M. Patton’s Advocacy Corner  Special Education Support for Parents

A Clarity in Advocacy™ Reflection Families of children with disabilities live under a level of scrutiny most people never see. From the moment concerns arise… from the first diagnosis… from the first IEP meeting… from the first moment a child struggles in public… judgment begins. And it often comes from every direction — schools, other parents, strangers in grocery stores, even extended family. But perhaps the most painful reality is this: Sometimes the people who should shie

Why an IEP Review Is Legally Required — and What That Means for Behavior Supports When a child with a disability begins to receive frequent discipline—office referrals, suspensions, early removals, or changes in placement—it’s easy for parents to feel overwhelmed and unsure of what rights they have. But here is the truth: Federal law (IDEA) and Kentucky special education regulations require a review of the IEP when behavior starts to interfere with learning or results in repe

All Behavior is Communication- NON Qualified Professionals Misinterpret This Communication Children with disabilities — including those with Intellectual and Developmental Disabilities (IDD), Autism Spectrum Disorder (ASD), and communication impairments — often experience behavioral crises that look very different from traditional psychiatric emergencies. These children are not “in crisis” in the conventional sense; instead, they are communicating distress in the only ways av

There was a time — not so long ago — when children with disabilities were not educated in public schools at all. They were labeled as “unfit,” “unmanageable,” or “too difficult.” They were institutionalized, hidden away from their communities, and denied the basic right to learn alongside their peers. The Individuals with Disabilities Education Act (IDEA) was created to end that. To guarantee that every child — regardless of disability — would be given a Free Appropriate Publ

In schools across Kentucky, we are seeing a disturbing trend: Children with disabilities — often already identified under IDEA or clearly presenting behavioral manifestations of a disability — are being referred for mental health crisis assessments by school counselors or social workers. But these referrals are happening without parental informed consent, without ARC/IEP team input, and without any individualized evaluation of disability-based needs. Instead of relying on the

Unfortunately there is an increasing practice of mental health referrals for children with disabilities occurring in public schools. Professionals with no background in special education or working with individuals affected by disabilities are carrying these out. Families raising children with disabilities already carry an extraordinary emotional, physical, and financial load. Their daily lives often revolve around managing appointments, therapies, medication, behavioral su