Real Canadian families. Real outcomes.

The challenge

Family had been told their autistic son needed to be picked up early 'most days' due to dysregulation. No EA had been allocated, and the IEP was four years old with copy-pasted goals.

What we did

• Reviewed the IEP, sensory profile, and incident log
• Drafted a written request for school-team meeting and EA review
• Attended the meeting alongside the family
• Coordinated outside OT recommendations into IEP language
• Filed a formal modified-day documentation request with the principal

The outcome

• Full-time EA allocated within 6 weeks
• Modified days ended; student attended full instructional day
• Updated IEP with sensory accommodations actually delivered in class
• SEA claim submitted for sensory equipment

The challenge

Bright student falling behind. School kept saying she 'didn't qualify' despite a private psychoeducational assessment confirming ADHD and a learning disability.

What we did

• Translated the psych-ed report into specific school-ready asks
• Wrote a formal IPRC referral request
• Built a measurable accommodation list (extended time, AT, chunking)
• Coached the parent through the IPRC and IEP meetings
• Drafted post-meeting follow-up with deadlines

The outcome

• Identification through IPRC within one term
• IEP with SMART goals, AT (Read&Write), and structured literacy intervention
• Term grades up across the board the following reporting period
• Parent reports daily homework battles dramatically reduced

The challenge

Five-day suspension for behaviour clearly linked to disability. Family had 48 hours to respond. No behaviour support plan existed.

What we did

• Reviewed the suspension letter and incident reports same-day
• Drafted a formal written response citing duty to accommodate
• Requested a mitigating-factors meeting with the principal
• Built a draft Behaviour Support Plan as part of the response
• Followed up with the superintendent of special education

The outcome

• Suspension reduced and removed from the student's record
• Formal Behaviour Support Plan developed within 3 weeks
• Updated IEP with regulation goals and de-escalation protocol
• Re-entry plan with clear supports for the student and teacher

The challenge

Family terrified about the move to high school. Existing IEP was light, no transition plan, and the receiving school 'wasn't sure' what supports they could deliver.

What we did

• Built a one-page student profile shareable with every Grade 9 teacher
• Coordinated a joint transition meeting between elementary and secondary
• Translated sensory and anxiety supports into high-school language
• Drafted a self-advocacy script for the student to use with new teachers
• Set a 6-week check-in to recalibrate

The outcome

• Quiet space, sensory breaks, and reduced-load timetable in place by week 1
• Student attended full days from September with no escalations
• Updated IEP within the 30-school-day window at the new school
• Parent reports student 'loves school for the first time in years'

The challenge

Identified gifted but also struggling with written output and executive function. Placed in gifted programming with no accommodations — and rapidly burning out.

What we did

• Documented the 2e profile from existing assessments
• Built an IEP that combined enrichment with EF and AT supports
• Negotiated reduced written output expectations with quality criteria
• Coached parents on advocating for both halves of the profile

The outcome

• IEP updated with both enrichment and accommodations
• Assistive technology rolled out across all classes
• Student re-engaged academically with sustainable workload

The challenge

Student hadn't attended school in 7 weeks. School was threatening attendance protocols. Parents were exhausted and out of ideas.

What we did

• Built a graduated re-entry plan with the school and outside clinician
• Negotiated a partial-day schedule with academic credit protected
• Drafted an IPP update reflecting the regulation needs
• Set weekly check-ins between family, school, and clinician

The outcome

• Re-entry began within 3 weeks
• Full-day attendance restored by end of semester
• Course credits preserved through accommodations
• Family reports 'we have our kid back'

The challenge

Student needed text-to-speech and a dedicated device, but the school 'didn't have funding.' Family was being told to buy the iPad themselves.

What we did

• Compiled documentation supporting the SEA claim
• Coached parents on the Special Equipment Amount process
• Drafted the SEA-supporting recommendation language for the SERT
• Followed up at each stage with the board claims office

The outcome

• SEA claim approved within the school year
• Device delivered and configured before next reporting period
• Reading goals on IEP updated to reflect AT-supported expectations