Maggie Kelley: Special Education Advocate and Consultant

The school has invited you to an ARD meeting and you know it’s important but have no idea what to expect or how to prepare. Breathe. You are not alone.
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ARD meetings (known as IEP meetings outside of Texas) can be overwhelming. There are a lot of pieces that legally have to be reviewed and/or discussed, and it often feels like a disproportionate amount of time is spent discussing your child’s challenges.
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What I need you to know is that you are an equal participant in the development of your child’s IEP, and have a legal right to informed consent. Meaning, before you consent to an IEP you have the right to understand it.
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Luckily, the elements reviewed at an ARD come straight from federal law, and there’s a fairly standard agenda an ARD meeting will follow. You can familiarize yourself with it in advance and go into the meeting feeling confident and informed.

My latest blog post details this agenda and gives you an idea of what to expect at your ARD meeting. www.kelleyadvocacy.com

I am not saying you have to hire me. If you have a friend with specialized knowledge who will help you out for free, by all means, ask for them to. But parents, please please please get someone else’s eyes on your child’s IEP. Have someone in your corner who you can talk things out with. The special education system is not user-friendly, and parents don’t know what they don’t know. Time and time again I see educated and intelligent parents shocked to learn that they don’t fully understand their child’s paperwork, and that the services they thought they were agreeing differ from what’s in writing.

More in my latest blog post: https://www.kelleyadvocacy.com/post/why-you-need-a-parent-advocate

Wondering if your child needs a special education evaluation? You don’t have to wait for the school to bring it up. Parents have the right to request an evaluation at any time — and knowing when to act can make all the difference.

In my latest blog post, I break down:
✅ The red flags that may signal it’s time to request an evaluation
✅ How to put your request in writing
✅ Why collaboration with schools matters — and how to start from a place of partnership

If you’ve been questioning whether your child is struggling more than you realized, this one’s for you. You’re not alone in this. 💙

👉 Read the full post at the link in my bio!

This is what learning looks like. 🌿✨

A preschool class worked together to create an animal habitat using sticks, clay, leaves, and all kinds of found objects. Yes, they were learning about habitats—but look closer.

They were practicing cooperation, collaboration, creativity, communication, and problem-solving. They were applying knowledge in meaningful ways—way up high on Bloom’s Taxonomy—far beyond rote memorization or worksheets.

And here’s the thing: not every child’s intelligence shows up on paper or a multiple-choice test. Sometimes it shows up in how they solve problems together, how they use their imagination, or how they apply what they’ve learned in the real world.

Our education system often pushes academics and testing at younger and younger ages. But THIS is the kind of work that builds thinkers, innovators, and teammates. Early childhood learning should look less like drill-and-kill and more like this messy, beautiful, hands-on exploration. 💡🌎

💡 Ever wonder what the real difference is between a 504 Plan and an IEP? You’re not alone—I get this question from parents all the time.

Here’s the short version:
✏️ A 504 Plan gives your child accommodations and supports to remove barriers.
📘 An IEP goes further, adding specialized instruction and measurable goals.

Both are important, but knowing which one fits your child can make all the difference.

I put together a simple blog post that breaks it all down without the legal jargon. Check it out here 👉 www.kelleyadvocacy.com

#504

💡 Advocacy isn’t about being “difficult.” It’s about making sure your child gets the support they need to succeed. Every child deserves the chance to thrive—and you don’t have to navigate the system alone.

📞 I offer free 15-minute consultations to help parents feel confident in their child’s education plan.

Autism isn’t always a gift. Sometimes it’s a lifelong disability that makes even basic things, like safety and communication, feel impossible.

People love to say, “Let autistic people be who they are if they’re happy.” Cool. My son Charlie is happiest running into traffic and eating drywall. Should I just cheer him on?

I get it “neurospicy” sounds nicer than “my child can’t tell me when he’s in pain.” But here’s the thing: Charlie isn’t less because he’s autistic, but autism does make his life harder. He can’t communicate beyond a few basic needs, and when he’s frustrated, it shows. Should I just let him suffer in silence because calling autism a superpower gets more likes?

Celebrating differences is great. Pretending profound autism isn’t disabling? Not so much.

Not all autistic people see autism as a gift. Some of us live it in ways you can’t wrap in a cute infographic. Charlie’s autism sure as hell isn’t a gift to him either.

“If you’ve met one person with autism, you’ve met one person with autism.” Don’t speaking over those who can’t.

Least Restrictive Environment (LRE) is a legal requirement under IDEA—but it’s often misused to justify providing less intensive (and less expensive) support. LRE doesn’t mean “general ed with no help.” It means students should be educated with their non-disabled peers to the maximum extent appropriate—with the services and supports they need to succeed.

Here’s what’s important to know:
👉 The ARD committee/IEP team decides what the LRE is for a student—not the district, and not a one-size-fits-all policy.
👉 Districts cannot require a child to fail or “prove” a setting isn’t working before offering appropriate support.
👉 LRE should never be used as a cost-saving measure.

When schools use LRE to delay or deny services, they’re not following the law—they’re avoiding it.

✅ Inclusion and support are not opposites.
✅ Students don’t have to struggle to “earn” what they need.
✅ LRE means the right support, in the right setting.

Let’s make sure LRE is used to empower students—not limit them. 💛

Summer break isn’t sunshine and pool days for everyone.

If you’re a parent who dreads the unstructured days ahead because your child needs routine, predictability, and support—you’re not alone. 💛

While the world slows down, it can feel like your responsibilities ramp up. Meltdowns, disrupted sleep, sensory overload… it’s a lot.

But here’s the truth:
✨ Needing structure doesn’t mean you’re doing it wrong.
✨ Asking for support doesn’t make you weak.
✨ Feeling exhausted doesn’t mean you don’t love your kids.

You’re showing up, doing your best—and that absolutely matters.

💬 Tag a parent who needs this reminder
💛 Follow for more support this summer

“They need to learn independence.”
I hear schools use this excuse all the time—
either to avoid putting accommodations in an IEP,
or to justify why existing accommodations aren’t being provided consistently.

But here’s the truth:
We don’t “teach independence” by dropping kids in the deep end and hoping they swim—
especially when we know a student has a disability that impacts them.

📌 Accommodations don’t prevent independence.
They create access—so students can practice skills and actually grow.

Removing supports too early doesn’t build independence.
It builds frustration.
It chips away at confidence.
And it sends the wrong message: “Figure it out on your own.”

So the next time you hear that excuse, ask:
👉 “What’s the plan to teach independence?”

There should be a scaffolded strategy in place—
because real independence is built through gradual support,
not sudden removal.