* Neurodiversity-affirming advocacy grounded in autistic lived experience—focused on dignity, autonomy, and meaningful access (not “fixing” the child).

* Collaborative support before, during, and after meetings so you feel prepared, informed, and confident.

* Strengths-based student profile that highlights needs, supports, interests, and what helps your child thrive at school.

* Goals that improve quality of life (communication, self-advocacy, regulation supports, executive functioning, participation)—not compliance-based goals.

* Communication-affirming recommendations, including support for AAC and Gestalt Language Processors (GLPs). 

* IEP review and feedback: clarifying what’s in the document, what’s missing, and what to ask for next.

* Accommodation and support planning (e.g., low-demand options, break access, alternative ways to show knowledge, predictable routines, reduced workload when needed).

* Student-centered participation when appropriate—helping the student develop a robust neurodivergent identity and practical self-advocacy language.

* Transparent, values-based approach: we explain why a recommendation aligns with neurodiversity-affirming practice and avoids pathology-driven assumptions.