At two and a half, my son was diagnosed with autism. My husband and I were devastated and unsure where to turn. At the time, autism was rarely talked about, and we struggled to find clear answers or guidance.I joined a local support group that organized an annual autism walk, which later became the Walk and Roll in partnership with our school district. In 2010, I was accepted into the Partners in Policymaking program, where I learned how laws and policies are shaped for children and adults with disabilities. That experience deepened my commitment to advocacy and gave me tools to better support my son and others.Before I became a teacher I worked as an ABA therapist in the families homes. I woked with children implementing behavior plans and teaching skills in communicaiton. I later became a teacher and saw the IEP process from the inside. I learned how decisions are made, what schools look for, and where communication can break down between families and educators. As both a teacher and a mother, I saw firsthand that what a school can offer and what a child truly needs are not always aligned.Over time, I realized that being informed and asking the right questions is essential to getting children the services and support they are entitled to. When parents come into IEP or school meetings prepared, confident, and educated about their rights, the outcomes are far more likely to support their child’s long-term success.With my journey as a parent and my experience as a teacher, I felt called to create GVR Education Advocacy. My mission is to walk alongside families from the moment a child is diagnosed with a learning or physical disability, helping them understand their rights, navigate the special education system, and advocate effectively for their child. This is my story and the heart behind GVR Education Advocacy.