IEP meetings can feel overwhelming—packed with educational jargon, legal requirements, and big decisions. But at the heart of every Individualized Education Program (IEP) is a student, and the people who know that student best are their family members.

When it comes to supporting students with disabilities, one truth stands out: success happens when schools and families work together.

For many families, IEP (Individualized Education Program) meetings feel intimidating. Parents sit across from teachers, specialists, and administrators, all using educational jargon that can be difficult to follow. But here’s the truth: parents are the most important advocates for their children in the IEP process.

For too long, students with learning differences have carried an invisible weight—stigma. Whether it’s dyslexia, ADHD, dyscalculia, or another learning disability, many students feel “different” from their peers, and not in a good way. That sense of being “less than” can impact their confidence, motivation, and even academic success.

Differentiating instruction for students with ADHD doesn’t mean lowering expectations—it means removing barriers so every student has a fair chance to succeed. By adjusting teaching strategies and using practical tools, schools can turn challenges into opportunities.

In today’s classrooms, assistive technology (AT) is no longer optional—it’s essential. For students with learning disabilities, autism, ADHD, or communication challenges, the right tools can transform frustration into confidence and open the door to academic success.

Every child learns at their own pace, but sometimes difficulties in reading, writing, or math aren’t just “struggles”—they may be signs of a learning disability. The earlier these signs are recognized, the sooner students can receive support that leads to confidence, progress, and long-term success.

Literacy centers are a staple in many classrooms because they allow students to practice reading and writing in fun, engaging ways. But here’s the challenge: not every literacy center works for every learner.

For many students in special education, reading fluency—the ability to read with speed, accuracy, and expression—can feel like climbing a mountain without a map. Dyslexia, ADHD, and other learning differences often create barriers that traditional methods alone cannot fully address.

When it comes to teaching children how to read, two approaches have sparked decades of debate: phonics and whole language. For most students, a mix of strategies may work. But for students with dyslexia, the choice of approach can mean the difference between daily frustration and genuine reading success.

The literacy achievement gap is one of the most persistent challenges in education, especially for students receiving special education (SPED) services. Research shows that students with learning differences often struggle with reading and writing compared to their peers—but with the right strategies, supports, and mindset, this gap can be narrowed, and in many cases, closed.

Dyslexia is one of the most common learning differences, affecting roughly 1 in 5 students. For many teachers, the challenge isn’t recognizing dyslexia—it’s knowing how to support students with dyslexia in the classroom.