Julie Katz IEP Advocate & Mediator

I began my journey into advocacy when I began to process the space between the milestones my son reached and those acquired during “typical” development.

As time moved forward and the space and percentages grew larger, a clearer picture of challenges unfolded. At first, a focus on communication: what was he trying to tell me? Hours of screaming and throwing things from a frustrated and dysregulated child challenged me and soon focused my day. My days were long as he rarely slept more than six hours total (including a nap); often only four. At 11-yearsold he first began to sleep 7 hours at a time at night.

By two and a half, he acquired a few “signs” after encouraging him to share the specifics about what he wanted? A car? An apple? The day he signed “dog” in the kitchen, the skies opened and turned blue. A hotdog! Yes!!!!

I remember the struggle he had to say “c at”…. Caaa --- att,” and mat was his response. For months. What do you do?

Early intervention was so helpful, and finally some respite care as well. At three he entered the “full day” public school preschool. I was exhausted just getting through his morning routine.

By six he learned some phrases, and began to communicate. By now I had become so involved in the family support and information program that my role transitioned. I became the lead coordinator of the program by the time.

If it was possible, I imagined, I would find a way to achieve it. I read everything imaginable, brought people to speak to our group, and held “themed” discussions. Our group met twice monthly and we became each other’s support system in a world that was often unkind and distant.

Over the years my knowledge grew, and my experience “advocating” for families of children with special needs expanded to one that focuses on facilitating discussion between families and schools to better understand what is most helpful to move a child forward.

Conversation about parent concerns, a view of reports and evaluations, begin to paint a picture of a whole person. I enjoy a strengths-based focus and working to create a team that positively supports a child’s full development.

This work has become so important that I returned to graduate school in 2014. I am earning my Master’s Degree in “Conflict Analysis and Resolution.” Consecutively I have completed the requirements to be a mediator for family issues through the court system. (My application is at the court and I am hoping to be certified soon).

My work is focused on coaching, mediation, facilitation and evaluation. These skills help me bring together the power of the team and create a positive path forward for you and your child.

My son is living independently with support, and has a job. He continues to grow, and I am very proud of the man he has become.

I look forward to being part of your “team!” If you are interested in working with me, please message me.

Federal officials are funneling millions of dollars toward efforts to better prepare students with disabilities for post-secondary education and competitive employment.

Education Department Aims To Improve Transition Outcomes
by Shaun Heasley | October 10, 2016

The U.S. Department of Education said it is awarding $39 million to five states for demonstration projects providing work-based learning experiences.

States will work with vocational rehabilitation programs, local school districts and other partners on the projects which will be set in integrated environments, the Education Department said.
Each program is intended to promote better transition outcomes for students with disabilities, officials indicated. Projects will be assessed based on the degree to which they help individuals obtain paid, competitive employment or enroll in post-secondary education or training.

“Students with disabilities need to have strong transition plans and goals to leave high school ready for college and careers,” said U.S. Secretary of Education John B. King Jr. “These awards will help states implement evidenced-based, work-based learning models to help break down barriers to employment.”

Funding for the projects will come from the Education Department’s Disability Innovation Fund Program and is headed to state agencies in California, Maine, Maryland, Massachusetts and Vermont.

I understand how difficult it is to advocate for your child. Learning about the impact of a disability, regulations and implications takes time. The process is overwhelming. Emotions complicate challenge. An advocate has experience in how the regulations are applied in real situations. An good advocate understands evaluations and provides clarity to families so they are informed and in a position to better support their child. Skills in collaboration and conflict resolution promote positive relationships. Good advocacy is about listening to all points of view and finding consensus that supports a child to benefit from their education.

http://www.npr.org/sections/ed/2015/05/14/404959284/fidgeting-may-help-concentration-for-students-with-adhd?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20150514

Vindication For Fidgeters: Movement May Help Students With ADHD Concentrate There's a correlation between physical movement and mental work, new research suggests. For kids with attention deficit hyperactivity disorder, that may mean bouncing a knee helps sharpen their focus.