Ep. 252: How to Make the School System Work for Your Child with Stacey Shubitz

Jan 20, 2026

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We are joined in this episode by Stacey Shubitz, K-6 literacy consultant, a former elementary school teacher, and the co-founder of the Two Writing Teachers blog and podcast. Her forthcoming book, Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future, empowers parents to navigate the special education system.

In this episode, we talk openly about what it really takes to support a child with learning challenges in today's school system. Drawing from decades of experience on both sides of the table, Stacey shares why she wrote Make the School System Work for Your Child with Disabilities and what she wishes someone had told her when she was first trying to make sense of evaluations, IEP meetings, and endless paperwork.

Our conversation centers on some of the practical mindset shifts that can help change everything for families, with Stacey explaining why leading with a child's strengths and not just their needs is so important for confidence and motivation. She also addresses disability language head-on, discussing why it is that naming disability isn't limiting but instead opens doors to services, legal protections, and access that families often don't realize they're entitled to.

Throughout the episode, we highlight how knowledge of data, timelines, rights, and documentation can shift the power dynamic and help parents advocate more effectively. We offer some concrete guidance on when to push for evaluations, why waiting too long can do a lot of harm, and how to ask for progress data without feeling confrontational. Stacey also shares what makes IEP meetings feel collaborative instead of adversarial, from simple preparation strategies to small human touches that ease tension. Communication comes up again and again: how approaching teachers with curiosity, clarity, and respect can lead to better outcomes for kids!

Stacey also speaks candidly about burnout, emotional exhaustion, and why joy isn't optional but protective. This conversation offers reassurance, realism, and a clear-eyed look at how parents can show up informed, empowered, and grounded while advocating for their children.

Show Notes: [2:32] - Hear how Stacey's experiences with IEPs inspired her to help other parents. [4:04] - Stacey describes leading with strengths, not just challenges or disabilities. [6:03] - Highlighting positives alongside challenges helps children see themselves as capable. [9:42] - Stacey argues that children should know their rights and services so that they can advocate for themselves. [12:49] - It's so important for parents to monitor progress, request data, and push for evaluations when their child isn't advancing. [14:58] - Stacey adds that it's also essential to advocate firmly and request evaluations when interventions aren't producing results. [16:20] - Preparing for meetings with clarity, human touches, and understanding who's present can help make discussions more productive. [19:44] - Coming to meetings prepared with documents in advance helps balance power and supports advocacy. [23:04] - Stacey discusses how reviewing IEPs in advance can help ensure more effective teacher interactions. [25:00] - Approaching teachers with curiosity and gathering accurate information helps promote calm, productive conversations around school. [28:18] - Stacey gives an example of how being open about personal struggles allows teachers to provide better support for children. [30:33] - Stacey asserts that assuming positive intentions about teachers helps lead to collaboration and avoids unnecessary conflict. [32:07] - Stacey wishes that she had known sooner how important it is to read the procedural safeguards book to understand parental rights and timelines. [34:12] - Stacey expresses that she has learned that intentionally curating joy and connection can help prevent burnout. [37:05] - Joy is a legitimate form of intervention.

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