As a former student, educator, and administrator with dyslexia, overcoming learning challenges has always been a part of my life. Over the years, as I’ve worked with students, families, and other educators, I’ve come to realize just how complex and vital this field truly is. Recently, I had the privilege of working with Allison Gollin, the founder of Gollin Educational Services. Her insights further deepened my understanding of the challenges families and educators face navigating the special education process. Supporting students, forming productive partnerships, and the intricacies of the Individualized Education Program (IEP) and 504 processes are just the beginning of understanding how this impacts the climate and culture in schools.  

Building Trust Between Parents and Schools

Common feelings of resistance can arise when parents work with school districts on special education plans. It’s easy to understand why parents sometimes feel like they’re “going into battle” for their child’s rights. Whether due to funding limitations or a lack of specialized knowledge, schools may struggle to provide everything a student needs, leading to frustration on both sides. Remember, everyone has the same goal: helping the child.

Allison’s approach, however, is built on bridging these gaps. She helps parents nationwide advocate positively for their children, aiming to shift from a combat mindset to collaboration. When parents come into a child study meeting, they often walk into a room FULL of professionals ready to support their child. It’s not a matter of ‘us versus them.’ Understanding this can alleviate tension, as this process can overwhelm families. 

It’s also helpful when schools provide parents with a clear idea of what to expect from these meetings. For instance, the team might include school social workers, learning consultants, psychologists, teachers, and administrators. Each person at the table has a unique role, but all are ultimately there to work together to support the student.  

Teachers: The Vital Role of Compassion and Clarity

Teachers are on the front lines of identifying students who may benefit from special education services. However, how teachers communicate with parents can significantly impact the progress of these conversations. She recommends a “strengths-based” approach, focusing on the student’s abilities before discussing areas of improvement.

 The “three Cs” approach —concise, clear, and compassionate—resonated deeply. The last thing parents need is an email full of technical jargon and a list of challenges their child faces. Instead, encourage teachers to initiate conversations in a straightforward, yet gentle manner. Clear language, especially one that avoids educational acronyms and professional lingo, goes a long way in helping parents feel comfortable and respected.

Body language and tone are also crucial. Many teachers may unintentionally create an intimidating atmosphere by crossing their arms or leaning back. In contrast, small adjustments, such as leaning forward or tilting one’s head while listening, can communicate openness and empathy. For families whose children are under consideration for an IEP, these small adjustments can make all the difference in helping them feel heard and understood. Again, this directly correlates to the school’s climate and culture.  

Supporting Parents with the IEP and 504 Process

Allison’s work focuses on helping parents navigate the complexities of the IEP and 504 processes. Parents should come to the table with a clear understanding of what these plans entail and the specific services their child needs. Parents may feel overwhelmed, especially when confronted with unfamiliar terminologies like “child study team,” “case manager,” or “accommodations and modifications.” That’s where professionals like Allison come in, offering guidance on effectively advocating for their child’s needs.

One of the common missteps in special education is the assumption that an IEP or a 504 plan is the only route for students needing extra support. But in reality, there are multiple layers to the support process, including interventions that do not require formal documentation. Often, before students are recommended for an IEP, they may receive assistance through programs like Response to Intervention (RTI) or Intervention and Referral Services (I&RS), which offer structured support within the general education setting. (Your state or district may have different names or acronyms for these programs.)

A crucial point is that not every diagnosis automatically qualifies a student for an IEP. For example, a child with ADHD may not have any significant academic challenges, but they may struggle in other areas. In such cases, a 504 plan that provides accommodations rather than an IEP with modifications may be more appropriate. Understanding these distinctions empowers parents to work more effectively with schools and advocate for the correct type of support.

Guiding Pediatricians in the Educational Process

One unique aspect of Child Study Teams is collaboration with pediatricians, who may inadvertently create misunderstandings when advising families. Pediatricians, often long-time trusted figures for families, may recommend IEPs or 504 plans based solely on medical diagnoses, unaware that schools require documentation of educational impact for these plans. 

 Allison explained how she educates pediatricians on the school-based interventions available before moving to formalized plans like IEPs or 504s. This often includes describing programs such as RTI, which allow schools to track a student’s progress and build a case for or against further evaluations. By helping pediatricians understand the educational system’s specific processes, she helps families avoid confusion and develop a more straightforward pathway to appropriate support. 

Compassionate and Inclusive School Environments

An aspect of Allison's message that really struck me was her emphasis on compassion between educators and parents and within the broader school culture and climate. With today’s push toward inclusion, educators must be equipped with the tools and training to handle the increased diversity of student needs compassionately. Sometimes, all it takes is coaching or a quick discussion to ensure that everyone is on the same page about how to best support each student.

 Inclusion is not only about having a variety of students in one classroom; it’s about creating a space where each student can thrive. To achieve this, all team members need to come together with open minds, clear communication, and the patience to work through the challenges collaboratively.

Moving Forward with Empathy

Special education is about much more than providing services; it’s about building trust, respect, and compassion among everyone involved. One of the most significant parts of special education is recognizing the importance of empathy and clear communication, especially when conversations get challenging. Working alongside parents, educators, and physicians to support students is a privilege, and it deserves our best effort and deepest understanding.

 For any educator, parent, or caregiver involved in special education, the path may not always be straightforward. However, with open communication and a collaborative spirit, we can create an environment that empowers every child to succeed.

 Connect with Allison today! https://www.gollinedconsulting.com/ or [email protected]. 

Allison is a Within Our Ranks success story!

Allison's experience with the "Within Our Ranks" program highlights the transformative power of immersion and community support. She initially considered commuting to the retreat in Philadelphia from her home in South Jersey, but instead chose to stay with the cohort, fully engaged. This decision allowed her to experience a deep sense of support, connection, and focus that profoundly impacted her vision for her business. The insights provided during the retreat clarified her goals and next steps, leading her to wholeheartedly recommend the program to others as a unique and empowering opportunity for personal and professional growth.

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