My Child is Struggling in School - What Do I Do? with Dr. Donna Gardner
Let’s talk about something that’s making a lot of high-achieving parents lose sleep this time of year:
“My child is struggling in school. What do I do?”
You’ve tried everything - extra reading at home, incentive charts, patient conversations after school - but the gap isn’t closing. Maybe their teacher has mentioned concerns. Or maybe you just know, deep down, that something isn’t clicking.
If you’re here, it means you care deeply. You want to do right by your child. And you’re asking the right question.
In this week’s episode of the Educated Parent, I sat down with Dr. Donna Gardner - licensed psychologist, certified school psychologist, educational consultant, and fellow parent - to walk you through exactly what to do when you’re stuck in this very scenario.
We cover:
How to know when to step in
What the process looks like in Texas (and beyond)
How to advocate for your child without feeling adversarial
Why you don’t have to wait for failure before getting support
And exactly what is an educational consultant - and whether you need one
Let’s get you out of confusion and into confident action.
First Things First: You Are Not Overreacting
Before we dive into strategy, let me say this clearly:
If you’re worried, there’s a reason.
Maybe your child is crying before school every day. Maybe homework takes hours. Maybe their spark is just… dimming.
If you're hearing yourself say:
“My child is struggling in school. What do I do?”
The answer isn’t “wait and see.” The answer is: Start paying attention and collecting information - now.
You don’t have to wait for a failing grade or a formal diagnosis to begin helping your child thrive.
Step 1: Know the System (And How to Trigger It)
One of the most frustrating things about school support systems is that no one tells you how they work until you're already overwhelmed.
But here’s the truth: Every public school system in Texas - and most across the U.S. - has something called MTSS, or Multi-Tiered Systems of Support.
Think of it as a way for schools to track and respond to early signs of academic or behavioral struggle before jumping to a diagnosis.
So, when you're asking, “My child is struggling in school. What do I do?”, your first step is to schedule a meeting with your school's MTSS or Student Support Team - not to demand an evaluation, but to raise a flag.
Pro tip: This isn't adversarial. It's a collaboration. You’re saying:
“Here’s what I’m seeing. What are you seeing? Let’s figure this out together.”
That’s how to advocate for your child in a way that gets everyone on the same page.
Step 2: Document What You’re Seeing at Home
Yes, the school has data - but so do you.
Start a parent notebook. Record patterns. Are there meltdowns over homework? Avoidance of reading? Frustration during math?
Note:
Date
Specific concern
Duration
Your child’s reaction
Any supports you tried
This kind of data becomes powerful when you’re in meetings about qualifying for special education or deciding what support is needed. And it reminds the school: You are the expert on your child.
You don’t need fancy language. Just clear, consistent notes.
Step 3: Learn Your Rights and Options
Did you know you can request a formal school evaluation at any time? In Texas, the school has 15 days to respond once you make a written request to the Director of Special Education.
They can:
Accept and begin the evaluation process
Refuse, but they must provide an explanation
Suggest alternative steps first
That’s why it matters whether you start with the MTSS team or go straight to an evaluation - it depends on the history. If this is year 3 of struggle and there’s already school data? Jump to the eval. If it’s early days? Start with the MTSS meeting.
This is where knowing what is an educational consultant becomes key.
An educational consultant, like Dr. Gardner, is someone who understands both the clinical and school systems. They’re the translator between the private world of therapy and the public world of IEPs and 504s.
They help you:
Know which process to trigger
Understand what the school is really saying in meetings
Make sure your child gets all the services they’re entitled to
Feel like someone’s got your back
Because the truth is, schools and parents often want the same thing - support for the child - but they speak totally different languages.
BONUS STEP: Get Community-Based Support Too
Here’s a hard truth: Some kids won’t qualify for school-based services even though they still need help.
When that happens, community support becomes essential.
That might look like:
A private psychoeducational evaluation
Tutoring
Occupational therapy
Play therapy
ADHD coaching
Executive functioning support
Getting outside help doesn’t mean the school isn’t doing their job - it just means you’re covering all bases. And sometimes, that private data can even help your child with qualifying for special education down the line.
Learn How to Advocate for Your Child (Without Burning Bridges)
Let’s get honest: For a lot of parents, school meetings feel intimidating. You want to come in prepared, but not aggressive. Curious, but not naive.
So, what’s the balance?
Here’s what Dr. Gardner recommends for how to advocate for your child effectively:
Come in with data, not just emotion
Ask for clarity: “Can you help me understand why this doesn’t meet criteria?”
Use their language: Know terms like MTSS, IEP, 504
Stay calm - but firm: “I hear that. I’m still concerned, and here’s why…”
Bring support: An educational consultant can attend meetings with you
You don’t have to know everything. You just need to know enough to hold your ground - and stay focused on what your child needs.
So… What Is an Educational Consultant Really?
Let’s clarify this, because it’s one of the top questions we get:
What is an educational consultant?
It’s someone who helps families navigate the school system when a child is struggling - especially when there are neurodivergent needs, behavioral concerns, or learning differences.
A good consultant knows:
How to decode the school’s processes
What your rights are in your state
What’s typical vs. what’s concerning
How to close the gaps between school and mental health
Dr. Gardner, for example, has over 20 years of experience in school settings. She helps families go from stuck and confused to clear, equipped, and empowered.
If you’ve ever thought, “My child is struggling in school. What do I do?” and I’m afraid I’ll mess this up,” an educational consultant is the person to call.
The Parenting Mindset Shift No One Talks About
If you’re still reading, I know one thing about you: You’re not just a parent - you’re a researcher, a decision-maker, a worrier, and a warrior for your child.
But you don’t have to do this alone.
Instead of trying to become an expert in special education law overnight, what if you let someone walk alongside you?
What if your question, “My child is struggling in school. What do I do?”, turned into:
“Now I know exactly what to do next - and I know who can help.”
That’s my goal for you. That’s what The Educated Parent is all about.
Final Takeaways
If your child is having a hard time in school, don’t wait for it to get worse. Don’t let confusion or red tape stop you from taking action.
Here’s what to do:
Contact the MTSS or Student Support Team at your school
Start documenting what you see at home
Learn your rights (and consider requesting an evaluation)
Explore outside supports - even if the school isn’t ready
Understand what is an educational consultant and how one can help
Remember: how to advocate for your child starts with you
Want to hear Dr. Gardner break this down?
Listen to this week’s episode of the Educated Parent:
My Child Is Struggling in School - What Do I Do? with Dr. Donna Gardner
Or, WATCH THE FULL VIDEO EPISODE HERE!
You’re not overreacting. You’re not alone. And you’ve got options.
Resources mentioned in this episode:
Texas Education Agency Publications
Let’s connect:
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Connect with Dr. Donna Gardner:
Get connected with Dr. Donna Gardner at Thriving Child Center
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[00:00:00] Leah Clionsky: Welcome to the Educated Parent Podcast. I am your host, Dr. Leah Konski, and I am so excited about our topic and guest for today because it's going to help us, prepare us for the new school year, which if you're in Texas, like me, is starting in August. So our topic today is, what do you do if you notice?
[00:00:26] Leah Clionsky: That your child is struggling at all in school, what steps can you take so that you can get them in and get them help as quickly as possible and skip things that are just gonna be time consuming and unhelpful to you. So how can we get the process rolling?
You are listening to Educated Parent, the Parenting Podcast, where I teach you realistic expert parenting hacks to solve your everyday parenting problems so that you can reduce your stress, build your confidence as a parent, and raise thriving children.
[00:00:49] Leah Clionsky: My name is Dr. Leah Clionsky. And I'm a licensed clinical psychologist, owner of Thriving Child Center and PCIT experts, child psychology practices, and a real life parent of two young children. I am the same as you. I am invested in being the best parent possible and raising thriving children. I also get overwhelmed.
[00:01:11] Leah Clionsky: I make mistakes and I forget what works. I do have three unique parenting advantages that you may not have a PhD in. Child clinical psychology. Over 15 years of clinical experience working with families and a network of other experts that I can text for parenting advice. Whenever I'm lost. I'm here to bring my expertise.
[00:01:30] Leah Clionsky: And my expert network to you so that we can solve your everyday parenting dilemmas together. I am so glad you're here.
So our guest today is Donna Gardner.
[00:00:46] Leah Clionsky: She's a licensed psychologist. She's a certified school psychologist with over 20 years of experience in school settings. She's also a parent, so she understands first head firsthand the emotional and personal process of communicating with the school and educational needs. And she basically serves as a translator between schools, families, and healthcare professionals.
[00:01:10] Leah Clionsky: So she's able to connect all of the dots and get everyone on the same page about getting students the services they need. And she's an educational consultant as well as a psychologist at Thriving Child Center. So Dr. Gardner, I'm so glad you're here.
[00:01:23] Donna Gardner: I am so happy to be here. Thank you for having me.
[00:01:27] Leah Clionsky: Yes. You know, this topic is so incredibly important and I love when we can talk about. The services you can help families with in terms of helping us advocate and understand how we can partner with schools when our kids are having a hard time.
[00:01:42] Donna Gardner: Absolutely. Absolutely. This is a very important topic and I'm glad you mentioned about returning back to schools 'cause it's actually perfect timing to be having a discussion such as this one. I think a lot of parents think. Wait, we're just returning. It's the honeymoon period. Kids are going to be doing a lot of review, but this is a perfect time to get engaged and locked in so that you're not just waiting for your child to fail or start to slip through the cracks.
[00:02:10] Donna Gardner: We're gonna be proactive and start right at the beginning of the year making sure that we're all on the same page. So should your child start to struggle, not only are you aware, but the school is aware as well.
[00:02:20] Leah Clionsky: I think some parents come into this, not sure if their child will struggle, but concerned that they might, and some parents, just based on previous years, they already walk in knowing I'm, they're gonna need some extra support. I have to do something about this in advance. Can you tell me a little bit about what an educational consultant does and how that's different than just being a psychologist or a therapist or a school psychologist?
[00:02:46] Donna Gardner: Absolutely. So in the landscape of education, you are going to run into many individuals who will purport to be able to support families and children in navigating the educational process. my purview is a slightly different and very specific because I have the understanding not only the clinical understanding of a psychologist, but also the clinic, um, the school-based understanding of a school psychologist.
[00:03:11] Donna Gardner: So my functioning as an educational consultant is to help bridge those two worlds. Um, because too often the language and the terminology and the way that we use data in schools is very different from the terminology and the way that data is used outside of the school setting. So parents understand the value of mental health and seeking mental health services.
[00:03:34] Donna Gardner: They also understand getting the support that they need from their child's teacher or administrators. However, those two worlds often don't, coincide. And so sometimes there is conflict because they're speaking two different languages. And my job is to help support parents in navigating that bridge.
[00:03:52] Donna Gardner: How do we bridge the information and understanding that we have from the mental health world with the information and understanding that we have from the school-based world?
[00:04:01] Leah Clionsky: Yeah, that makes so much sense. I can see how it could be so hard as a parent getting stuck in the middle because you know. If there's something going on, your child might need some extra help. And then you're trying to get those services at the school. And I know a lot of parents just experience this feeling like there's just all these roadblocks and these terminologies and these reports they don't understand.
[00:04:21] Leah Clionsky: And then there's frustration and maybe conflict where it sounds like there doesn't need to be in some cases.
[00:04:26] Donna Gardner: Absolutely. Absolutely. Um, sometimes it's just that we're saying different things, not that we are in disagreement, but when you're sitting at the school table, it can feel like there's disagreement. Like the school is just not being responsive to my needs as a parent or my, the school is not taking serious enough the concerns that I see in my child.
[00:04:46] Donna Gardner: And it just might be that the language being spoken is different. So you walk in with that private evaluation and you're thinking, I've done all I need to do as a parent, and there is information that the school needs that is missing. And so, um, where I help is to figure out what the missing pieces are so that we close the gaps,
[00:05:03] Leah Clionsky: Right. So they, the kids are getting the services they actually need. And sometimes it sounds like there are moments too where it's like pushing the school a little, like, Hey, you actually have to do this.
[00:05:13] Donna Gardner: Sure, sure. Um, because sometimes the school is looking at your child from a very limited perspective. it's just the school setting. and although that is the responsibility of the school setting to look at the child's performance in school, the child is a whole child. And so sometimes information that is missing, that's where the parent comes in.
[00:05:33] Donna Gardner: Um, as a school psychologist, I always like to tell the parent I might be the expert in school psychology. But the parent is the expert in the child. And when we come together, that's where we close the gap. Um, but sometimes parents are just not, um, having enough knowledge about the process itself, or they're not having the language needed to express what they know about their child.
[00:05:56] Donna Gardner: And so that's where someone like myself comes in. Um, the parent still knows their child best, but I'm helping the parent translate what they know to the school so that the school has the valuable information that they need about the child.
[00:06:07] Leah Clionsky: It makes sense. How would you as a parent know that, right? There's no, it's not like your baby is born and like when they start school, somebody explains all of this to you. It's very much a like being thrown into the deep end sort of process. When you're talking, I'm thinking like the parent is. Speaking German and the school is speaking Mandarin and like, then maybe there's like a psychologist or a therapist involved, who, by the way, we don't get trained in what goes on in schools.
[00:06:33] Leah Clionsky: Like that's not part of our education. So we're there like jumping in in French and it's just a disaster and everyone is so frustrated, you know, and feeling like ev everyone is being unhelpful and that's not a good place. We don't want that for, for you as a parent, if this is the situation you end up in.
[00:06:49] Donna Gardner: Absolutely. And, and for the child who definitely will feel that tension, um, when home is feeling not supported by school and as school professional, ultimately that's not what we want as well. We don't wanna be in the position where the parent has gotten to the point where they don't feel supported by the school.
[00:07:06] Donna Gardner: Um, the goal is to start the process in a place where the parent is feeling supported. 'cause the parents should feel supported.
[00:07:12] Leah Clionsky: Yeah, it's like, it sounds like it's the, the places where a child should feel safe, all need to be collaborating if possible. And if we can avoid like unnecessary miscommunications and unnecessary tension, like that would be better.
[00:07:26] Donna Gardner: Yes. Agreed. Agreed.
[00:07:28] Leah Clionsky: Yeah. How do you, I, I know that you're a parent, so since you're an educated parent, I'm just gonna ask you what this process is like for you to be a parent, a school psychologist, a licensed psychologist.
[00:07:38] Leah Clionsky: Outside of that, what, what is this like for you?
[00:07:42] Donna Gardner: So, you know, I always say it's the blessing and the curse. I see all the things. I guess. And so that's the curse. 'cause as a parent, all of us, we worry and we helicopter at times. And so, um, and the human in me, 'cause of the training will notice all the things in my child and my stepson. Um, the blessing though is because I understand the process on both sides, I am able to navigate that.
[00:08:06] Donna Gardner: So I'm able to have conversations. Informal candid conversations with my child's teacher that a lot of parents don't have that opportunity just because they don't understand the process. So, um, my daughter, I can give an example, was struggling with reading this year. and if she were maybe another child.
[00:08:25] Donna Gardner: It would have went to the point where they were saying an evaluation needed to happen and she had a learning disability. Um, my child doesn't have a learning disability, however she was struggling in, in reading. And so it just was an informal conversation with teacher. Okay, what supports do we need to put in place?
[00:08:42] Donna Gardner: There is a system in the school to support all kids. They don't need an evaluation to special education to get the support. 'cause I understand that process. I was able to trigger that process without needing to push for an evaluation. 'cause I didn't need an evaluation from the school. I just needed support from my child.
[00:08:58] Leah Clionsky: So you were able to understand. As a parent, what your child needed. Also as a psychologist, what your parent needed. Also as a school psychologist, what your child actually was going to qualify for if they did an evaluation and then you were able to go in and just get the right things done so that she got the right support so that she was thriving and not stressed.
[00:09:18] Leah Clionsky: That is really cool.
[00:09:19] Donna Gardner: Without Lenny lost time. So, um, I live in the DC metro area and we have, um, you know, a lottery that the children have to go through. She was pulled in off the lottery in October and she had the support services that she needed within a week of starting the new school. So we started in the middle of the, you know, in the middle of that new school year.
[00:09:41] Donna Gardner: And she immediately had her support services, but only because I understood the process and didn't feel like I had to get through the red tape, which I think a lot of parents feel like that they're running up against. How do I get through the red tape,
[00:09:54] Leah Clionsky: Oh yeah, I would've been completely lost in the situation that you're describing. You know, and I think it's also so interesting too, that even though you live in the DC area, you can support parents across most of the United States as well. It's just learning those different tweaks to the education system, right?
[00:10:11] Donna Gardner: Correct. And thank you for sharing that. Yes. Um, so as a school psychologist, we are able to be certified in a variety of states. We also can have national certification and as a licensed psychologist. Same thing. Um, and we are able to see individuals in other states that belong to a commission known as pact.
[00:10:32] Donna Gardner: And so I, I am able to serve service individuals outside of the DC metro area.
[00:10:37] Leah Clionsky: Yeah, that's so cool. So that you would be able to go in even virtually and attend a meeting or work with a family to help get those services, even if you just had to learn a little bit more about what does Texas require, for example.
[00:10:50] Donna Gardner: Yes, absolutely. And I'm glad you said that because for this talk I actually did a lot of research on Texas specifically, um, to be able to share the perspective that's gonna help parents. Um, 'cause I know that's who we're speaking to. How do we navigate the Texas system so that you're getting the supports that you need for your child?
[00:11:08] Leah Clionsky: Yeah. So what we're gonna dive into now are, what are three important things you need to do to be like Dr. Gardner and trigger this process if necessary for your child to the degree that you need? The examples are gonna be Texas specific because a lot of our audience is in Texas since. Thriving Child Center is Houston based.
[00:11:28] Leah Clionsky: However, even if you're not in Texas, these general strategies will still apply and you can look up the specific recommendations for your state as well.
[00:11:38] Donna Gardner: Absolutely. And so starting off with the first point, it's the idea of shared responsibility and I think the example that I gave with my daughter and the struggle with reading is a perfect example of that. And by shared responsibility, the idea that when my child is struggling, it is not just my concern, it is also the school's concern.
[00:12:00] Donna Gardner: And if the school does not seem concerned, and as her parent, I am the advocate to help the school become concerned because there should be a shared responsibility for the struggle. So when she was struggling with reading, first Step was me going to engage the school. Okay. I see her struggling at home.
[00:12:18] Donna Gardner: What needs to happen in the school building because I see the struggle at home. What are you seeing in the building? And so that first way to start with the shared responsibility is becoming a part, an active part of your school's, multi-tiered systems of support team. So in Texas, the short for that is MTSS.
[00:12:37] Donna Gardner: In Texas, MTSS exists. And what it says is that every child in every school building is entitled to support services regardless of who they are. Um, and they don't need a eligibility classification. Um, in fact, it's for all kids. So in general education, all children are entitled to support services to MTSS.
[00:13:00] Donna Gardner: So the moment you have concern, that's your first step, is reaching out to your student support team through the MTSS team so that there is a shared responsibility about your concerns.
[00:13:11] Leah Clionsky: So if I were in this situation, if I were like thinking, okay, my child is really having a hard time with math, like they're just not grasping it, I'm seeing this very early on. Then I am figuring out what is the contact person for the MTSS team, and I am immediately scheduling a meeting with them. That's my first step.
[00:13:29] Leah Clionsky: I'm not demanding an evaluation. I'm scheduling a meeting with this team. And that's my foot in the door. That's the fastest thing to do. That's what you would do if you were me.
[00:13:38] Donna Gardner: Absolutely, absolutely. 'cause you heard me say I didn't go the route of requesting an evaluation for my daughter, but only because I knew that one wasn't needed to get her the immediate interventions that she needed. So that's why I did not go that route.
[00:13:50] Leah Clionsky: Mm-hmm. If I, if I were in this position and I scheduled a meeting with the MTSS team. Would that then also potentially trigger an evaluation if that became necessary? Like is that the, the path to all of the things I could potentially want.
[00:14:05] Donna Gardner: That's a great question. It does not. So as a parent, should you decide you want an evaluation? So I had, I did not want one. However, if as a parent you're feeling, no, I do want a school-based evaluation, you have the right to place that request in writing. You prov, you share that letter in writing to the director of special education for your school system, and then they have 15 in the state of Texas.
[00:14:30] Donna Gardner: They have 15 days from the point where they receive your letter to provide a formal response to your request. Now, as the school district, they are able to say that they're going to either evaluate. Or refuse to evaluate or state what their next action is going to be. So the request does not immediately require them to complete an evaluation, but it does immediately in 15 days, require them to respond with what they're going to do in response to your request.
[00:15:01] Leah Clionsky: So if I were very concerned in this example, I would do both at the same time. I would schedule that meeting and I would request an evaluation, and at that point I would've done everything that I should be doing right then to get the school involved. I'm triggering all the systems that the school listens to.
[00:15:18] Donna Gardner: that's a great question. I don't know if I would do them at the same time. Some of this is gonna be case by case.
[00:15:25] Leah Clionsky: Right.
[00:15:26] Donna Gardner: let's say your child has struggled. This is not year one. This is not kindergarten, this is third grade. We've had struggles in kindergarten. We had struggles in first grade.
[00:15:36] Donna Gardner: We'd had struggles in second grade, there was data existing on your child in the school. So there really isn't a need to trigger the MTSS support team because we know that my child is struggling. And so that type of situation, I would just request an evaluation because we have sufficient data showing my child has struggled and things have been tried.
[00:15:57] Donna Gardner: And now this is another school year where my child will likely struggle again.
[00:16:01] Leah Clionsky: Oh, that's interesting. Would it hurt? Would it hurt to contact the team?
[00:16:05] Donna Gardner: No, absolutely not. However, my hope is that you would've already been in con communication with that team. Um, if you had not been, then it, it would be good to reestablish contact with the team.
[00:16:17] Leah Clionsky: So this is really good to talk about. So it sounds like we have two roots right away for doing something. And this is again, where maybe your expertise comes in where like if I have a specific situation,
[00:16:28] Donna Gardner: Figuring out the nuances of
[00:16:30] Leah Clionsky: is right. Then that's where having an educational consultant who really knows their stuff, that's the time to have that conversation.
[00:16:37] Leah Clionsky: But it's good to know at least what two pathways would be and the importance of having that team involved from the beginning.
[00:16:46] Donna Gardner: sure.
[00:16:46] Leah Clionsky: Okay.
[00:16:48] Donna Gardner: The reason I wouldn't say that, that the blanket statement is not yes, for every child immediately request evaluation is because what the evaluation is saying is that the school believes they need to gather additional data because they're sus suspected disability. But if the school doesn't have enough information, then how can they suspect dis. And so the MTSS process is where the school gathers their data to determine do they have information that supports a suspected disability. So moving to step two where you're requesting evaluation is almost circumventing step one, where we collected data to see is there a potential disability?
[00:17:27] Leah Clionsky: So what we're doing, what we are doing is data collection, which nerdy clinicians love. We're
[00:17:32] Donna Gardner: Yes.
[00:17:33] Leah Clionsky: get data. So you're getting data from the school. You're like, Hey, start paying attention is basically what you're saying. Start paying attention, start collecting your data. And 0.2, I know you're gonna talk about data collection at home.
[00:17:45] Donna Gardner: Yes. Thank you for sharing that. Parents are a wealth of information. I said the parent is the expert of the child. What is needed is documentation of that information. So the first thing I'm gonna recommend if you don't already have one, is that you have a parent notebook. A place where you keep all the files, you have all the notes on your child, and that's all, it's, and, and each child should have their own, should you have more than one child, and there are concerns about that child, but a notebook for that child where you're containing all the information.
[00:18:17] Donna Gardner: So for example, Johnny is having tantrums. How often is Johnny having tantrums? Is it every day? Is it only at nights? Is has it been since he was two and now he's seven? You know, all of that information is helpful when we're wondering, is there a potential disability? 'cause that's what your, that's what the school evaluation would be conducted to do is to determine is there disability?
[00:18:41] Donna Gardner: And the more information you walk in with a parent as a parent, the more it supports that there might be a disability here. 'cause if Johnny has been struggling for five years, that is signs that this is something that is stable. And not just developmental. Or not just temporary. And so that's why information like that is helpful.
[00:19:00] Donna Gardner: So I would say starting with a parent notebook and then just keeping track and it does not have to be involved, it just needs to be consistent. So you note the date, you note whatever you noted as the concern, and then you just keep it in one place so that you have it to be able to share with the school.
[00:19:18] Leah Clionsky: Is this also the time where I might get an a private evaluation if I, if I could afford it? Is
[00:19:25] Donna Gardner: Absolutely. Absolutely. And I'm glad you shared that. Um, 'cause often in the schools what I see is that, um, there is some wonder about a child having a disability. The school does their school-based evaluation, but there are certain educational categories that are tied to a medical diagnosis. So the school does their evaluation, the school doesn't have sufficient.
[00:19:49] Donna Gardner: Information because a medical diag diagnosis can't be given by the school. And so now the parent has to go back and then get the private evaluation, and then more time is added to the process. Whereas when the parent walks in with the private evaluation, they're already coming in with whatever medical information is necessary, and so then the school just needs to do their school-based evaluation to supplement what was conducted by the medical professionals in the private evaluation.
[00:20:17] Leah Clionsky: I guess I'm thinking too, like as a parent and also just as a psychologist, I would want to know also so that I was treating my child. Differently, right. Or getting them help. So like if I were suspecting there was a learning disability and I'm triggered the process in the school, I also wanna know earlier than maybe it would take to get to an evaluation if there is, whether or not the school would recognize that.
[00:20:40] Leah Clionsky: I would want to know so I could get them help. And we, you know, we weren't having meltdowns every night at math time, if that's the example.
[00:20:47] Donna Gardner: That's a great point because not all disabilities are a school-based educational disability. So the child might have a medical diagnosis of a learning disability and it not, um, fit the educational criteria for a learning disability in the school setting. And so as a parent, if you were only looking at the school-based evaluation, then you were missing aspects that the child might be struggling with that you could be supporting outside of the school setting.
[00:21:18] Donna Gardner: So yes, absolutely. As a parent, I would want to know and then be able to support at home and with community supports.
[00:21:24] Leah Clionsky: I can completely see why like there's a translation issue, right? Because that it doesn't make sense unless you have someone really walking you through. Yeah. And I know we have one quick third strategy to discuss.
[00:21:39] Donna Gardner: Yes. And so that third strategy ties into nicely what we were just talking about, you just being informed as a parent, um, so that you are able to support at home and by home meaning the larger community, um, there are resources available. There are support places that, um, could provide private evaluations, that could provide therapeutic support in the form of therapy. and so being able to support your child on the community home front goes a long way in the process of should they also need educational support, then those two systems would be able to communicate with each other. You would already have them in place, um, and then you as a parent would feel supported as well.
[00:22:21] Donna Gardner: Because you would be having those community-based supports, um, in place. So you being, um, informed as a parent. Is definitely 0.3 and a and an additional thing that you could do to remain, um, formed as a parent is to obtain a copy of the parent's guide in pr and Texas is called the a RD process. That just stands for admission, review and dismissal.
[00:22:44] Donna Gardner: And it's just the term that refers to the special education process in the state of Texas. So it's the guy that walks parents through. All of the details to that process, how a child is referred. How does a parent make an initial request for an evaluation? How does the school have to respond? What are the types of support schools can give?
[00:23:05] Donna Gardner: It walks parents through that process. Um, and you can obtain a copy on the Texas Education Agency website. They provide a free copy to the guide.
[00:23:13] Leah Clionsky: Yeah, we can link that in the show notes as well so
[00:23:16] Donna Gardner: Great.
[00:23:17] Leah Clionsky: receive it really easily. So it sounds like the first thing we're doing is we're triggering the process by having a meeting or getting connected with that team. If we haven't so far, then we're. Collecting data, including maybe getting a private evaluation, but definitely having a notebook, keeping track of how is our child doing, where are there areas of strength and weakness?
[00:23:37] Leah Clionsky: And the third thing is getting some supports within the community and getting our child the supports that they need and making sure that we are really informed of the policies so that we can make the right decisions. Yeah. Dr. Gardner, I'm so glad that you came on to talk about these things.
[00:23:55] Leah Clionsky: If you feel that Dr. Gardner can be helpful to you, you can absolutely access her through thriving child center.com. She can consult with you, she can look over all your documentation. She can go to meetings with you if you need someone to help be your translator. But I'm just so thrilled that you're here and I know that everyone appreciates your work so much.
[00:24:18] Donna Gardner: Thank you for having me on and I will leave everyone with one last point. You are not crazy when you walk into the school building and feel, um, maybe misunderstood, maybe isolated, maybe that you're not being heard and it's not necessarily an intentional thing. I think the frame of what we started this podcast talk on it's different languages being spoken.
[00:24:42] Donna Gardner: And so I just wanna validate that if you're at that place where you're feeling not heard by the school, some of it just might be a breakdown in communication and you're just needing support with, um, navigating that.
[00:24:52] Leah Clionsky: Yeah, I can again completely understand I would need a translator. Yeah. And I'm very educated and I know what's going on. Yeah. It's tough. Alright, thank you so much again. We appreciate you so much, Dr. Gardner.
[00:25:06] Donna Gardner: Thank you for having me on and everyone take care.