You: a caregiver who is trying to navigate a school system built for neurotypical learners. You've already made needed shifts at home, but you can see how difficult it is for your child to mask all day at school.
The system: gradually shifting from behavior management to emotional regulation support, but often using old behavior management paradigms disguised as emotional regulation.
Me: Child therapist in the field for 10+ years, came to the realization that my efforts supporting kids survive a neurotypical biased world, could be better spent advocating for systematic change, one where the school system/environment equally contributes to meeting the learner’s needs, rather than placing the entire burden of emotional regulation on a student (presumably a child/minor).I’m passionate about turning a 504plan/IEP/Learning Support Plan/Accommodations plan (insert definition of plan here) from a symbolic piece of paper, into a dynamic document, that is functional, personalized, grows with the learner's needs, and aligns with neurodiversity affirming principles and practices. Despite efforts by academic institutions to better meet the needs of a variety of learners, most standard accommodations are not effective in isolation.My goal in advocacy is to provide support caregivers and educators in making any accommodations plan come to life.
I've spent the majority of my career as a licensed child therapist with at least a foot in educational advocacy. When know that all behaviors are information, it becomes clear that kids are not choosing their challenging school experiences. Rather, there is an undue burden on kids to enact all of their own supports, self-regulate, self=advocate, and then effectively communicate with us about how they can do things differently next time. We need to make changes in the environment and the outlook educators are viewing a learner through. Approach with curiosity, extend some grace, and then gift them with well laid out plans for how to actually implement accommodations.
Durig our discovery call, you will have the option to choose between a guided advocacy experience, where I provide you the resources, information, and empowerment to do the advocating yourself. The second option will be for me to do the advocacy work. Regardless of where you are on your journey of navigating the accommodations process, you'll walk away from the discovery call with one (or more) immediate action steps you can take.
Scheduling *virtual* meetings with me at your pace
Building on your existing advocacy experiences and defining clear actionable steps you can take in order to support your learner
Option to delegate direct advocacy and communication to me. I don't mind being the nuisance in the school's eye :)
Educational Advocacy General FAQs:
All services are virtual utilizing zoom for appointments.
Educational Advocacy clients can be located anywhere! We’ll schedule based on EST, and you can set your client portal to reflect whatever time zone you are in.