Shannon K. Leary, Special Education Advocate

12/08/2025

In preparing for an IEP meeting with a client today, she shared an email received from the school potentially deeming my presence as an advocate was one they would not accept in future IEP meetings.

Nope. Nope. Nope.

Parents have the right to invite anyone with knowledge or expertise about their child (e.g., an advocate, therapist, attorney) to the meeting, and the district cannot refuse.

Full stop. Please and thank you.

12/05/2025

End of the year IEP levity. Much needed!

11/26/2025

I am so grateful for every family who trusts me to help them. What an honor it is to help a child succeed. 💜

11/11/2025

Have you ever wondered just how important it is to know your rights as a parent/caregiver of someone with an IEP?

I can tell you it's SO important, and I say this from both the parent and advocate level.

Today I had an IEP meeting with a fairly new client. After the General Education teacher gave her report to the team, the District Representative said she had to get back to her class and dismissed her.

I objected, and the GE teacher and District Representative immediately said, "she can stay."

Most districts KNOW the rules, and further know who is required to be at IEP meetings; parent/guardian, special education teacher, general education teacher (if the student participates in a Gen Ed setting,) school district representative, interpreter of results and the student if applicable. Other attendees can include advocates and/or other service providers.

A few of the ways in which Gen Ed teachers can be valuable members of the IEP team, are highlighted in the graphic below.

The point remains, know your rights and the rights of your student(s.)

10/14/2025

An informative explanation of the impact of this administration's decimation of the Department of Education, OSERS and the IDEA. For the love of everything, please pay attention.

Send a message to learn more

09/20/2025

As school goes back in to session, I have lots of parents reach out to me because they don't know what's happening during their kids' day. And they are right! If your student has limited speech or no speech, how would you ever know what happens during the day?

Your student can actually communicate home to you every day, if supported correctly. (Come up with a chart and/or check list for shared communication appropriate to the student.)

Make communication home a goal and measure outcomes. Non anecdotal data, LIKE FACTS, is really the only way we can make sure IEP goals are appropriate.

On a related note, Parents/Caregivers, please know if your student is eligible for a triennial, which should on a very basic level qualify a student for disability services. You can ask for an IEE (Independent Educational Evaluation) as part of the triennial, and you can also ask the school for a comprehensive testing set.

We can't always make the BEST situation come to light immediately. But we can make still make it happen.

Send a message to learn more

08/27/2025

Getting texts like these from my clients, go a long way. A LONG way!

As an advocate, I follow the guidance of the law, but it’s not always clear. Navigating the dynamics of an IEP team isn’t always a clear path either, so when success comes for a student with whom I work it’s reward enough. A parent thank you, is icing on the cake.

It’s also a great reminder of what an honor it is to do what I do.

Thanks to all of my clients, for putting your trust in me.

08/23/2025

As the school year begins, it's inevitable for parents and caregivers to have questions about the big T word...TRANSITION.

It's a fair question as this is a universal struggle for students with disabilities, and frankly for those without identified disabilities! And maybe an important point for good teaching around anxiety for every student!

That said, here are some tips for alleviating transition stress:

* Ask to tour the school and meet teachers prior to Day 1
* Ask to create a social story, which includes teacher pictures, outlining first days
* If your student is over 14, include them in the planning of an IEP meeting
* Ask your district for a test ride on transportation

Remember, parents are part of the IEP team. And at a certain age, so are students. Reserve your seat at the table!

Send a message to learn more

08/15/2025

Summer's almost over and soon kids will be back to school.

If your child is struggling, what should you be doing now?

If your child has an IEP/504 plan, what should you be doing now?

If your child is moving to a different school district with an IEP/504, what should you be doing now?

The answer is generally the same, and it is that you should be in touch with the school district. Now.

If you believe your student needs extra support to be successful, you can contact the school district, express as much and begin a process of evaluations.

If your student has an IEP/504 plan, now is the time to ask for a meeting within the first month of school to discuss how to serve your student best. If your student is transferring from one school to another within district, ask for a tour of the school with your student so they can get their footing.

If you have uprooted and changed school districts, simultaneously contact the school district and the Special Services department to enroll your student and advise the district of their IEP/504.

As an advocate, my job is to help families navigate special education. This includes communicating with school districts. I will work with you to create effective correspondence and communication with the school district.

Send a message to learn more

08/01/2025

I'm so pleased and honored to share that I have been appointed to Connecticut’s BERGIN Commission (Building Educational Responsibility with Greater Improvement Networks Commission) by CT Senate Majority Leader Bob Duff

“On June 2, 2025, the Connecticut General Assembly passed House Bill (H.B.) 5001, An Act
Concerning the Quality and Delivery of Special Education Services in Connecticut, which
became Public Act 25-67.

1 Public Act 25-67 contains provisions designed to enhance
oversight and increase funding for special education services in Connecticut, with the
goal of promoting greater consistency and quality in the provision of services to students
with disabilities across Connecticut.”

You may recall my concern, and the concern of other advocates around HB5001. (I submitted testimony in opposition.) Important changes were made to the bill, which made it better. There is room for improvement and opportunity to more effectively serve disabled students and ensure they receive equitable access to education

I’m so glad for the opportunity to share my voice and experience. Many thanks to State Senator Paul Honig for his advocacy on my behalf.

You can read more about HB 5001 and An Act
Concerning the Quality and Delivery of Special Education Services in Connecticut, here:

https://files.schoolstatefinance.org/.../2025-06-11%20HB...

(And here’s a picture of me on what I refer to as “my bench” outside the Senate recently.) See less

05/10/2025

This week, I engaged with a new client with multiple disabilities.

The outcome of our IEP meeting was actually wonderful, with independent tests beyond our request and really specific to the student. THIS IS HOW IT SHOULD WORK.

The student's mom was incredibly engaged, and spent a portion of her work day examining the school district's results.

I can't tell you how beneficial this is to the outcome of any intervention by me. I also understand that not everyone has time to dig deep or even dig lightly, into suggested services.

Parents, please educate yourselves.

Wrightslaw is an amazing resource.

03/20/2025

statement on today’s EO to dismantle the Dept of Ed.

Washington DC– In response to the White House issuing an executive order (EO) calling for the Secretary of Education to develop a plan to dismantle the Department of Education (ED), Denise Marshall, CEO, Council of Parent Attorneys and Advocates (COPAA) issued the following statement: