Navigating through the special education process can often feel daunting and overwhelming for parents and guardians. One document that can often be used as a tool to ensure your child’s rights are being protected and properly documented is called a Prior Written Notice. In today’s blog post we are going to outline what a PWN is, when you should request one from the school, and how you can use it as a tool to advocate for your child. 

“Stay-put” is one of the strongest procedural safeguards in the Individuals with Disabilities Education Act, but it is also one of the most misunderstood. Many families believe that simply saying “we are invoking stay-put” is enough to freeze a child’s services. In reality, stay-put is only activated under specific legal conditions. Understanding what it truly protects—and what it does not—helps families use it effectively.

As we reach the halfway point of the school year, December is the perfect time for parents to take a clear look at how their child is progressing. Schools often share progress-monitoring data every few weeks, but it can feel overwhelming to know what it all means. The good news is that you don’t need to be an expert to spot trends. With a simple system, you can review 18 weeks of data in just a few minutes.

Parent input statements are often overlooked, yet they are one of the most effective tools parents have in the IEP process. When written clearly and strategically, they strengthen your role on the team, organize your priorities, and create a documented record of your concerns and requests.

Students with anxiety often struggle with school avoidance, perfectionism, fear of failure, and difficulty regulating their thoughts and emotions during the day. Cognitive Behavioral Therapy (CBT) is one of the most effective approaches for managing anxiety because it teaches students to identify anxious thoughts, challenge them, and replace them with more helpful patterns. While schools do not provide clinical therapy, they can use CBT-informed strategies within the educational setting. When paired with clear 504 accommodations, these supports can reduce avoidance and help students remain engaged in learning.

In many classrooms and within the school setting, you’ll hear the word “break” used for a variety of reasons and may even see “breaks” written into your child's IEP or 504 Plan. It’s important to understand the difference between a sensory break and breaks that may be used as punishment because not all breaks are created equal. For students with sensory needs, attention difficulties, anxiety, autism, ADHD, or emotional regulation differences, a “break” can be a powerful support.

Families are often surprised to learn that the diagnoses used in schools do not always match the diagnoses given by medical professionals. A child may have a medical diagnosis from a doctor, psychologist, or specialist, yet the school team might say the child does not qualify for services—or qualifies under a completely different category. This can be confusing and frustrating, especially when families are trying to secure the right supports. Understanding the difference between medical and educational diagnoses helps clarify why this happens and what parents can do to ensure their child gets appropriate help.

Whether your child receives private speech therapy, occupational therapy (OT), physical therapy (PT), counseling, Applied Behavior Analysis (ABA), executive functioning coaching, or specialized tutoring outside of the school setting, you naturally want all of the adults supporting your child to work as a cohesive team. Coordinating private providers with a school system can often feel overwhelming and daunting, especially when each of those private therapies operate under different rules, schedules, and expectations with goals that may differ from one another. 

When families think about reading and writing supports in an IEP, they often imagine isolated skills: decoding, comprehension, spelling, or written expression. But effective literacy instruction isn’t a checklist; it’s a layered system. When each skill is addressed alone, students make inconsistent progress. When supports are integrated and intentionally aligned, students build the foundation they need to become confident, independent readers and writers.

At Education Advocates of America, we help parents and schools understand how these layers work together, how they should appear in an IEP, and what it looks like when a child is genuinely supported.

Students with chronic illnesses often face unpredictable symptoms, medical appointments, and periods of recovery that make traditional school schedules difficult to maintain. Section 504 exists to remove barriers like these so students can access their education without being penalized for circumstances outside their control. When crafted correctly, a 504 plan can support attendance, make-up work, and flexible scheduling in ways that protect the student’s rights and academic success.

If your child has an Individualized Education Program (IEP) or a 504 Plan, then it's highly likely that you’ve heard the terms “accommodations” and “modifications.” They sound quite similar, but they not only mean very different things, they also provide different support for your child at school. Understanding that difference is key to ensuring sure your child has the right support in place.

We need to be asking - what should schools be doing to support our struggling readers to make growth? The good news is that we now know what works and what doesn’t, thanks to years of research and the Science of Reading.

Reading is a foundational skill that is centered at the core of academic success, and yet we see too often that even with the best intentions in mind, schools may still be relying on outdated or unproven methods and interventions that don’t actually help struggling readers. The difference between an evidence-based reading intervention and a well-intentioned, yet ineffective strategy, can make or break a child’s reading progress. 

We need to be asking - what should schools be doing to support our struggling readers to make growth? The good news is that we now know what works and what doesn’t, thanks to years of research and the Science of Reading.

One of the most important areas considered under the Special Factors section of an IEP is communication. How a child expresses themselves and understands others can significantly impact their ability to access learning, participate in class, and engage with peers. As an advocate, I work with families to make sure communication needs are fully addressed in their child’s IEP.

On November 29, 1975, the United States passed one of the most important civil rights laws for children with disabilities: the law that eventually became the Individuals with Disabilities Education Act, or IDEA. Before this law existed, more than a million children with disabilities were denied access to public school entirely, and millions more were placed in segregated or inadequate settings without support. The anniversary of IDEA is a reminder of how far we have come, and how far we still have to go.

Parent input statements are often overlooked, yet they are one of the most effective tools parents have in the IEP process. When written clearly and strategically, they strengthen your role on the team, organize your priorities, and create a documented record of your concerns and requests.

Thanksgiving often brings a mix of gratitude, reflection, family time, and if we’re being honest, a fair amount of stress. For families navigating IEPs, 504 Plans, behavior plans, school challenges, or ongoing challenges, the holiday season can feel complicated. There’s gratitude for progress, frustration with setbacks, and constant concern about what comes next.

When a school is not following a child’s IEP, refuses to evaluate, denies services, or simply will not work collaboratively, families often feel stuck. The good news is that IDEA, Section 504, and federal civil rights laws give parents several options to resolve disputes. Each option serves a different purpose, and knowing which one to use can save time, stress, and ensure your child gets the support they need.

If you’ve ever approached your child’s school and made a request for a comprehensive psychoeducational evaluation only to hear a statement along the lines of “We can’t/won’t evaluate because your child has good grades,” or “We don’t feel they will qualify or need the support because they have good grades” then you’re not alone and you certainly aren’t without options.

IEP service minutes reflect the school’s legal obligation to provide specialized instruction and support. If they’re wrong or incomplete, then your child may not receive the help they’re entitled to or that they require. Here’s a clear, step-by-step guide for parents on how to handle missing or inaccurate minutes in their child’s IEP.

As an advocate, one of the most powerful ways I support families is through assistive technology (AT). Assistive technology includes any device, software, or equipment that helps a student work around challenges so they can access their education and fully demonstrate their abilities.

IEP meetings move quickly, and preparation matters even when time is limited. With a focused plan, you can walk in ready to participate effectively and clearly.