to a meaningful and individualized education that aligns with their abilities and potential. Here are some key points to know! Support Individual Needs Alternate learning standards are educational goals and expectations specifically designed to address the individual learning needs of students with intellectual disabilities. These standards recognize that every child is unique and may require different approaches to learning. Accessible and Inclusive They are developed to make education accessible and inclusive for students with intellectual disabilities. These standards provide a pathway for children to engage with the curriculum at their own pace and in a way that suits their abilities. Modified Curriculum The curriculum based on alternate learning standards may be modified or simplified to match the cognitive and developmental levels of the child. This ensures that the child can make progress in their learning journey. This does not mean a change in the least restrictive environment! Alternative Assessments Instead of traditional standardized tests, students following alternate learning standards may be assessed using alternative assessments that better reflect their abilities and achievements. These assessments take into account the unique challenges and strengths of each student. Focus on Progress The emphasis is on continuous progress rather than rigid grade-level expectations. The goal is for the child to make meaningful gains in their learning journey while still engaging with grade level and age-respectful content, regardless of how those gains compare to typical grade levels. It's important for parents to work closely with their child's teachers and special education professionals to ensure that the alternate learning standards are tailored to meet their child's specific needs and to monitor their progress over time. Effective communication and collaboration between parents and educators are essential for creating a positive and supportive learning environment for children with intellectual disabilities. Inclusiveology supports parents with better understanding modified learning and a whole host of other topics that empower you as a parent and support your child in their success. CLICK HERE to schedule a FREE consultation.

Assistive technology (AT) is an important consideration for any child with a disability. In addition to the consideration needed at Individual Education Plan (IEP) meetings, assistive technology supports are a valuable resource when we are considering the provision of equitable access to grade level content. For classroom teachers and others that support children with disabilities, it is vital to understanding what is available as an assistive technology tool. The bigger our tool box of resources, the greater impact we can have on equity of instruction. What is assistive technology? Assistive technology is a consideration for expressive language as well as for academic support. For the purpose of this article, we are focused on AT classroom tools; however, here is general information on AT for communication. AT as a classroom tool is available to children with disabilities to build independence and to assist them in doing something they couldn't otherwise do. There are 3 primary types of AT that may be considered as a classroom tool. No tech: supports that only require the user's body with no need for batteries or electronics. These are usually readily available in the classroom. Low tech: might be a simple electronic or a non-electronic object. These are usually readily available in the classroom. High tech: are usually computers, tablets, or some other type of electronic device or accessory. These might not be readily available in the classroom. When choosing the right AT support for a child, teachers must know the child's strengths and needs, consider the goals and objectives on the IEP, and get input from other service providers who work with the child. When the right supports are combined with good teaching, equity is possible! AT is generally available for Reading, Writing and Typing, Spelling, Mathematics, and Learning and Focus. The list of available options for AT can be extensive; here is an example of no-tech, low-tech, and high-tech in each category. Reading no-tech: chapter outlines low-tech: color transparency strips as reading rulers high-tech: recorded books for children with print disabilities (Learning Ally, Bookshare) Handwriting and Typing no-tech: reduce far point or near copy work low-tech: pencil grips or adaptive pencil holders high-tech: adjustments to screen background, tint, or contrast, Microsoft learning tools Spelling no-tech: explicit instruction in spelling patterns low-tech: personal word walls or spelling dictionaries high-tech: spell check tools on computer Mathematics no-tech: minimize number of equations on a page low-tech: graph paper to help with number alignment high-tech: talking calculator Learning and Focus no-tech: reminders to finish assignments by due date low-tech: color-coded subject folders, sticky notes, highlighting tape high-tech: work and assignments sent home via a drive, electronic organizers or checklists Regardless of the type of AT classroom tools needed for a child, the most important idea to remember is the opportunity for equitable access to learning. Need support with Assistive Technology? Have questions? CLICK HERE to schedule a free consultation.

In a world that thrives on diversity, it's essential that we create an inclusive environment for every child to grow, learn, and succeed. Children with disabilities deserve every opportunity to unleash their full potential, and providing them with the right learning tools is a crucial step towards achieving that goal. In this blog, we'll explore why learning tools tailored for kids with disabilities are not just necessary, but transformative. Recognizing Individuality: Every Child Matters Each child is a unique individual with their own strengths, challenges, and learning styles. This individuality is even more pronounced among children with disabilities. By providing learning tools that cater to their specific needs, we acknowledge and celebrate their individuality. Whether it's a tool that assists in communication, simplifies complex concepts, or adapts to their pace of learning, these resources pave the way for a more personalized educational experience. Fostering Independence: Building Confidence that Lasts Imagine the sense of accomplishment a child feels when they can independently complete a task or understand a new concept. Learning tools designed for kids with disabilities empower them to take charge of their education, fostering a strong sense of confidence and self-esteem. These tools act as bridges, helping them overcome obstacles and showing them that they are fully capable of achieving their goals. Breaking Down Barriers: Access to Education for All Education is a fundamental right, yet it's not always easily accessible to children with disabilities due to various barriers. Learning tools bridge this gap by providing an inclusive learning environment. Whether a child has a physical disability, a cognitive challenge, or a sensory impairment, these tools ensure that they can actively participate in the learning process, breaking down barriers that might have otherwise hindered their progress. Tailoring Learning Experiences: Maximizing Potential Traditional educational approaches may not always align with the diverse learning needs of children with disabilities. Learning tools enable educators to customize lessons, activities, and assessments, ensuring that each child's potential is maximized. By adapting content and methodologies, these tools create opportunities for kids to engage more deeply with the material and truly grasp concepts. Nurturing Empathy and Inclusion: Lessons for All Introducing learning tools designed for kids with disabilities into the classroom setting is a powerful way to nurture empathy and promote inclusion among all students. When children grow up experiencing the value of diversity and understanding that everyone learns differently, they develop a compassionate perspective that extends beyond the classroom walls. Encouraging Innovative Solutions: A Win for Everyone The development of learning tools for kids with disabilities often leads to innovative solutions that can benefit all students. Take, for instance, the rise of speech-to-text technology, which initially aimed to aid students with language processing challenges but has since become a valuable tool for various learners. When we invest in creating resources for children with disabilities, we open doors to creative solutions that enhance education for everyone. The need for learning tools tailored to kids with disabilities is essential. By recognizing their individuality, fostering independence, breaking down barriers, tailoring learning experiences, nurturing empathy, and encouraging innovation, we create a more inclusive and compassionate educational landscape. As we continue to champion the rights of every child to receive a quality education, let's remember that these learning tools are not just instruments; they are bridges to a brighter, more equitable future for all. And that sounds pretty amazing... For more information about learning tools and supports that might benefit your child, schedule a free consultation here!

Flexible seating in the classroom refers to a teaching approach that allows students to have a choice in where and how they sit during learning activities. Instead of traditional rows of desks and chairs, flexible seating provides a variety of seating options that cater to different learning styles, preferences, and comfort levels. The goal of flexible seating is to create a more dynamic and student-centered learning environment that enhances engagement, collaboration, and overall well-being. And who doesn't want that?! Examples of flexible seating options include: Bean Bags: Soft and comfortable bean bags provide a relaxed seating option that can accommodate various positions. Floor Pillows: Large floor cushions or pillows allow students to sit on the floor comfortably. Stability Balls: Also known as exercise balls, stability balls encourage active sitting and can improve core strength and posture. Standing Desks: Adjustable standing desks allow students to alternate between sitting and standing during lessons. Wobble Chairs: These chairs have a rounded bottom that allows students to move slightly while sitting, promoting focus and engagement. Couches and Lounge Chairs: Provide a more relaxed seating arrangement that can be conducive to group discussions and collaborative activities. Café-style Seating: Tables and chairs resembling a café setting offer a space for small group work and discussions. Floor Mats: Comfortable mats on the floor can provide an alternative seating option for students who prefer to sit or lie down. Low Tables: Lower tables paired with cushions or mats encourage students to work on the floor comfortably. Privacy Nooks: Create small enclosed spaces or quiet corners where students can work independently. Benefits of flexible seating in the classroom include: Increased Engagement: When students have a say in their seating, they are more likely to feel comfortable and engaged in their learning activities. Improved Collaboration: Varied seating arrangements promote communication and teamwork among students. Better Focus: Students can choose seating that suits their individual learning styles, potentially improving their ability to focus on tasks. Enhanced Comfort: Comfortable seating options can make the learning environment more inviting and conducive to learning. Physical Health: Some seating options, like stability balls, encourage better posture and core strength. Responsibility: Students learn to make responsible choices about where and how they work best. It's important to note that while flexible seating can offer numerous benefits, it also requires clear expectations and guidelines to ensure a productive learning environment. Teachers need to establish rules for selecting seats, transitions between activities, and respectful behavior while using flexible seating options. Additionally, not all students may prefer every type of seating, so providing a variety of options is key to accommodating different needs.

So What's the difference? Both of these plans are designed to support students with disabilities in the educational setting, but they have some key differences. Check them out! IEP (Individualized Education Program): Eligibility: To qualify for an IEP, a student must have a disability that adversely affects their educational performance and requires specialized instruction. Services: IEPs provide a range of individualized services, such as specially designed instruction, related services (like speech therapy), accommodations, and modifications to the curriculum. Planning Process: The IEP is developed through a formal process involving parents, teachers, special education professionals, and sometimes the student. It includes specific goals, objectives, and measurable outcomes. Legal Basis: IEPs are governed by the Individuals with Disabilities Education Act (IDEA), which mandates a Free Appropriate Public Education (FAPE) for eligible students. Scope: IEPs are more comprehensive and tailored to the specific needs of the student. They address academic, social, and functional goals. 504 Plan (Section 504 Plan): Eligibility: To qualify for a 504 Plan, a student must have a disability that substantially limits one or more major life activities, including learning. The disability need not be as severe as for an IEP. Services: 504 Plans provide accommodations to ensure that students with disabilities have equal access to educational opportunities. This can include things like extended time on tests, preferential seating, and note-taking assistance. Planning Process: The 504 Plan is developed with input from teachers, school staff, and parents. It outlines specific accommodations and supports that the student needs. Legal Basis: 504 Plans are based on Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against individuals with disabilities in federally funded programs, including schools. Scope: 504 Plans are generally less detailed and encompassing than IEPs. They focus primarily on removing barriers and ensuring equal access, rather than addressing specific academic goals. In a nutshell, an IEP is a more comprehensive plan tailored to students with significant educational needs due to disabilities, while a 504 Plan is designed to ensure access and remove barriers for students with disabilities, even if their needs are not as extensive. The decision about whether a student receives an IEP or a 504 Plan depends on the nature and severity of the disability and how it impacts the student's educational experience. I'm happy to provide a free consultation to dig a bit deeper into educational supports for your child! Schedule a time to talk HERE!

Aaahhh... routines. Sometimes, I suppose, routines can feel dull. As in "doing the same thing over and over again". Merriam Webster defines routine as a regular course of procedure, or a habitual or mechanical performance. But routines have their perks, especially for children. (And certainly for some adults, but that is another story all together...) There is comfort for children in having a routine. Routines provide a sense of safety and predictability, as well as build independence. They can be created for activities and tasks that happen on a daily or consistent basis and are useful for both home and school. Daily routines are meant to be explicitly and systematically taught. Some examples of home routines might include: a morning routine for getting dressed take off pajamas/bed clothes put on underwear, shorts, and t-shirt put on socks and sneakers a morning bathroom routine wash your face brush your teeth brush your hair a morning breakfast routine take out milk, cereal, bowl and spoon pour cereal in bowl, pour in milk sit at the table and eat breakfast Some examples of school routines might include: morning arrival hang up your backpack take out your school materials, notes, agenda, etc. put in bin, on table, etc. start your morning activity transitioning from activity to activity during the school day work/engage until the timer goes off clean up your work space go to the classroom meeting area afternoon departure clean up your work space/desk/table gather materials to take home get your backpack listen for announcements Routines are designed to be automated, leading to independence for children and increased "freedom" for the teacher/parent to handle what they need to as they move throughout their day as well. Many routines are strengthened by using visual supports (i.e. photos, images, drawings) to indicate steps. Click here for a program to find images and photos and create visual supports: LessonPix For children with more complex disabilities and differences, these routines might need to be more detailed. Some children benefit from a task analysis type of routine, where steps are broken down in to one step, simple directions that are more manageable (i.e. unbutton coat, take off coat, hang up coat, walk to chair). Read more about Task Analysis here: Task Analysis: Steps for Implementation However you determine routines for your own child or for your students, routines are a key part of the day. So as your kiddo heads off to school in the next few weeks, remember that routines help reduce stress, create greater independence, and foster confidence. Go get 'em, Kid Boss... For more information on how to create routines and grow independence in every child, go to: Inclusiveology.

Such a "controversial" topic: Artificial Intelligence. The Oxford Dictionary defines artificial intelligence (AI) as "the theory and development of computer systems able to perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages." Sounds a bit daunting, right? Frankly, AI has been a topic of conversation for a LONG time. Think back to the 1950s... the movie, The Day the Earth Stood Still (1951), gave us a glimpse into a future world with aliens sending a message to the planet. Other movies have included AI in their themes, too: I, Robot (2004) Short Circuit (1986) RoboCop (1987) 2001: A Space Odyssey (1968) and... the entire Star Wars (1977- present) series. To simply name a few. In recent months, AI has been a topic of consideration for use in education. Let's consider what using AI might look like for supporting inclusive education. AI can provide personalized learning experiences, adaptive content, and real-time assistance, which can be particularly beneficial for students with diverse learning needs. Here are some ways AI can be beneficial: Personalized Learning: AI-powered educational platforms can analyze individual students' strengths, weaknesses, and learning styles. Based on this data, the AI can tailor learning materials and exercises to suit each student's specific needs, providing a more effective and engaging learning experience. Adaptive Content: AI can adjust the difficulty level of content/reading passages in real-time based on a student's progress and performance. This adaptability ensures that the learning pace matches the student's abilities, preventing them from feeling overwhelmed or bored. Virtual Learning Assistants: AI chatbots or virtual assistants can be used to provide instant support and answer questions that students might have while studying. These assistants can be programmed to be patient, encouraging, and non-judgmental, creating a safe space for children to seek help. Speech Recognition: For students with speech or communication disabilities, AI-powered speech recognition technology can be used to interpret their speech and convert it into text. This can help them participate in discussions, answer questions, and engage with the learning material effectively. Visual Recognition: AI can assist children with visual impairments by recognizing and describing visual elements in educational materials such as images, diagrams, and graphs. This enables them to access and comprehend the content more effectively. Gamification and Interactive Learning: AI-driven gamified learning platforms can make learning more enjoyable and motivating for students with disabilities. These platforms can provide instant feedback and rewards, encouraging students to persist and improve their skills. Early Intervention: AI can be used to identify learning difficulties or disabilities at an early stage by analyzing student performance and behavior patterns. Early intervention can significantly improve outcomes for children with disabilities. Data-Driven Insights for Teachers: AI can analyze large amounts of data from various sources to provide teachers with valuable insights about their students. This information can help educators understand each student's progress, identify areas that need more attention, and adjust teaching strategies accordingly. Remember... AI doesn't replace teachers or other supportive folks in the classroom! Rather, AI is used as an enhancement. The role of the teacher is still crucial in providing emotional support, encouragement, and creating a positive learning environment for all students. Of course, we need to consider the possible adverse implications to AI. It's essential to consider data privacy and security concerns, ensure accessibility for all students, and involve parents and caregivers in the decision-making process to support the children's learning effectively... like at the IEP meeting! In the list of movies mentioned at the beginning of this article is Short Circuit, one of my favorite movies from the 80s. As an added bonus, here's the theme song, "Who's Johnny" by El DeBarge! How can Inclusiveology support you and your child in learning? Let us know!

Never heard of it? Many of us have heard of dyslexia, a learning disability that affects a child's ability to identify speech sounds and learn how they relate to letters and words (decoding). A child with dyslexia often has the support of a special education teacher who can provide specially designed instruction (SDI) for reading deficits and a classroom teacher that can provide daily accommodations in reading instruction and learning in order to mitigate the severity of the disability. But what about a child that has a disability in math? Dyscalculia. Dyscalculia is a learning disability in math that affects a child's ability to make arithmetical calculations, understand the relationship between numbers, and/or understanding simple number concepts. Dyscalculia and dyslexia are both considered language-based learning disabilities and affect areas of the brain that process language. Quite often, dyscalculia-related problems arise from other disabilities such as visual or auditory processing or Attention Deficit Hyperactivity Disorder (ADHD). Up to 60% of people who have ADHD also have a learning disability such as dyscalculia or dyslexia (Haberstroh and Körne, 2019). For the purpose of this writing, let's stick with supports for dyscalculia. How does it present? How can teachers support math difficulties in the classroom with accommodations and adjusted instruction? How does dyscalculia present in a child that struggles with math instruction? Difficulty telling time Confusion between left and right Problems transferring information (i.e., 2+3=5, so 3+2=5) Difficulty recalling number facts (i.e., multiplication facts, counting by 2s, 5s) Lack of organization and confidence in ability Struggles with sequencing and spatial awareness This graphic captures the challenges in each subgroup: How can teachers support math difficulties in the classroom with accommodations and adjusted instruction? Allow extra time on tests and assignments. Provide a quiet space to work. Give them the option to record lectures or get notes from a peer or teacher. Provide a calculator. Provide multisensory instruction. Use manipulatives, real objects and assistive technology tools in the classroom Talk, write out or draw a problem. Break a problem into "digestible bites". Review often and focus on learning gaps. This is a start to some of the questions you might have had. It might spurn some new questions and get you thinking differently about how you can support children with dyscalculia. For support for inclusive communities in which all children thrive and achieve, go to: Inclusiveology

Picture this: Your students are taking a 10 question quiz to determine what they have learned about your lesson on the Inner Planets of the Solar System. Of the 22 students in your class, four students need assistive technology (AT) tools as indicated on their Individual Education Plans. Two need text-to-speech assistive technology to read and comprehend the questions and answer choices and format. One student needs an online highlighter feature to track his reading. One needs speech-to-text to answer the questions digitally due to some fine motor complexities. Is this considered cheating? Some may think so based on what they see. Let's dig a little deeper. Get beyond WHAT you see and understand more about the WHY. At first glance, one might think that technology is giving an advantage, decreasing the amount of effort, or inhibiting a student from "trying" his/her best. This is the WHAT that some might see if they are looking for equality. Equality in education is deciding that every child requires the same tools, the same opportunities, and the same instruction/engagement to succeed. (With equality, the use of assistive technology might be considered cheating.) And we all know that is simply not the case. We need equity. WHAT might we see if we provide equitable opportunities, access to classroom tools and engagement options for every child? I would like to think that we would see students engaging in way that is meaningful to them, to support their access to content, to show their knowledge of content taught, and independence in completion of whatever the task may be, i.e. quiz, project, writing. (If we are providing equity, no cheating!) Let's go to the WHY. Ultimately, as both teachers and parents, we want students to be successful. To be independent. To grow as excited and enthusiastic learners. We use assistive technology so students can achieve just that. Students want to learn and grow, but it is much easier and fulfilling when they can do that in a way that best meets their needs. Think of assistive technology as magical tools that encourage the idea that all things are possible. And they are. With the right supports! So, if you are wondering: What might be considered "cheating" in this particular scenario? Looking at someone else's paper... same as it was back when I was in high school Chemistry. #truth: I more than likely looked at someone else's paper... Chemistry just wasn't my thing! For assistive technology tools and a myriad of other supports for children with disabilities and learning differences, check out our Facebook group.

Forty-four percent of parents of students with cognitive disabilities reported that schools abandoned their child’s legal right to access an equitable education when they moved to remote learning (R. Lake, "How Are Kids with Disabilities Doing Post-COVID? Shamefully, We Still Don’t Know", 2022). This is a recent article. During the pandemic and the move to remote learning, there were many challenges that our national education system faced. One that might have had more limited consideration is that of access to equitable education for children with cognitive disabilities. I saw first hand the challenges faced by teachers, parents, and children in my local district. Limited hands-on learning Lack of visual supports Lack of small group specially designed instruction Lack of availability to age-respectful and accessible materials Lack of resources for parents as they were often charged with educational supports at home for their child And... the list could go on and on. This is not a teacher problem. It is not a parent problem. And we certainly know that it is not a child problem. During the pandemic, we had a very clearly identified systemic educational problem. Now that the pandemic is no longer at the forefront, how are children with more cognitive disabilities faring? Are we confidently able to say that they have access to: Hands-on learning Visual supports Small group specially designed instruction Age-respectful and accessible materials Classroom technology as an ongoing support Can we? We are a nation that, for the last two decades, has preached that "No Child is Left Behind". I'm not sure I believe that. No parent should look out their proverbial rear-view mirror and see their child. Missing learning. Missing access. Missing equity. Missing opportunity. Find out how to get the support that you need to feel empowered and to advocate for what your child needs. CLICK HERE to schedule a consultation. If you took a look in the mirror, would you see one of those 45%?