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Empowering Parents Through Special Education Advocacy

You don’t know what you don’t know – until now. Get the knowledge and courage you need for your next IEP meeting.

GET HELP NOW

Empowering Parents Through Special Education Advocacy

You don’t know what you don’t know – until now. Get the knowledge and courage you need for your next IEP meeting.

GET HELP NOW

Your Voice Matters in Your Child's Education

Are you feeling:

  • Like your concerns aren’t being heard?
  • Overwhelmed by your child’s educational needs?
  • Unsure about where to start or what steps to take?

You’re not alone, and your voice is important!

As a parent, you know your child best. You are the expert! Your insights, concerns, and goals for your child are crucial to their educational success. Many parents face challenges in navigating the complexities of the educational system, especially when it comes to special education.

Did You Know?

%

Parents feel intimidated or hesitant to voice their opinions at IEP Meetings

%

School professionals tend to dominate discussion during IEP meetings

%

Although parents express a range of concerns and priorities, these are translated into goals or services only two-thirds of the time

%

% of parents felt their IEP meetings lacked collaboration from the team, that their input was disregarded, the focus was on the weaknesses vs. the strengths of the student, the team pre-determined their students' IEP before discussing with them

This all led to hiring a lawyer or advocate to secure services. 

WHAT'S MISSING? PARENTAL VOICE

That’s where I come in. As a dedicated Special Education Advocate, I’m here to:

  • Amplify your voice in school meetings and educational decisions
  • Help you understand your rights and options
  • Empower you to communicate your child’s needs effectively
  • Guide you through each step of the process
Together, we can ensure that your child receives the education they deserve, with your voice leading the way.
Lisa Mehlbrech

Kids 1st Advocacy on Instagram

FEATUREFRIDAY - As an educational advocate who...

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THOUGHTSONTHURSDAY - Understanding "Appropriate"...

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THOUGHTSONTHURSDAY - Understanding "Appropriate" in FAPE The definition of "appropriate" in the context of Free Appropriate Public Education (FAPE) means services that are suitable or fitting for a particular student's unique needs, circumstances, and educational goals. This aligns with the general definition from Dictionary.com: "suitable or fitting for a particular purpose, person, occasion, etc." This individualized approach was reinforced by the Supreme Court in Endrew F. v. Douglas County School District, which established that education must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." Unfortunately, the trend I see today for Extended School Year (ESY) services directly contradicts this principle. When district directors simply tell parents what their limited options are—such as choosing between predetermined services like "12 hours of tutoring" or "$1,500 towards a local reading program"—they're replacing the legally required individualized team process with standardized options based primarily on budgetary concerns. This approach fundamentally undermines IDEA's requirements that: ➡️ ESY decisions must be made by the IEP team, including parents ➡️ Services must be individually determined based on factors like regression/recoupment, critical developmental periods, and the nature of the disability ➡️ The focus must be on what's suitable for the student, not what's convenient for the district Parents facing these predetermined ESY options should advocate for proper team-based decision-making, document how the offered choices fail to address their child's specific needs, reference relevant legal standards in their communications with the district, and consider procedural safeguards if necessary. The shift from collaborative team discussions to district-dictated choices represents a concerning departure from the individualized approach that forms the core of special education law and the true meaning of "appropriate" within FAPE. #makethemappropriate #myfivecents #kids1stadvocacy #advocate

WORLDWIDEWEDNESDAY - Autism Is Not an Epidemic: A...

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WORLDWIDEWEDNESDAY - Autism Is Not an Epidemic: A More Accurate Framing When discussing the CDC's latest data on autism prevalence, it's important to examine both the statistics and how they're presented. The original article states that autism prevalence in the U.S. has increased from 1 in 36 children to 1 in 31, according to the CDC's latest ADDM Network survey. This factual data point is important, but characterizing this as an "autism epidemic running rampant" misrepresents the nature of autism and does a disservice to autistic individuals and their families. While the ADDM report highlights important disparities, noting higher ASD prevalence among Black (3.66%), Asian (3.82%), and Hispanic (3.30%) children compared to White children (2.77%), these deserve attention within a context of improving support, not containing an "epidemic." Similarly, the finding that nearly two-thirds of children with ASD had intellectual disability underscores the need for appropriate services. Rather than framing autism as a crisis, "a thousand times more threatening than COVID-19," a constructive approach would emphasize acceptance by recognizing autism as a natural neurological variation. Public discourse should focus on creating accommodating environments with sensory-friendly spaces, flexible communication options, and recognition of diverse thinking styles. It's essential to highlight autistic strengths and contributions. Many autistic individuals possess unique perspectives and talents that have led to significant innovations across numerous fields. This balanced approach shifts the conversation from alarm to understanding and support, better serving autistic individuals and their families during Autism Acceptance Month and beyond. #worldwidewednesday #itsnotatumor #autismacceptance #rootcausereally #kids1stadvocacy #notanepidemic Original Article: https://www.hhs.gov/press-room/autism-epidemic-runs-rampant-new-data-shows-grants.html

MYTHMONDAY - Parents, please understand that IEPs...

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MYTHMONDAY - Parents, please understand that IEPs are fundamentally designed to address ongoing educational needs stemming from your child's disabilities, not simply to achieve temporary goals. When a student meets their current IEP goals, this represents progress, not completion of their educational support requirements. Schools must conduct comprehensive evaluations before removing any special education services, and cannot terminate an IEP solely because goals were met. Parents have equal standing as IEP team members and must provide informed consent for significant changes to services. They maintain the right to challenge decisions by requesting independent educational evaluations if they disagree with the school's assessments. The law requires schools to use data-based evidence to demonstrate that services are no longer needed before exiting a student from special education. Remember that the appropriate measure is whether the student still has a qualifying disability that impacts their education, not whether specific benchmarks were achieved. Many students continue to need specialized instruction and accommodations throughout their educational journey, with goals that evolve to address changing needs as they progress. Dive into the data and see for yourself. Call your favorite advocate if you get lost along the way. #goalsareannual #monitorprogress #goalsaregood #mythmonday #kids1stadvocacy

ThoughtsonThursday - The Tale of Two Teachers -...

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ThoughtsonThursday - The Tale of Two Teachers - We discovered my daughter had been verbally abused by her 6th-grade math teacher, leading to significant anxiety that affected her schoolwork. We requested an evaluation from the school, and during this assessment period, her teachers were supposed to provide some informal accommodations while we awaited official documentation. During parent-teacher night, my daughter and I approached her social studies teacher first. Her teacher immediately brightened, saying, "She is a model student, and I love having her in class!" As we discussed current projects, my daughter began to fidget noticeably, her discomfort obvious. Her teacher picked up on these cues right away. "Would it help if I gave you an extension on the project?" the teacher offered gently. "You can turn it in next week." The transformation was immediate. My daughter's body visibly relaxed, tension melting away as she responded emphatically, "YES!" Encouraged, we moved on to her English teacher. The conversation began similarly – praises about being a model student, and how much he enjoyed having her in class. When we reached the discussion about a particular assignment, I asked if he might consider giving her some additional time as an accommodation. His response was stark: "Unless she has a piece of paper (504/IEP), I'm not giving her any accommodations." In that moment, the contrast couldn't have been clearer – one educator who recognized a child's needs and responded with compassion, versus another who refused to see beyond paperwork, even when the accommodation cost nothing but meant everything to a struggling student. What kind of teacher are you? #supportwithoutstrings #teachwithcompassion #teachtostudentsneeds #kids1stadvocacy #anxietyisreal #invisibledisabilities

WorldAutismAwarenessDayWednesday!!! We observe...

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WorldAutismAwarenessDayWednesday!!! We observe this day annually on April 2nd, which serves as a global initiative to increase understanding and acceptance of autism spectrum disorder (ASD). Established by the United Nations in 2007, this day aims to highlight the challenges faced by autistic individuals while celebrating their unique perspectives and contributions to society. Beyond raising awareness, it advocates for inclusive policies, appropriate support services, and the recognition of neurodiversity as a natural aspect of human variation. The day has evolved from focusing primarily on awareness to emphasizing acceptance, promoting the rights of autistic people to live fulfilling lives with dignity and autonomy, and working toward creating a more inclusive world where neurological differences are respected rather than stigmatized. Learn more about autism from autistic voices—read blogs, books, or watch videos created by autistic individuals sharing their experiences. If you know someone on the autism spectrum, reach out with support and appreciation for their unique perspective. #WorldAutismAwarenessDay #understandandaccept #kids1stadvocacy #neurodiversityisathing

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Our Mission

Kids 1st Advocacy empowers and supports families to secure the quality special education services their children deserve, ensuring every student has the opportunity to reach their full potential.

Our Vision

Kids 1st Advocacy envisions a world where every child with special needs receives an equitable, high-quality education tailored to their unique abilities, empowering them to lead independent, fulfilling lives and contribute meaningfully to society.

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