FAQ

How does your role as a Consultant differ from calling yourself an Advocate?

Advocates and my role as a consultant share the same overall purpose to promote the rights of children receiving special education services. My word choice of Consultant over Advocate is intentional in defining the scope of my practice. My focus is conflict prevention and intervention support to help families and school-based team members effectively communicate to build or repair the partnership. 

My role as a consultant is to guide the party’s interests. I focus on practical measures of what can be achieved on identified objectives resulting from our initial consultation. By fostering collaboration, we create the trust and transparency of meaningful communication to obtain a child-centered IEP or 504 plan likely supported by all Team members.

When Team members become defensive and stop listening, some parents may pursue formal dispute resolution remedies as a procedural right and, sometimes, a needed recourse. I know from experience that legal remedies are tense and always hard on relationships between families and school staff.  It can also be a dissatisfying experience when the outcome is not what the parent or school officials expected when the complaint investigator issues a Letter of Finding or decision by a Hearing Officer or court. Formal grievance procedures are often unnecessary when effective communication strategies and open dialog exist.

What are your fees and availability?

Serving families of children with special needs has been my lifelong passion. I believe MY IEP Consultant services should be accessible and affordable for any families needing help navigating the special education system. I offer a tiered pricing structure or fee waiver for families experiencing financial challenges determined upon proof of income or evidence of need. The top tier of my fee schedule does not exceed 80 dollars an hour. When we mutually agree to engage My IEP Consultant, we will define the scope of services and fee schedule or waiver for your approval as stated in the Agreement. 

I do not charge mileage or travel time within the Phoenix metropolitan area. 

I do not require a retainer. I invoice monthly with payment in full, if applicable, within 30 days of receipt. Failure to pay in full within the time will terminate the Agreement.

My IEP Consultant services are subject to capacity and schedule availability.

What is the difference between an IEP and a 504 Pan?

There are significant differences but also similarities. In general, school-age children with disabilities, as defined by Section 504 and IDEA, are entitled to a Free Appropriate Public Education based on the child's unique individual needs. The requirements for Free Appropriate Public Education (FAPE) under the IDEA are more detailed than those under Section 504.

A 504 plan is named for Section 504 of the Rehabilitation Act of 1973. The law prohibits discrimination against individuals with disabilities in programs funded by the Federal Government. Section 504 of the Rehabilitation Act is a civil rights law designed to protect individuals with disabilities.

Unlike the IDEA, Section 504 does not list specific diagnoses. Still, it includes examples of physical/mental impairments and mental/psychological disorders that would constitute a disability. 

The law imposes an eligibility standard of "substantial limitations" to "major life activities." Examples of major life activities include self-care, manual tasks, walking, seeing, speaking, hearing, breathing, learning, and working. The list isn't exhaustive. The definition of substantial limitations refers to the extent to which the impairment limits an individual's ability to perform a major life activity compared to people in the general population.  

Students with disabilities supported by a 504 Plan typically receive accommodations and modifications to the classroom environment. Examples include preferential seating, the use of a timer, checklists, or extra time to complete assignments as appropriate. These students may also receive specialized instruction as part of the provision of FAPE. Students may qualify for a 504 Plan and NOT an IEP. 

This brief overview omits crucial elements of IDEA and Section 504 standards.

What other helpful resources are available?

A Day In Our Shoes is a nationally recognized go-to site for parents (created by a parent) to get the best information on how to advocate and navigate the special education system for your child. It is a great resource for educators too!

Raising Special Kids exists to improve the lives of children with a full range of disabilities, from birth to age 26, by providing support, training, information, and individual assistance so families can become effective advocates for their children. Services at no cost to families.

No eligibility determinations are required and are at no cost to families. Any parent or family member of a child with a disability can take advantage of services in English, Spanish, and other languages.

Arizona Department of Education, Exceptional Student Services ensures that public education agencies in Arizona have special education programs, policies, and procedures that comply with the federal Individuals with Disabilities Education Act (IDEA) and its implementing regulations and that eligible children and youth with disabilities receive a free appropriate public education (FAPE). ESS provides professional learning opportunities, provides technical assistance to schools, supports the needs of families of students with disabilities, monitors schools for compliance with the IDEA regulations, and administers the IDEA Entitlement grant.