Kelsey Smith Advocacy

04/07/2025

Excellent Sensory Resource 👇🏼

Fire drills are essential for safety, but they can be overwhelming for students with sensory needs. By planning ahead, using visuals, and providing sensory tools, we can ensure that every student is safe, supported, and regulated during emergency procedures.

03/10/2025

Dyslexia is a specific learning disability that affects reading, writing, and spelling abilities. It is a neurological condition that makes it difficult for the brain to process written language, even when intelligence and motivation are not an issue.

People with dyslexia may struggle with recognizing letters, decoding words, and understanding the relationship between sounds and letters.

03/03/2025

ADHD, Autism, Dyslexia, Epilepsy, a variety of Impairments including Speech, Learning Disabilities, etc, etc, etc

If you suspect your child has one or more of these, are they getting the support they need at school? 🤔 Do you know what they deserve? Not sure where to start? Let’s chat.

I serve families across all 50 states.

03/03/2025

March is Developmental Disabilities Awareness Month, a time to highlight the inclusion of people with developmental disabilities and the barriers they face in connecting with their communities. Many living with OCNDS experience developmental delays. Let’s raise awareness and advocate for change.

03/03/2025

If you have a child with ADHD—or just know one—you know how much they need to move. For kids with ADHD, recess isn’t just a break. It’s a reset. A chance to burn off energy, refocus, and come back ready to learn.

Yet, so many schools still take the entire recess away as a punishment for behavior issues— issues that are often because the child didn’t get to move in the first place. It’s like punishing a hungry child by taking away lunch.

Research shows that physical activity improves focus, emotional regulation, and learning, especially for kids with ADHD. Instead of removing recess, schools should be using movement as a tool to help these kids succeed. More breaks, more movement, better outcomes.

02/26/2025

Texas… don’t miss out!

02/18/2025

My new version of "There's an APP for that!" 🤓

There is a HUGE collection of written letters and support documents on federal policies (1978-current) based on IDEA provided by the Office of Special Education Programs (OSEP). Second to the federal code, OSEP letters are my favorite resources as an advocate. Luckily I'm a fast reader with a crazy memory, because there are easily over a 1,500 OSEP letters.

02/06/2025

Prior Written Notice (PWN) is a formal requirement that ensures parents are informed about decisions regarding their child’s special education services.

This notice must be provided before a school district proposes or refuses to initiate or change:
1. Identification: Whether a child is identified as having a disability.
2. Evaluation: Assessments or reevaluations of the child.
3. Educational Placement: The child’s educational setting, such as a shift to a specialized classroom or different program.
4. Provision of Services: Changes in the provision of a Free Appropriate Public Education (FAPE).

Required Components of PWN:
1. Description of the Action: A detailed explanation of the action proposed or refused by the school.
2. Explanation: The reason for the proposal or refusal.
3. Evaluation Procedures: A summary of the evaluations, assessments, or reports relied upon in making the decision.
4. Other Options: A description of other options considered and why they were rejected.
5. Factors: Any factors relevant to the school’s decision.
6. Parental Rights: Information about procedural safeguards, including how parents can obtain a copy of their rights.
7. Resources: Contact information for sources to help parents understand the notice and their rights.

02/06/2025

☑️☑️☑️

02/04/2025

If your child is enrolled in a Texas public school and receives special education services, you may be eligible to receive this one-time $1,500 grant.

02/03/2025

Do any of these quotes sound familiar?

If a teacher, principal, or parent observes that a student's educational, social, or behavioral needs are not being adequately met under the current IEP or if new concerns arise, they can contact the lEP team or the school's special education coordinator to request a meeting. This allows the team to discuss potential adjustments to the student's educational plan and ensure they are receiving the appropriate services and support.