A Glimpse Into the Work I Do

What does my work with families look like? By Theresa Jahangir People ask me a lot what my work actually looks like, and I never quite know how to answer in a neat sentence. Most of the time, it looks like listening closely to families, noticing what isn’t working, and helping them ask for changes that make school feel more doable for their child.

Over the last month, I started jotting down examples of accommodations and supports I’ve worked with parents to put in place. Not because they’re flashy or unusual, but because they made a real difference for the students involved. One common theme is finding different ways for kids to show what they know.

For some students, writing is exhausting, anxiety-provoking, or simply not the best measure of understanding. We’ve been able to shift toward things like verbal responses, projects, or proficiency-based options that focus more on learning than on output. Often, this also means cutting back on busy work that doesn’t really serve the student.

Breaks come up a lot too. I often hear schools say, “They can take a break whenever they need one,” but parents notice their child never actually does. That’s not because the child doesn’t need breaks—it’s usually because they don’t yet recognize the signs in their body or feel comfortable asking. Adding prompted or scheduled breaks, movement opportunities, or small “responsibility breaks” can make a huge difference in helping students regulate before things spiral.

For students with medical needs, access to the right health support matters more than people sometimes realize. In some cases, we’ve worked to make sure a nurse or trained health aide comes into the classroom to provide care, rather than pulling the student out of instruction or isolating them in the health room. It helps kids stay connected to learning and to their peers, which is often just as important as the medical piece.

I’ve also seen how helpful it can be for students to have materials ahead of time or simple visual supports available during the day. For kids with executive functioning challenges or anxiety, knowing what’s coming—or having a visual reminder right on their desk—can lower stress enough that they can actually engage with the lesson.

Another shift that’s been really meaningful is moving away from behavior-based consequences tied to disability-related needs. When students aren’t losing privileges for things like dysregulation or sensory overwhelm, it protects their sense of self. Feeling respected and understood often does more for regulation than any reward or consequence system ever could.

In addition to accommodations, some students need more adult support to be able to attend school at all. Over the last month, that’s included things like arranging for a home-instruction certified teacher when a student couldn’t leave the house due to a medical condition, along with speech language services delivered at home. For others, it’s looked like adult support during transitions, helping a student move from one activity to the next without becoming overwhelmed.

I’ve also worked with families to put gentle, clear toileting protocols in place for children who aren’t fully independent yet, so bathroom needs are handled without shame or anxiety. And for students with chronic health conditions, nurse-delegated care has allowed them to attend school safely and with more confidence.

None of this is about having the “right” diagnosis or fitting neatly into a standard list of accommodations. People are different. Their needs are different. And sometimes the usual supports just aren’t enough.

What I want families to know is that it’s okay to ask for more when there’s a clear connection to your child’s ability to learn or participate. You’re not being difficult. You’re being responsive to your child.

And you don’t have to wait for the next IEP meeting to speak up. If something isn’t working, you can ask for changes now. Plans can be adjusted. Support can evolve.

You deserve a plan that makes sense for your child. And your child deserves a team that’s willing to listen and adapt. Would you like me to join your team? You can book with me here.