Why I Became an Advocate: From Parent to Resource Teacher to Special Education Advocate

I never planned on becoming a special education advocate.

For more than 15 years, I was a resource teacher, and I loved being a teacher. Honestly, I never thought I would do anything else.

But my journey to advocacy started long before I became an advocate. It started with being a parent.

I am a parent of two children with learning and attention challenges. My daughter is dyslexic, and my son has ADHD.

Being both a teacher and a parent gave me a perspective I could never have gained from either role alone. As a teacher, I understood the educational system and the challenges educators face when trying to support students with different learning needs. As a parent, I experienced what it feels like to sit on the other side of the table—to have questions, concerns, and sometimes uncertainty about whether your child is receiving what they need.

And that changed me.

When I Became the Parent Sitting at the IEP Table

As a resource teacher, I had attended many IEP meetings. I understood the terminology. I understood assessments, goals, accommodations, services, and the process.

But sitting in an IEP meeting as a parent was different.

I remember sitting in an IEP meeting for my son and hearing about his lack of focus, his missing assignments, and his disagreements with teachers.

As a parent and an educator, I understood what the school was seeing.

But I also knew there was more to the story.

My son wasn't simply a student who wasn't focusing or turning in assignments. There were reasons behind what we were seeing, and I wanted the team to look beyond the behaviors and understand the child.

I remember saying to the school district:

“You educate students who fit in a square. My son is outside your square. How can we work together to bring him into that square, or educate him outside of your square?”

That moment has stayed with me.

It made me think differently about education.

Maybe the goal isn't always to make the child fit the square.

Maybe sometimes we need to change the way we teach, support, and understand the child.

Every Child Deserves to Be Understood

Throughout my years as a resource teacher, I saw so many students who were bright, capable, creative, and full of potential—but who struggled in traditional classroom settings.

I also saw how easily a child's struggles could be misunderstood.

A student who couldn't keep up with reading might be seen as not trying hard enough.

A child who couldn't stay focused might be labeled as disruptive.

A student who became frustrated or shut down might be viewed as having a behavior problem rather than having adults ask, “What is this child trying to tell us?”

Over time, I learned that when we take the time to understand why a child is struggling, we can begin to figure out what that child needs.

That lesson has become the foundation of my advocacy work.

I don't believe we should define a child by a diagnosis, a test score, a grade, a behavior, or an area of difficulty.

We need to look at the whole child.

Parents Shouldn't Feel Alone

I also understand how overwhelming the special education process can feel.

There are assessments to understand, IEP meetings to prepare for, goals and services to review, accommodations to consider, and so many educational terms that can feel like a foreign language.

Parents can walk into an IEP meeting surrounded by professionals and wonder:

What does all of this mean?

What questions should I be asking?

Are my concerns being heard?

Does my child have the right supports?

I've been on both sides of that table.

And that is why I believe parents should never feel like they have to navigate the process alone.

We Are a Team

One of the most rewarding parts of being an advocate is sitting beside a family during an IEP meeting.

My role is not to speak over parents or replace their voice.

My role is to work alongside them. We are a team.

Parents know their children better than anyone.

You know your child's strengths, personality, interests, struggles, and what you see at home that may not always be visible at school.

My experience as an educator and advocate brings another perspective to the table.

Together, we can help connect those perspectives and make sure the child's needs remain at the center of the conversation.

When I advocate for a family, I want parents to feel prepared to ask questions, understand the information being presented, share their concerns, and participate confidently in the IEP process.

And when parents want me to, I am there to help make sure their voice is heard at the table.

I want families to leave an IEP meeting feeling like:

“I was heard.”

“I understand what we discussed.”

“I know what the next steps are.”

Most importantly, I want them to feel empowered.

Because you are your child's best advocate.

You know your child best.

Why Advocates for the Whole Child?

My experiences as a parent and educator are what led me to create Advocates for the Whole Child.

I wanted to create a place where families could have someone beside them who understands the educational system, understands the challenges parents face, and understands that every child is different.

At Advocates for the Whole Child, we work alongside families to help them understand their child's needs, prepare for IEP meetings, review information, ask meaningful questions, and feel confident participating in their child's education.

You don't have to know all the educational terminology.

You don't have to understand every assessment.

And you don't have to walk into an IEP meeting feeling like you are alone.

We are here to walk alongside you.

Every Child Has Potential

After more than 15 years in education, I have learned that there is no one-size-fits-all approach to helping children succeed.

Every child is different.

Every family is different.

And every child's educational journey is different.

My passion is helping families recognize their child's strengths while also identifying the supports they need to access their education and reach their potential.

I believe advocacy is about more than getting services written into an IEP.

It is about understanding the child behind the paperwork.

It is about asking why a child is struggling.

It is about looking at strengths as well as challenges.

And it is about working together to create an educational program that supports the whole child.

I became an advocate because I know what it feels like to sit on both sides of the IEP table.

I know what it feels like to be the teacher trying to figure out how to help a struggling student.

And I know what it feels like to be the parent asking:

“How can we help my child?”

That experience is what drives me today.

At Advocates for the Whole Child, we believe every child deserves to be understood, every parent deserves to be heard, and every family deserves to feel empowered in their child's educational journey.

— Kim CookeSpecial Education AdvocateAdvocates for the Whole Child