EpisodesGuest InterviewLiteracy CooperativeSeason 3

Empowering Parents: How to Advocate for Your Child’s Needs

Episode 83 | October 15, 2024

We discuss the intricacies of advocating for our children, the importance of early interventions, and the opportunity to collaborate with schools, doctors, and therapists.

Sarah Rintamaki of Connecting for Kids joins us to teach parents how to be our child's biggest advocates by learning about best steps when you're concerned about their development, what to do about potential learning disabilities, and navigating school.

INTRO

Welcome to “That’s a Hard No” – the podcast about learning to say no and set boundaries to live our best lives. 

Follow along with me as we learn from fellow strugglers and experts, so that you too can start saying no without feeling fear, guilt, or FOMO. 

 

SHOW NOTES
Sarah Rintamaki is the Founder and Executive Director of Connecting for Kids, a nonprofit organization based here in Northeast Ohio that provides education and support to families with concerns about their children.  Sarah actually started out in the business management field. She has an MBA from the University of Chicago and spent a summer on Wall Street. In her 20s and 30s she built a career as an international strategic business consultant, flying all over the world to advise corporate leaders about how they should be guiding their companies. One such client, Peter B. Lewis of Progressive Insurance, talked her into coming to work for him, and that led her to the greater Cleveland area, which she now calls home. It was later, as a young mom, that things started to change. It became clear that her children were struggling and needed some pretty intense interventions. Sarah took what she thought would be a temporary leave of absence to help research what was needed and put a plan in place for her kids. Eventually, after several major life events, it became clear to Sarah that she needed to find another path, and that path led her to what she’s doing now. But that choice she made, that she felt she had to make – the pressures and lack of options that many, especially working mothers, face – is something she thinks deeply about. Listen in as Sarah talks routes to find advocacy and support during a time of concern.
 This is another episode in our series with The Literacy Cooperative to bring more information and support to parents and children about better ways to learn, have a safe learning environment and beyond. Donate to this amazing organization here.  Listen in now!
Key Takeaways
[00:02:12] Developmental delays in children

  • 15% of children in the US experience some form of developmental delay – many do not receive the necessary interventions
  • Never be afraid to:
    • Consult a pediatrician
      • They are equipped to assess developmental milestones during well visits and can provide guidance on whether further evaluation is needed. However, this does not have to be a stopping point if you still have a nagging feeling that your child is struggling.
      • May suggest keeping an eye on things, documenting any progress or additional concerns
    • Utilize free resources
      • There are many free evaluations services – in Ohio, we have Help Me Grow which offers comprehensive evaluations in your home – you can call to start the process.
    • Directly contact service providers
      • If you are concerned in a specific area, do not hesitate to contact a speech or occupational therapist after your previous options haven’t proved sufficient.

“Oh, I always say, if you’re worried, ask the question.”

[00:06:57] Early intervention evaluation resources

  • Help Me Grow or Bright Beginnings- in Ohio
  • School districts are legally required to evaluate all children 3+ whose parents are concerned about their child’s development
    • If they are found to need support the school is also required to provide what they need.

“So first of all, we always say to put everything in writing.”

[00:09:14] Evaluation for disability services

“You are still able to go and get some interventions if you want, and you think that would actually help support your child.”

[00:13:34] Advocacy through communication strategies

  • Once a child is in school – advocating for their needs becomes essential, especially if that child is nonverbal, too young to express their needs, or doesn’t have the ability to advocate for themselves.
  • Good communication between educators, the school, staff, and aides is key.
  • Put everything in writing and document everything you can.
  • Communication and advocacy does not have to mean confrontation – it means collaboration to make sure the child’s needs are met.

“Probably one of the biggest myths that we have out there is that advocate means fighter and conflict and confrontation.”

“Consistent documentation and communication are the key.”

[00:16:50] Documenting student social interactions

  • Again, everything you can should be in writing – this allows for better evidence when you may need additional supports or interventions

[00:20:47] Evaluation and intervention process

“In the state of Ohio, at least, you can bring in a mediator or facilitator for free to help you reconcile the independent evaluation and what the school district found, and that’s free.”

[00:23:37] Inequitable school funding in Ohio

“It is really, that is probably the hardest part right now is when we’re talking to a parent who says, I don’t have a car or I can’t drive my child 40 minutes each way because I work.”

“That’s the inequities that frustrates me to no end, that we could have that kind of approach in a very inequitable way where two children who are struggling with the same thing are gonna have very different outcomes based upon the school district’s response.”

“It’s about knowing how to fight and what you’re fighting for and what you’re trying to get at your outcome.”

[00:30:05] Parent support and resources

  • If a child is identified as someone needing support the school is required to develop an Individualized Education Plan (IEP) that outlines the specific interventions and accommodations the child will receive.
  • Parents can disagree, they have the right to seek an independent evaluations and can appeal the schools decision
  • Connecting for Kids serves as a resource for navigating this process.
    • The provide support in understanding the IEP process, sample letters for communication with the schools and guidance on how to advocate effectively for their child’s needs.
    • Can help connect parents with many specific resources depending on their specific needs.

[00:31:53] Dyslexia screening in schools

  • New screening law in Ohio represents a significant step forward in identifying children with dyslexia at an early age which is crcial to implementing timely interventions
    • Under this law all children k-3rd will be screened for dyslexia with the focus shifting to kindergartners
    • This will aim to identify those with mild and moderate cases which often go unnoticed without proper screening and can hopefully be identified and supported early
  • Early identification is vital because it allows early intervention which can significantly improve a child’s educational outcomes.
  • Research indicates that 1 in 5 children screened may show signs of dyslexia – highlighting the prevalence of the learning disability.

“What they found is that it’s actually a spectrum.”

“That’s another great warning sign for these young kids.”

Where to Find Sarah
Where to Find Connecting for Kids
Credits and Thanks
  • Many thanks to our friends and families (our “villagers”) for listening, and for your continued support.
  • That’s a Hard No is a production of Clever Girl Marketing
  • Marketing and Production Coordinator, Maura Del Rosario
  • Production Support, Evergreen Podcasts, Noah Foutz, Producer
  • New Rock Anthem Music: Written by Noah, and performed by his band, The Big Leagues
  • Videographer, Kae Holmberg