What I Wish I Knew at the Start of our Journey
- It is ok to not be ok
- There is an overabundance of information – Overwhelmingly so
- Surround yourself with others who will support you unconditionally
- Relationships are essential – Opinions are everywhere and perception is reality
- You know your child best – trust your gut
- When someone tells you No, keep going until someone tells you Yes
- Data matters but doesn’t always change the outcome nor the deciding factor on goals and objectives
- Interventions are not a one size fits all
- You can call an interim IEP meeting at any time for any reason
- Document everything – Don’t expect what you said in a call or meeting to be written in the notes verbatim or at all
- All questions are good questions, just ask
Understanding This Unique Landscape
The process can be confusing, exhausting and draining, but don't give up! Getting to the root cause of what is going on with your learner is key to creating the journey map that guides you forward. All Journeys are uniquely similar yet complexly different. No two are alike! For example I have two boys on very different journeys. Neither child "showed up" as typically developing, with easily identifiable behaviors NOR as a "textbook diagnosis".
Here I will share with you lessons learned navigating the neurodiverse learners' journey offering you seeds of knowledge, helpful resources, and thought leadership. Together we will grow and understand the unique challenges and success yet to come on this journey!
Here I will share with you lessons learned navigating the neurodiverse learners' journey offering you seeds of knowledge, helpful resources, and thought leadership. Together we will grow and understand the unique challenges and success yet to come on this journey!
Helpful FAQs
Who should I reach out to with my concerns?
Start with your learners school administration
What happens when I am not getting answers I am seeking from the school?
Reach out for help from someone who has been there before and won’t judge you regardless of the questions you ask
Why can't I just fix this and have it go away?
Oh how I wish it was that easy! While you can’t just make it go away, there is hope for progress in all situations
Who do I talk to about my situation?
There are a lot of variables that go into answering this question. While it may seem simple on the surface, the age and learners unique needs must be taken into account
How does my learner get assessed?
There are several ways to have your learner’s needs assessed, such as the school system or a private practice
What do all of the acronyms mean?
- AAC | Alternative Augmentative Communication
- ABA | Applied Behavioral Analysis
- ABC | Antecedent, Behavior, Consequence
- ADA | Americans with Disabilities Act
- ADD/ADHD | Attention Deficit/Attention Deficit Hyperactivity Disorder
- ADR | Alternative Dispute Resolution
- APD | Auditory Processing Disorder
- APE | Adaptive Physical Education
- ASD | Autism Spectrum Disorder
- ASL | American Sign Language
- AT | Assisted Technology
- AYP | Adequate Yearly Progress
- BD | Behavioral Disorder
- BI | Brain Injury
- BIP | Behavioral Intervention Plan
- CBA | Curriculum Based Assessment
- CCSS | Common Core Based Standards
- CP | Cerebral Palsy
- DD | Developmental Delay
- DHI | Deaf/Hearing Impaired
- DS | Down Syndrome
- ECE | Early Childhood Education
- ED | Emotional Disturbance
- EI | Early Intervention
- ELL | English Language Learner
- ER | Evaluation Report
- ESD | Extended School Day
- ESL | English as a Second Language
- ESY | Extended School Year
- FAPE | Free Appropriate Public Education
- FAS | Fetal Alcohol Syndrome
- FBA | Functional Behavioral Assessment
- FERPA | Family Education Rights and Privacy Act
- GE | General Education
- GT | Gifted and Talented
- HI | Hearing Impaired
- IA | Instructional Assistant
- ID | Intellectual Disability
- IDEA | Individuals with Disabilities Education Act
- IEE | Individualized Educational Evaluation
- IEP | Individualized Education Program
- IFSP | Individualized Family Service Plan
- ISP | Individualized Service Plan
- IST | Instructional Support Team
- ITP | Individualized Transition Plan
- LEA | Local Education Agency(e.g. School District)
- LD | Learning Disability
- LEA | Local Education Agency
- LRE | Least Restrictive Environment
- LSS | Life Skills Support(in classroom)
- LSSP | Licensed Specialist in School Psychology
- MA | Mental Age
- MD | Multiple Disabilities
- MDE | Multidisciplinary Evaluation
- MDT | Multidisciplinary Team
- OAH | Office of Administrative Hearings
- OCD | Obsessive Compulsive Disorder
- ODD | Oppositional Defiant Disorder
- OHI | Other Health Impairment
- OSEP | U.S. Office of Special Education Programs
- OSERS | U.S. Office of Special Education and Rehabilitation Programs
- OT | Occupational Therapy
- PALS | Peer Assisted Learning System
- PBS | Positive Behavioral Supports
- PCL | Parent Concern Letter
- PDD | Pervasive Development Disorders
- PLA | Parent Letter of Attachment
- PLOP | Present Levels of Performance
- PP | Para-professional
- PT | Physical Therapy
- PWN | Prior Written Notice
- RR | Review Re-evaluation
- RS | Related Services
- RTI | Response to Intervention
- SDI | Specially Designed Instruction
- SEA | State Education Agency
- SED | Severe Emotional Disturbance
- SID | Sensory Integration Disorder
- SPD | Sensory Processing Disorder
- Service Code | Services a student is eligible under
- SLD | Specific Learning Disability
- SLI | Speech and Language Impairment
- SLP | Speech and Language Pathologist
- SPED | Special Ed/Special Education
- TBI | Traumatic Brain Injury
- TS | Tourette Syndrome
- TSS | Therapeutic Support Staff
- VI | Visual Impairment
- VocEd | Vocational Education
- VPD | Visual Processing Disorder
- VT | Vision Therapist
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About Lisa
Lisa Richer is a neurodiversity consultant who supports the journey for parents and educators of neurodiverse learners with simplified and personalized programs, advising and training.
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