Diana Fannon's life changed when epilepsy entered the scene, but it didn't stop her from becoming a beacon of hope in special education. As the founder of Disability Ed Pros, she joins us to share the nuances of crafting tailored educational experiences for children like hers and mine, who have had their own neurodiversity revelations later in life. Our heartfelt conversation traverses the role of self-advocacy, the subtleties of autism in girls, and how vital the alliance between parents and educational institutions is for the wellbeing of students with disabilities.
Navigating the special education system can feel like trying to read a map with no legend, but Diana illuminates the path with her insights on the power of written communication for parents. Keep your pens poised as we unravel the strategies for documenting every educational milestone and misstep, understanding the timelines for action, and the dual roles teachers play in the orchestra of your child's learning. This episode is a testament to the shared mission of educators and families, striving for an environment where every student can thrive.
As we gaze into the future, Diana and I discuss the pivotal transitions that await our children beyond the school gates. From elementary to middle school, then soaring into life after graduation, we dissect the importance of early planning, the diversity of post-school avenues, and California's educational system's unique paths to success. This episode isn't just a conversation; it's a treasure trove of resources, support, and a community that understands the journey of raising and educating children with disabilities. Join us for an episode that celebrates the victories, addresses the challenges, and empowers parents and educators alike.
Diana Fannon's life changed when epilepsy entered the scene, but it didn't stop her from becoming a beacon of hope in special education. As the founder of Disability Ed Pros, she joins us to share the nuances of crafting tailored educational experiences for children like hers and mine, who have had their own neurodiversity revelations later in life. Our heartfelt conversation traverses the role of self-advocacy, the subtleties of autism in girls, and how vital the alliance between parents and educational institutions is for the wellbeing of students with disabilities.
Navigating the special education system can feel like trying to read a map with no legend, but Diana illuminates the path with her insights on the power of written communication for parents. Keep your pens poised as we unravel the strategies for documenting every educational milestone and misstep, understanding the timelines for action, and the dual roles teachers play in the orchestra of your child's learning. This episode is a testament to the shared mission of educators and families, striving for an environment where every student can thrive.
As we gaze into the future, Diana and I discuss the pivotal transitions that await our children beyond the school gates. From elementary to middle school, then soaring into life after graduation, we dissect the importance of early planning, the diversity of post-school avenues, and California's educational system's unique paths to success. This episode isn't just a conversation; it's a treasure trove of resources, support, and a community that understands the journey of raising and educating children with disabilities. Join us for an episode that celebrates the victories, addresses the challenges, and empowers parents and educators alike.
Welcome to the SJ Child Show, where a little bit of knowledge can turn fear into understanding. Enjoy the show. Hi and welcome to the SJ Child Show today. Today I am speaking with Diana Fannin. Hopefully I'm pronounced all that correctly, but not as I am. Thank you so much for your time today. You know this will be a wonderful, I'm sure, very informative conversation. I'm looking forward to learning about what you do in your community and, of course, how we can support you ultimately. So tell us a little bit about yourself.
Speaker 2:OK, well, thanks so much for having me and, as you mentioned, my name is.
Speaker 1:Diana.
Speaker 2:And I am here as the sort of creator and founder of Disability Ed Pros. So that's currently what I am working on. But I am, I'm a mom, I have a little guy who is almost three and I am. I work in schools. I have been a school psychologist, I am the director of special education. So I have a lot of experience more than 20 years working in schools and I have my own disability.
Speaker 2:I was diagnosed with epilepsy when I was 17. And that is kind of the start of my own journey and how I kind of ended up where I am. So I have a lot of and my own, my son also is. He has had some of his own delays, so he has gotten occupational therapy and physical therapy and speech therapy and we are in the process of going through some of his assessments right now, so we'll see where he ends up. But yeah, I've got a little bit of experience on all, or a lot of experience on a bunch of different sides and I love, you know, working with parents and helping them navigate this wonderfully complex world of special education and all that comes with it.
Speaker 1:Yeah, very complex and very individual, which then makes it even harder to kind of have a baseline or a boundary setting, because you have to individualize it and create it ultimately for almost every single person and that takes work.
Speaker 1:That takes work on the family, on the teachers and on the school administration and everyone who follows suit, hopefully within those boundaries. So, yeah, it is a definitely a very tricky, tricky life and I love that you said that you know that it kind of came from your own experience and that self-advocacy, because I think that when I was late, diagnosed at 45, autistic ADHD, and what a stance I can take now not only advocating for my son, who you know for the last 12 years, but then to really personalize it for women, for girls, for you know, for the last 12 years, but then to really personalize it for women, for girls, for you know, individuals that are not as easily seen or seen as too social to be autistic and just some of these things that we come up across and kind of fighting the stigmas, breaking down all of those barriers, right, and how hard is it in that setting of an educational setting where you have to give to so many that must be. It almost seems nearly impossible to take that on.
Speaker 2:I think it's always difficult. I think you highlighted some of the things that I really like to focus on, which is being able to connect with a multitude of people, given my own experience. But I think that in the educational setting, one of the things that we I like to focus on is is just the it's keeping the student, or keeping whoever we're working with, at the forefront. Being able to connect is helpful for the parents and having them be able to understand that, that I feel for them and that I know where they're coming from, where they're coming from, but we really, you know, you mentioned something that that has been a topic, kind of a hot topic in schools as of the last couple of years, which is that you know, a lot of our, our girls in particular, are, are, are are late diagnosed autism, and sometimes it doesn't even we weren't, we didn't even have it on our radar, and so we talk about parents as advocates. Some of my information came to me as and I'm a school psychologist, I'm, you know, quote unquote an expert in the field.
Speaker 2:I heard from parents first.
Speaker 2:A couple of years ago, I had some of the moms in my school district.
Speaker 2:Parents of students were coming to me talking about their child, talking about what was going on with them, talking about how they were functioning during the school day and how they were again holding it together and then melting down at home, falling apart, and how they needed more support and better support and different support.
Speaker 2:And so I think one of the things that I talk about and I work with parents on is needing to collaborate, and we really do. We benefit so much from the school and the parent partnership and I have that with my sons where he's receiving services now it's technically a school but it's really a center-based program but I get so much from them and I learn so much about him from them and the way he's presenting there. But we partner the school district where I am. I work so closely with our parents and I learn again. I started doing more research because of what the parents were bringing to me, so I find it incredibly valuable to to work with parents, not against them. I don't see them as a I don't see them as adversaries, I see them as partners, and that's what I really tell parents to do when I'm working with them outside of my school district, I say, you know, really, really try to partner.
Speaker 2:It doesn't always have to be a battle and it shouldn't be a battle.
Speaker 1:Yeah, absolutely, and you know what I know. This is kind of like cut to the chase right here, but what if you were going through a situation where your child's rights and you know are not being maintained and you are bringing forth documentation and emails and going through the chain of command, emails and going through the chain of command at what point do you step in and get help? And a second really challenging question, I think how do we know that our kids won't have resentment towards them and what does that? How do we set that up with the teachers to be still be kind to this child that might need different support needs?
Speaker 2:So those are two, two very different questions.
Speaker 2:So, we'll go with the first one, which is how do you know when you need more support? When do you when you need to protect your child's rights? And I think that that is a question that only you, as parent advocate, can answer. Right, you're advocating for your child's rights and there is a point where you have done everything and you are working with a team. I would say the first, the first and best piece of advice I always give to parents is everything has to be in writing, right? If it's not in writing, it didn't happen.
Speaker 2:That's kind of a, you know, a little cliched saying, but it's a cliche for a reason, right, which is if you had a conversation. There's no evidence that you had a conversation, and it's not that anyone is trying to take advantage of you, because it was a phone call. It's just that people forget things, people don't have a way to document things, and in special education and just in school in general, they want documentation. There needs to be a record of it, and then it's easy for you to follow up five days later and say, hey, just following up on this email, see below when can I expect a response? Because that is the best way to just to have a record of it. And so that's, that's the first thing.
Speaker 2:And so if everyone has their own limit, their personal limit and their child's limit, and so there isn't some people it's going to be a month, some people it's going to be six months, I think there's a difference with the age of the child. There's a difference on the type of child, right. If you have a child who's able to to speak, to advocate for themselves, um, that's going to be a different situation. If you have a child who is non-speaking, uh, that's going to be different. If you have a child who's, even, if a child is using using their, their, like an augmented alternative communication device, that's a better way they're able to communicate. So the level of communication your child can use will make a difference, right? So you know if you have a five-year-old versus a 15-year-old.
Speaker 2:So there's a lot of nuance to where your child is in their educational journey and what they're able to do once you're not with them, right, because they're away from you for so long during that school day. And so I think every parent will have to determine that, and that may mean that they consult with an advocate, or they consult with someone like me, or they consult with someone like an attorney just to find out what do you think about what's going on. And then they decide there's lots of different paths within that. Once they think this has gone on for too long and I'm done, I need something to happen now. And from within that point there are a bunch of different ways.
Speaker 2:Like if you disagree with an IEP, you can file for due process, right which is that's kind of the big one, right? You file for due process hearing. Or you can file a complaint with your state department of education. You can also look for a more informal path, which is typically called ADR alternative dispute resolution and that just means that you work with your district using usually a neutral mediator of some kind who comes together and helps both sides reach a resolution. So it really depends what you're looking for and it depends how you want to get there. So there's lots of different ways of doing that and you have a couple of options and it just depends if you have a sense of how you want to do that, and I worked as an informal dispute resolution coordinator for a while before I was in my current job, so I had a lot of experience doing those like informal resolutions as well.
Speaker 2:So, yeah, there's lots of options and it just depends what you're looking for right. It depends if you want to get that IEP in place, it depends if you want to get some sort of financial compensation, you know, and it depends how quickly you want to get there.
Speaker 1:Definitely.
Speaker 2:So yeah.
Speaker 1:As far as like the teacher's responsibility to the student, what do you? How should that fall?
Speaker 2:So it depends on if you're talking about the general education teacher versus the special education teacher, because that's always something that we is. That. Is that what you're looking for? Yeah, that's a really great point to bring up.
Speaker 1:No, that's. That's brilliant actually, because, yes, I mean there is. There probably is going to be a slight difference in the communication and possibly the even the understanding barriers that could be between this, the general education and the special education teachers because I do.
Speaker 2:I think that that's something that comes up quite a bit is who's responsible for it, for what? And because you get a lot of communication comes from the special education teacher, if they're the one who is providing services to the student, because they're typically the one who's on the IEP. But a student may be in the general education classroom all day, every day, and so there often is a little bit of, there may be confusion, and it depends. It may depend on the excuse me, it may depend on the classroom or on the school district and how things are set up. So the best way to look at that is to have again. It's all about communication and the special education teacher will typically be the case manager for the student. So they typically will be responsible for the primary method of communication when it's related to special education services, so anything related to the IEP specifically.
Speaker 2:But the general education teacher should still be in communication on all things related to the typical school day. So anything that's happening in class, anything that's happening in relation to typical grades, regular assignments, classwork, all of that. So the question is going to be, and where the nuance is is what is the collaboration between the general education teacher and the special education teacher, and that is where there almost always is a little bit of confusion and it comes down to individual school sites, individual personalities and personnel and how that works out, and it is. It's a real challenge because of the time and if they are given time to plan and collaborate, and that is something that schools are always working on. They're always trying to figure out the best systems for that and it's possible, but it is a challenge.
Speaker 1:What do you think some goals are that maybe the education system should have, and you know, moving forward. And how do we start where? Where do we go knocking on door like where's the starting point? To even, oh my god, right, yeah where to start.
Speaker 2:So I think I mean funding. Funding's always a battle, right. So more funding for education is, is, and special education in particular is I think is is always a goal. We're always looking for more funding and part of that is special education in particular is becoming more inclusive and meaning we're putting more. Most people and it's driven by an IEP, so it's driven by individual placement and services for students. But most people are looking.
Speaker 2:Most families, most parents, want their kids to be in general education classes more and more time throughout the day, more time throughout the week, and what that means is we're looking for special education teachers to be able to do more, to spend more time in the classroom. So what that means is we want lower caseloads, right. So that means we need more teachers and we have staffing shortages. We have all kinds of things. So there's money and staffing, I think, are the two biggest roadblocks right now. It's been in my time I've been in education for 22 years now, or 23 years, and I don't remember there being this big of a staffing shortage with special education in particular.
Speaker 2:The last three years have been really, really since COVID it's been really it's been really bad, and so I think that's our biggest like nationwide and in California in particular, because that's where I am that's, I think, the biggest problem.
Speaker 1:Yeah, and it's so hard to tap into how to address all of those things. And, like you say, legislature looking at funding for the you know, more access, hiring more teachers, that maybe do you know ABA therapists or some type of a therapist in that manner being allowed to go into schools.
Speaker 2:What are your thoughts on that? And is that better access for the students? So we do so. Schools often do that. Schools will often contract with agencies to allow for either support specifically for what you mentioned, for behavior intervention or behavior intervention supervision, things like that, and then, if vacancies are unfilled, we'll use that for staffing solutions as well. So it works.
Speaker 2:It is not school district. School districts aren't often fans of that with contracting and things like that. It's also more expensive and I will say beyond just that, on the surface it doesn't allow for the staff members are not often as much a part of the team because they're not part of the same schedule always, they're not part of all the staff development all the time, and so it does present some other barriers that aren't just financial right. So the financial is a big one, right, when we're looking at massive, you know, cuts and things like that. But it is nice to have people who are part of the same, the same contractual like dates and calendar and hours and part of the same team so that everyone's getting the same trainings and everyone gets to really be part of that same team building. It does, and it's it's little things, but it does make a little bit of a difference.
Speaker 2:I love that perspective actually, yeah, yeah, so I didn't really totally understand it until I started being in charge of all of this, but it is. There is a difference, a little one, but there is.
Speaker 1:What kind of programs outside of school, like afterschool programs and things like that, are also in need of those types of things? Do you see your kids accessing those more community programs and things that are needed?
Speaker 2:I think that's always a need, because I think what happens is we have programs, we have things that are available and I think I think that the support within the programs for students with who are neurodiverse, students with, and then students even with physical disabilities right, I think, having access and making sure that it really is for everyone, for all, and I think that's across, I don't think that's limited to just, you know, la or California.
Speaker 2:I think that's something that is that's universal and that is, um, better access really is something that I think it's getting better.
Speaker 2:I think I think more of the conversations that we have and the more times that we we talk like we're talking today and and we bring it to the forefront and we really talk about how to make things truly accessible, um, I think it's, I think it's, you know so. So, specific programs, no, like we we have just sort of like in in my district at least in the other districts that I've worked with, there are, you know, sort of our typical afterschool programs and things like that, but we are, you know, there are some great programs in Los Angeles that come to like perform, that are that are programs for individuals with disabilities, and we've had some some Paralympians come and things like that, but they're not. And they also have some some some programs for students with disabilities, for athletics and things like that, and I'm forgetting the names, of course, but right, but we have done. We have done things like that, and so I think the more our parents are aware of that, the more we can kind of get the word out, the better.
Speaker 1:How? What do you think of the transition and I'm going to ask this for my own personal, I'm just selfishly out here, no, just joking what do you think and how should parents prepare for the transition from elementary school to middle school and what that's going to look like for a student who's used to being in maybe even a general ed inclusive classroom, to then going to you know six or seven different teachers at a time? What does that look like and how do we prepare our kids and ourselves for that?
Speaker 2:So I think one of the best things that can happen is to first I mean lots of conversations about it, just talking about it in advance of sixth grade, because it is. It's a whole different world and the way the way kids are taken care of in elementary school is very, very different. Even with the best, most nurturing staff at a middle school, middle school is scary. I hated middle school. It was the worst and it got better. But sixth grade was just awful and I always talk about that. Like the people who work at middle school are very special people because they really love middle school and so I think it is.
Speaker 2:I think it's touring the middle school like not even a formal tour always, but sometimes it's like over the summer, and we did that even when I was a kid. I remember my friends and I going to the middle school and just kind of walking around or hanging out there and, I think, getting familiar with it. So it's not such a scary foreign place and most of our I would say if your district, wherever it is, as a parent, if they don't have a day to come see it early, they don't have a tour, then get them on it, make them do it, because what we started doing in my district and I don't even think it was me, I think it was some of the teachers who started doing it they started doing a. They do tours for incoming sixth graders, but they've started doing one just for students with IEPs. Coming sixth graders, but they've started doing one just for students with IEPs. So, and then they have the special ed team do a question and answer and things like that, and typically you'll be able to find someone who wants to do that. There's always some good teachers who like volunteering for that or volunteering their time for that, and uh, and then we have we also have something new this year that our special ed PTA did and I thought this was a fabulous idea.
Speaker 2:Um, parents of outgoing, uh, eighth graders are doing a Q&A for incoming fifth grade parents so they can help parents prepare their kids, they can answer questions and things like that. So I think that anything you can do to get more information and help your children not be surprised by it and I think just getting used to the grounds, getting used to the, getting used to the teachers, getting used to the schedule, understanding what you're walking into, understanding helping your child understand what they're walking into getting their questions answered. However, you can finding, you know, having sixth grade teachers come visit the fifth grade. Whatever you can do and I say you meaning parents whatever you can do to work with your school district to help them If they don't have these kinds of events that I'm talking about, helping them to create any kind of meet and greets, things like that.
Speaker 1:I like that. I think I might take that upon myself to reach out to my local middle school.
Speaker 2:It's always our parents. I have to tell you, like I said earlier, I have learned more from the parents that I partnered with. Like, I may know the law, I may know the processes, procedures, things like that, but I've learned more from our parents than than I have from all. I mean. My years and years of school are great, but the parents are the ones who are, are so passionate and have pushed a lot of things through and have really inspired me to to learn about things that I didn't know about, or to learn more, or to learn things differently, or to try things in a different way than I might not otherwise have.
Speaker 1:It's amazing. I can't imagine how many different like scenarios you've heard and gone through and all the creation that has to happen for those types of things. It really you do have to just literally like, individualize it for each family, each child, each student's experience, and that can be. I can't imagine the pressure that must be, you know, on you kind of to put those programs in place and hope that they stay followed through throughout their career, or student career, if you will. So that's our staff too.
Speaker 2:Right, that's our teachers. Right, that's our. There's a lot of, there's a lot of work and a lot of collaboration and a lot of teachers and a lot of creation and a lot. Right, there's a lot of a lot of collaboration and a lot of a lot of pieces. Right, we have some people where we've got some students, where there's, you know, assistive technology, augmentative, alternative communication, counseling, occupational therapy, speech and language, special education teacher, school psychologist right, We've got all of these different moving pieces.
Speaker 2:And then we've got a counselor from the, from, like, say, the middle school, and then we've got somebody else and and all these moving pieces, and somehow it comes out to be this beautiful IEP that is supporting this child. Now, it doesn't always come out beautifully. Sometimes there's bumps and bruises along the way, but it really is like I I get to do, even if parents are mad at me, I still get to do the work of meeting with the parents and I'm kind of on one end or the other. Right, Like it's, the teams are the ones who are on the ground doing the hard work of, of working with a student, and and and the fun work too, sometimes honestly, because they're in the classroom right.
Speaker 2:I get the parents who are happy come to me. Parents who are mad come to me. I don't get a lot of it.
Speaker 1:Oh, absolutely no, and you know that's really hard and I see how I fit into that puzzle as far as, like, I really like to be friendly with the teachers and I like to be on there on the same page with them and but I also don't like confrontation and so when that happens and I feel like I have to put my foot down or protect my kids' boundaries and stuff, like it hurts a little inside, like I'm like, oh gosh, I don't want to have to have this conversation with you, but just like being a professional and having a business and doing those things, those are part of it sometimes, and sometimes you just have to hopefully remain professional and calm and realize that for the most part, most teams, they want the same outcome, they want the same thing to happen. So getting on the same page there is the best thing to do.
Speaker 2:Yeah, I agree with that, and I think that that's why, again, when I try to work with parents sort of through my disability ed pros, when I'm, you know, on the outside of the school district, my, my recommendation is always it doesn't have to be confrontational. You may get there and that's, that's okay, but you can start at a place of listen. This is what I was hoping for, this is what I said. Can we talk about this? Or? You know, whatever your personality is right. However, you present information. Um, I'm listening, I've gotten a little edgy when it's come to my kid. I've gotten edgy about other people's kids. Um, it's not always. It's not always, you know, we're all going to be nice to each other, it's not?
Speaker 2:you know, Mr Rogers or whoever, whoever you think of when you think of somebody nice, but it is you don't have to start there. If you can manage it, you can start with just information and facts, and this is what I would like to see, this is what I'm hoping for, this is the law, this is the whatever you have to show, and data is really really useful. Data is really the best way to go in special ed, even if you're a parent, you know, if you have, you know the difference between this is what my son needs or this is what my daughter needs. This is where they were and this is where I would like them to be. This is what the standard is, or this is what their goal is, or this is what their goal was and they're not there. The difference between that and saying I want them to have 60 minutes instead of 30. That's a big difference. Yeah right, it's a big difference Because then, whoever you have a you know, an occupational therapist or somebody who spent you know 10 hours doing an assessment or report and they came up with a recommendation it doesn't make sense a lot of times to just hear a parent saying I want Now how everybody presents.
Speaker 2:It is really what it comes down to, because the parent, you're invested as a parent, right, you have very strong feelings about what your child needs, and you should. Again, I get it, but it's all about how we communicate with each other, and I think that's where sometimes things get lost in translation.
Speaker 1:More clear and detailed intentions and information will help it run a little bit smoother.
Speaker 2:But it's easier said than done for everyone, right, because everyone gets emotional, and I do, as do as well, so I it's always something. I've been doing this for over 20 years and I'm still working on it, right, I get invested.
Speaker 1:Yeah, absolutely. How should we um transitioning out of school? What does that look like, um for our kiddos generally? Work programs, vocational things, college possibly? What ideas should we, and when, maybe even what age or grade, should we start to be thinking about those things?
Speaker 2:So that's a. It's a great question and it's something that should be starting. That's a. It's a great question and it's something that should be starting. The latest it should be starting is when, when you're 16, when the child is 16. Many states are recommending earlier than that. Um, in california we start at 14, so it's based on we start talking about transitioning and and plans earlier. So it'll depend on your state. But if it's not happening by 16, they've messed up. So that's when they should be talking about career goals, career aspirations, what their plans are, and they should be looking forward.
Speaker 2:But the truth is, all of high school really should be a plan for after high school. So after high school again, it'll depend on individual students. California, for example one of the things that's happened in California that has been sort of a big to-do. We have an alternative pathway to diploma in California which has been only for students who are taking the alternative assessment. So it's a very small group of students and there's a very specific curriculum. But it means that some of our students will now get a diploma instead of a certificate of completion. So that was the idea behind that and that was part of the Department of Rehab. They were part of the sponsorship of that. So that's one thing that California is moving towards sponsorship of that so that's one thing that California is moving towards.
Speaker 2:But for all students it means working with, I think, coordinating with your transition teacher or your transition specialist, whoever that person is. At your high school there will be somebody who has that title or that designation. There should be some sort of transition services as part of the IEP designation. There should be some sort of transition services as part of the IEP. And then that that may be at 16 or it may be at 14. So that's the age, but it still should be a conversation throughout high school.
Speaker 2:And then it means looking at again, like you mentioned, what. What is it after school? Because there are lots of options and college is different at some of our colleges these days. Because there are a lot of college options that aren't just for kids who are on A through G Meaning I'm sorry, a through G is a California thing so who aren't just looking at the rigorous, like four-year college. You don't have to be going to Harvard or Stanford in order to go to college. There are colleges now that have programs for kids specifically with Down syndrome. There are kids who have.
Speaker 2:There are colleges out there, literally for everyone that are four year, but I also think it's really important that our schools do a better job of. If you want to go to a two-year college, then we should support that. If you want to go to a two-year college, then we should support that. If you want to go to um, a trade tech then we like. If you want to be a um, you know and like an auto technician or something, then I think we should support that too. So I think it very much depends on the type of of school and and demographic where you are, on how they view different types of after school programs, and so I think it's important that kids have the full breadth of what are the options.
Speaker 2:Now, the other thing important to know is that when it comes to IEPs and 504s, they don't follow you to college, but it's important to have them so that you can show them. It's important to have a 504 plan or a semi-recent psychoeducational assessment so you can show them what you were using in high school to get through. If you needed certain accommodations, you may have a disability services center at a community college or at your four-year college where they will work with you and provide accommodations. In fact, almost all of them do. I think every two-year and four-year college has that and they will support you or they will do testing for you and they will help you get those accommodations. I love that. I think it's really, really important.
Speaker 1:Yeah, because it's a big journey to step into, to take and hope that you can first of all, guide your child into the right school. If you're homeschooling, doing the right thing at home, and then whatever you need to do next and then what does it look like? You know after that in the work field and everything. So there's so much that we have to prepare our kids for so huge early on and yours is such a little guy. So, my God, he's gonna be 24, 14 and a 12 year old.
Speaker 2:So my gosh.
Speaker 1:I've been scaling parenting for quite some time now. I'll tell you I've learned a thing or two about in my 20 something years of doing.
Speaker 2:I bet you have.
Speaker 1:Yeah, we've tried things and retried them another way, another time. So, yeah, lots of learning by trial and error. Well, it's been so great to talk to you today and learn more about you, and it's just fascinating. I think it's fascinating.
Speaker 2:You know, I know you're the right audience.
Speaker 1:Education, oh gosh, no, I think we all are. You know a part of it and it is a huge part of our community in all over the world. So I think it's it's important that we have people like you to be able to draw from the understandings of the inner workings of you know the students and the staff and things. So thank you so much for your work that you do.
Speaker 2:Thank you, I really appreciate it. Thank you for having me and allowing me to share.
Speaker 1:Yeah, it's been so nice to get to know you, and where can people go to learn more about you or the other? Tell me the other name of the business that.
Speaker 2:So it's Disability Ed Pros. Ed Pros, right, yeah, and so I have a website, and then you can find me on Instagram as well, at Disability Ed Pros.
Speaker 1:Wonderful. Well, gosh, I'm so thankful and glad that I had you on today. This has just been so informative. I knew it would be and I really appreciate it. I'd love to stay in touch.
Speaker 2:Well, thank you so much. Thank you so so much. I really really enjoyed our time together and thank you, wonderful host.
Speaker 1:Thank you so much. I love that. Well, I look forward to talking to you soon and all listeners out there. You guys have a great day. Thank you so so much. Have a wonderful day.