Because I completed my PhD in a school psychology program, I received comprehensive training in completing psychological evaluations within the schools by leading authorities in the field. In my career, I have done assessments in a children’s hospital, public schools, and this clinic. I also trained other clinicians on how to conduct psychological evaluations when I worked at Sam Houston State University.
CONTINUEIn a previous post, I discussed my early experiences advocating for students in 504 or IEP/ARD meetings. Parents often feel overwhelmed with the number of school officials who attend these meetings. The number of acronyms also is overwhelming to parents. Many parents feel the school doesn’t seek their feedback. Others know so little about the process they don’t feel comfortable asking questions. Based on these observations, I offer these tips for parents to help themselves be successful in these meetings.
CONTINUEMy first time advocating for students as a professional was when I was a caseworker in St. Louis, Missouri, in 2006. At the time, I had completed my coursework for a Ph.D. in School Psychology. This included classes on the requirements for special education services and 504 accommodations. I learned how to advocate effectively through these early successes and failures advocating for children on my caseload.
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