About Inclusive Pathways Consulting LLC
ABOUT ME
My name is Derek D’Avignon, and I founded Inclusive Pathways Consulting because I believe all students — especially those in Special Education, twice-exceptional (2e), or from Indigenous communities — deserves to be seen, supported, and understood.
I’ve worked as a Special Education teacher and a General Education Teacher in Arizona for n
My name is Derek D’Avignon, and I founded Inclusive Pathways Consulting because I believe all students — especially those in Special Education, twice-exceptional (2e), or from Indigenous communities — deserves to be seen, supported, and understood.
I’ve worked as a Special Education teacher and a General Education Teacher in Arizona for nearly a decade, where I saw firsthand how challenging the system can be for families, students, and educators. I created Inclusive Pathways to bridge that gap — helping schools, parents, and Tribal communities build programs that are inclusive, culturally responsive, and student-centered.
I am also a tribal member of the Three Affiliated Tribes of North Dakota (Mandan, Hidatsa, Arikara Nation).
When I’m not helping families or schools, you’ll usually find me enjoying the things I love most:
Pinball tournaments and arcade competitions — it’s one of my biggest passions and a way I stay connected to joy, focus, and community.
Cheering for my favorite sports teams — especially Arizona teams like the Phoenix Suns, Arizona Diamondbacks, Arizona Cardinals, and in Canada, I love following the Edmonton Oilers, Winnipeg Jets, Toronto Raptors, and Toronto Blue Jays.
Traveling across the U.S. and Canada — to visit family, pinball tournaments, or just enjoy the nature of the outdoors.
Going to the movies — one of my favorite ways to enjoy entertainment
These hobbies — along with caring for my family and honoring where I come from — remind me why I chose consulting: to do meaningful work while also living life with balance, joy, and purpose.
Free and/or Paid Resources for Parents & Educators
Practical strategies for supporting Twice-Exceptional and neurodiverse learners:
2E Learners Gumroad link: https://davignonpathways.gumroad.com/l/rnhhe?_gl=1*1kqpkmv*_ga*MTExMzcxODg1NS4xNzYyODIwNzU1*_ga_6LJN6D94N6*czE3NjI5MDY0NjIkbzUkZzEkdDE3NjI5MDY3MzQkajI0JGwwJGgw
I’ll be sharing practical strategies in my December 11th webinar, How to Read an IEP Like a Pro: Registration Link is below
https://docs.google.com/forms/d/e/1FAIpQLScV6vjPJa1LA66e07Nn_VQ4mb8QjymNpyKP03V6w2pGk_aXdg/viewform?usp=header
What Parents Misunderstand About IEPs (And Why It’s Not Their Fault)
By Derek D’Avignon, M.Ed.
Founder, Inclusive Pathways Consulting LLC
Most parents walk into an IEP meeting doing their absolute best — but still feeling confused, intimidated, or unsure of what they’re allowed to ask for.
Here’s the truth:
It’s not their fault.
The IEP process wasn’t designed to be clear, simple, or parent-friendly. After nearly a decade in teaching special education and in general education, here are the misunderstandings I see most often and why none of them fall on parents.
1. “The school decides everything.”
Many parents believe the school has full authority over an IEP.
In reality:
- Parents are equal team members
- Schools must consider parent input
- Parents can request changes, evaluations, or revisions
- Parents can disagree politely and professionally
Parents aren’t guests at the table — they’re team players and are part of the IEP team that makes decisions that are best for students.
2. “The services listed are the only options.”
Services are supposed to be based on needs, not availability.
If a child needs:
- specialized instruction
- more minutes
- executive functioning support
- behavior consultation
…the team must consider it.
Parents aren’t expected to know all available options — that’s on the education profesionals
3. “Good data means everything is fine.”
IEPs can look good on paper while a child still struggles.
Children may have difficulty with:
- transitions
- emotional regulation
- homework
- sensory overload
- social skills
- task initiation
Parents aren’t wrong when something feels off and their intuition can guide them
Lived experience matters just as much as data.
4. “Asking questions is combative.”
Parents hold back because they don’t want to seem confrontational or abrupt or defensive
But asking questions is:
- appropriate
- encouraged
- necessary for clarity
A healthy IEP team welcomes questions.
5. “Accommodations and modifications are the same.”
Parents often use these terms interchangeably.
But they serve different purposes:
- Accommodations change access
- Modifications change expectations
Understanding the difference helps parents advocate more effectively.
6. “Goals are supposed to be vague.”
IEP goals should never be broad statements like “improve reading.”
A strong goal is:
- specific
- measurable
- based on current data
- tied to the child’s needs
Parents aren’t expected to write goals — but they should understand what a good one looks like.
Where I Come In
My work with families includes:
- IEP coaching
- reviewing service minutes and supports
- identifying gaps in goals or data
- preparing parents emotionally and strategically
- helping schools understand 2e profiles
- supporting collaborative problem-solving
No parent should feel alone trying to navigate a process this complex.
If your family needs help preparing for an IEP meeting or understanding your child’s plan, I’m here to support you.
How to Prepare Emotionally for an IEP Meeting
A quick guide for parents
IEP meetings bring up a mix of emotions — hope, worry, frustration, and everything in between. Preparing emotionally is just as important as preparing documents. Here are simple tools to help you feel more grounded and confident going into the meeting.
1. Acknowledge Your Emotions
It’s normal to feel nervous, scared, or overwhelmed. Your feelings mean you care. Be yourself in a professional and safe manner.
2. Choose Your Top 1–2 Priorities
Ask yourself:
“If nothing else happens today, what things matter for my child"
These priorities help you stay focused if the conversation shifts.
3. Try a Quick Grounding Strategy
Use one before the meeting starts:
Take Deep Breaths
Follow your Intuition
Be there in a loving and professional way for what is best for the kid.
4. Bring a Centering Phrase
This keeps the meeting calm and clear. Examples:
- “Can we pause for a moment?”
- “Help me understand what that means for my child.”
- “Can I please have a moment to think"
5. Expect Emotions to Shift
You may feel hopeful, tense, relieved, or emotional at different moments.
This is completely normal.
6. Plan Something Gentle Afterwards
Take a walk, rest, or talk to someone you trust.
Your nervous system needs time to decompress after an IEP meeting.
💡What I Wish Every Parent Knew About IEP meetings.”
After a decade in Special Education, I’ve seen one truth: parents are their child’s strongest advocate — but IEP meetings can still feel overwhelming
In the past decade working with students that are neurodivergent there are IEP meetings that occur every year or every three years if it is a MET meeting to review existing data to see how the student is doing. Within those meetings it involves data, child’s progress, accommodations, goals, services, and modifications to help them be successful.
Parents are part of the IEP team process alongside with the general education teacher, special education teacher at minimum but sometimes there can be related services providers if the student has them such as speech-language pathologist, occupational therapist, and physical therapist.
Parents are team members and they love and care for their child since they are typically their biggest advocate into helping their kid be successful, since the parent knows their child better than the school does since the parent sees their child at home and how they function behind closed doors while the school only sees them as a student and yes may know the student’s likes or dislikes as part of class culture and relationship building activities. But at the end of the day parents know their kid better than we do due to the dynamics that play outside the school setting.
Parents just want to see their child be successful in their endeavours and want to help. They want to see that the school cares about their child in the same way they do at the end of the day. Parents know that the school cares about them and wants to understand what the school is saying in simple parent language and how it benefits the kid at the end of the day since it is important to be on the same page with the school to prevent conflicts in the future but also preventing conflict in the IEP meetings.
Inclusive Pathways: Conversations about Special Ed and Twice Exceptional topics Podcast Links:
https://open.spotify.com/show/1zoYN4O4qOHSEuwUiqwIQu?si=afe18fdd4d4a4986
Subscriber Edition Podcast.