When my son was two and a half, he was diagnosed with autism. At the time, my husband and I were overwhelmed and uncertain—we didn’t fully understand what autism meant or what the future would hold. Resources were limited, and many of our questions went unanswered. Determined to learn and advocate for my child, I became involved in a local support group and helped organize what became the district’s Walk and Roll event. In 2010, I was accepted into and graduated from the Partners in Policymaking Program, where I gained valuable experience in advocating for individuals with disabilities at both the child and adult level. I later became a teacher, which gave me a unique perspective on the other side of the IEP process. Experiencing both roles—educator and parent—helped me understand that while schools and families share the same goal, they are not always aligned. What makes the greatest difference is when parents are informed, prepared, and confident in asking the right questions. I have also learned that early intervention is key. The sooner a child is evaluated and receives appropriate services, the greater the opportunity for meaningful progress. Waiting too long can delay the support children need during their most critical developmental years. Through the support of his teachers, administrators, and family, my son went on to thrive in high school. He was actively involved, well-supported, and even recognized by his peers as prom prince, homecoming prince, and homecoming king—milestones that once felt uncertain in those early days. Through my journey, I have seen firsthand that parents who enter meetings with knowledge and clarity often achieve stronger outcomes for their children. GVR Education Advocacy was created from that experience. My mission is to support families from the moment of diagnosis and guide them through the special education process—helping them understand their rights, navigate the system, and advocate effectively for their child.