After receiving the Aspergers diagnosis, things changed a little with the school in junior high but he still wasn’t getting the help he needed. I made sure to have annual 504 meetings but Justin was still struggling. 9th grade started out great but his grades quickly began to decline. We then started having problems with some of the teachers because they refused to help him and made Justin feel like he was choosing to get bad grades.  The 504 document never held the teachers accountable by documenting that it was their responsibility to provide accommodations. Instead, they would write that Justin had to do all the work. One teacher even treated him poorly and embarrassed him in class.

Due to the stress he felt, Justin would throw up every day before school and have melt downs almost every night. I felt like such a failure as a parent because no matter how many meetings we had we never saw any changes being made. One day, as I sat crying in anticipation of another meeting, I decided to search for help. I called the first person I found and was embarrassed as I cried during the conversation. The woman told me that even if I didn’t hire her I needed to get help, especially since my son was already in high school. I talked to my husband that night and told him about this woman named Valerie and how she was so compassionate and helpful. We decided to hire her immediately and it was the best decision we could have made! She made such a positive difference at the very first meeting!

Now I cry tears of joy because I know we couldn’t go through the IEP process without her. We still have a few years of high school left but I know we will win with Valerie advocating for our son.

Since hiring Valerie Justin now has an IEP. He goes to school with a better attitude everyday because he finally has the support he needs. Valerie knew how to ask for assessment and show evidence of why Justin should receive accommodations and services. Now he has a 3.5 GPA. He even has less melt downs at home because he has less stress at school. After being denied Speech services and going through the appeal process, we now have been successful in receiving a private Speech and Language social skills group and pragmatic intervention because of Valerie and her expertise. It was a big financial decision for us to hire her but we look at it as an investment in our son’s future. Valerie is worth every penny!

Leah, Inland Empire

AC – Augmentative Communication

ASD – Autistic Spectrum Disorder

AU – Autism

AT- Assistive Technology

ASL – American Sign Language

ADHD – Attention Deficit Hyper Disorder
ADD – Attention Deficit Disorder

ADA – Americans with Disabilities Act
ABC – Antecedent, Behavior, Consequence

ABA – Applied Behavior Analysis

BIP – Behavior Intervention Plan

BSP – Behavior Support Plan

CAC – Community Advisory Committee

CEC – Council for Exceptional Children

CMH – County Mental Health

DIS – Designated Instructional Services

DSM – Diagnostic and Statistical Manual

ED – Emotionally Disturbed

FAPE – Free Appropriate Public Education

FAS – Fetal Alcohol Syndrome

G&T – Gifted and Talented Definition
HOH – Hard Of Hearing

ID – Intellectual Disability

IDEA – Individuals with Disabilities Education Act

IEP – Individual Education Program

IPP – Individual Program Plan

IQ – Intelligence Quotient

ISP – Individualized Family Service Plan

LD – Learning Disability

LEA – Local Education Agency

LID – Low Incidence Disability

LRE – Least Restrictive Environment

FAS – Fetal Alcohol Syndrome

OHI – Other Health Impaired

ODD – Oppositional Defiant Disorder

OI – Orthopedic Impairment

MID – Mild Intellectual Disability

NCLB – No Child Left Behind

RS – Related Services

SIB – Self-Injurious Behavior

SLD – Specific Learning Disability

SLP – Speech Language Pathologist

TBI – Traumatic Brain Injury

1. Education/Training at no cost to you

1. After training is complete, you will be assisted to increase your case load to work as many hours as you desire.  If your intent is to reach a full time or part time position, I will provide you with the support, guidance, and collaboration that you will need in order to be successful with your case load.

1. The benefit of working under a name which protects you and gives you immediate credibility and an excellent reputation.

1. The benefit of not having to pay company taxes or maintain a website, paypal, or the cost of advertisement and marketing.

1. The benefit of reaching a level of payment from clients that would typically take 7 years or the equivalent of a degree in law.

1. The benefit of an established reputation from 15 years of experience as a professional advocate in the Southern California area.  As you establish your own case load, you are developing your own reputation in the community and are securing your own success as a qualified and knowledgeable advocate.  This will allow you to increase your ability to be requested and/or referred by parents and service providers.

1. As an advocate of Advocates for Angels, you are utilizing the benefit of the company’s successful history, reputation, expertise, knowledge and 15 years of experience in the Southern California area.  Along with this experience are many established professional relationships in the educational realm, medical realm, developmental disability realm, and parental realm.

Advocates for Angels

Valerie Aprahamian

1. Written request for IEP and appropriate assessments/provide district with your independent assessment

2. Include request that you receive a copy of all assessments 1 week before your IEP meeting

3. Call Program Specialist or Director (Confirm receipt of request for IEP and assessment reports or send Certified Mail)

1. Confirm that a district staff member will be facilitating your meeting

2. Discuss time restraints (confirm at least a 2 hour timeframe)

3. Date of IEP (must receive IEP notification with attendees listed)

4. Inform district in writing that you will be taping the meeting 24 hours in advance

5. Discuss other concerns that you would like addressed (fax a copy of your parent agenda to Program Specialist)

6. Request that you be provided a copy of the IEP draft 1 week prior to IEP and prepare your goals and objectives along with disclosure of all assessment reports or other information that will be presented at the meeting

4. Dress for a business meeting

5. Bring a picture of your child or your child when appropriate

6. During introductions at the beginning of the meeting, write down seating arrangement with names and titles of all attendees

7. Ask questions when you do not understand their “jargon”

8. Request all pertinent information be documented in the IEP (make a note on your agenda of everything that has been agreed upon)

9. When the IEP is reviewed, ask that appropriate changes be made immediately

10. Only sign in attendance at the meeting, take your IEP home to review and return with signature when everything is documented properly and you are in agreement

11. If you are not in agreement, you can sign that you are partially in agreement, send a letter of dissent outlining what portions you are not in agreement and indicating the items you are in agreement, or don’t sign at all.

The California Code of Regulations – Title 5 mandates each SELPA to establish a Community Advisory Committee in every Local School District (LEA).  The CAC serves as an avenue of communication between parents or guardians of exceptional needs students and school district personnel.  The CAC also supports, sponsors and develops programs that increase district wide understanding of the needs and rights of exceptional individuals within the school district and SELPA.  The CAC also encourages community involvement in the development and review of the local plan.

The CAC is composed of primarily parents of individuals with exceptional needs enrolled in public or private schools, but also pupils and adults with disabilities, regular education teachers, special education teachers and other school personnel, representatives of other agencies, and persons concerned with the needs of individuals with exceptional needs.  In other words, as a parent of a child on an IEP, the CAC is your meeting that the state has provided you to be involved and work with your Local School District (LEA).

The committee also strives to maintain communications between District and State legislative and administrative personnel for the purpose of keeping informed of new developments in special education, and to advise local, county, and state legislators of the special needs of exceptional students within each SELPA.

Another key objective of the CAC is to make available a forum to individuals with exceptional needs and or their parents or guardians where they may express their needs and concerns regarding the educational progress of special education students and to obtain support for improved educational opportunities for all individuals with exceptional needs.  The committee also functions as a support group for students and/or parents or guardians of students with exceptional needs by providing informal orientation and informational programs.

I encourage every parent who has a child with an IEP or any person who is concerned for individuals with exceptional needs, become involved with their local CAC.  I served on my CAC board for many years when my daughter, Chanel, was still going to school.  Being involved in your local CAC will allow you to develop relationships with your district administrators and school site educators.  When you work alongside district staff, you will see a change in your IEP meetings and your student’s education because of your reputation as an involved parent.  Become a parent who takes action and helps to proactively further the cause of meeting the individual needs of students IEP’s.

Valerie Aprahamian is a veteran advocate and adviser for parents of children with special educational needs.  She has been providing assistance to families throughout Southern California for more than 15 years.

Valerie has presented inclusion workshops and provided presentations on IDEA through Biola College teacher conference, Riverside Community College Child Development Conference (keynote speaker), Corona Norco Unified School District Special Education Conference, Fullerton Unified School District Special Education Conference, Inland Regional Center Inclusion Workshop, Orange County Regional Center Conference, Inland Empire Autism Society Conference, High Desert Autism Society Workshop (keynote speaker), Talk About Curing Autism (TACA) (keynote speaker), Canyon Hills Friends Church, Olive Branch Community Church, Crossroads Christian Church Parent Encouraging Parents Support Group, Crossroads Community Church Beyond Limits Disabilities Conference, and Mothers of Preschoolers (MOPS).

Valerie has taught special education law regarding parental rights and responsibilities for 10 years through From Emotions to Advocacy (FETA) meetings.  She facilitated a parent support group which provided support to marriages of parents of children with special needs for more than 8 years.  Valerie has taught a special needs yoga class for the past 2 years.  All of which Valerie founded and facilitated; her FETA meetings, Parent Support Group meetings and Special Needs Yoga Class are provided as a community outreach at no cost to parents.

Valerie’s professional affiliations include: member of Council of Parents Attorneys and Advocates (COPPA), Vice President of Corona/Norco CAC, Board member of Riverside Community College Child Development Department, member of Soroptimist International Corona, Board member of MOPS International, Board member of Women’s Ministries Canyon Hills Friends Church, Disabilities Director Olive Branch Community Church.

Over the past 15 years, Valerie’s extensive experience as an inclusion advocate has earned her the reputation of a respected and knowledgeable advocate with school district administrators throughout Southern California.  She is a skilled mediator in negotiating the rights of teachers and the rights of parents and students in the development of an appropriate IEP.  She is able to navigate through unresolved disputes that parents and district administrators have experienced in past IEP meetings.  By educating parents and advocating for the child through the IEP process, Valerie holds a high success rate in negotiating appropriate supports, services and placement for the special needs student.

Valerie’s career as special needs advocate began with the birth of her first daughter, Jessica.  Jessica was diagnosed with ADD at age 4 and then diagnosed with bi-polar disorder at age 13 and seizure disorder at the age of 17.  Jessica’s needs qualified her as a client of the Regional Center.  As an adult, Jessica’s services included vocational training, behavioral intervention, and group home placement with supports and services.  Jessica’s needs opened the door for Valerie to educate herself on the Lanterman Act (Welfare and Institutions Code) and gave her the opportunity to gain experience in the Appeal and Mediation process in the development of an appropriate IPP with Regional Center Services.

Valerie’s second daughter, Chanel, was diagnosed with Autism and Seizure Disorder at the age of 3 years old.  Valerie developed the skills and knowledge necessary for Chanel to receive all supports and services for her to be successful in her educational career which enabled Chanel to achieve a high school diploma.  Chanel’s IEP provided her a fully included educational program from 1^st grade through high school.  This means that Chanel was educated alongside her typical developing peers.  It is Valerie’s belief that an inclusive model is the key to Chanel’s success as a student and as an individual who now functions at a high level of independence in her daily life.  Chanel presently attends the vocational training program for extended education after high school through her local school district.

Chanel’s diagnosis also gave her eligibility for services through the Regional Center.  These services include IHSS (In Home Supportive Services).  Chanel’s need for this service gave Valerie the ability to learn the expertise of the IHSS due process.  Valerie has been successful in assisting many other families in obtaining IHSS services for their child as a client of the Regional Center under the Medical Waiver Program.  To learn more about IHSS, go to the IHSS tab on Valerie’s Home Page.

As a mother raising Jessica and Chanel, Valerie has educated herself to be a successful parent advocate in working with the Early Start Program (0-3), then navigating through School District age (3-22), and then continued advocacy on through adult services with Regional Center which include IHSS (In Home Support Services).

This personal experience has given Valerie a unique perspective which enables her to understand parents.  Valerie can relate to you as a parent in your situation because she shares in your same experience.  Her story which began so many years ago, has provided her with the motivation to become a professional advocate and realize her purpose: To encourage parents to own their role as the parent of a special needs child by empowering them with the knowledge they need to meet the needs of their child.

Because of her journey as a mother to both Jessica and Chanel, Valerie created her advocacy agency and has been working as an inclusion advocate for more than 15 years representing families to develop inclusion and transition services for their special needs child.  She is the founder and President of “Advocates for Angels” which is an advocacy agency that provides consultants to assist families in navigating through the legal process of developing programs with disabilities agencies and school districts in the Southern California area.