Before InclusiveEDU had a name, it started around a kitchen table — with stacks of IEPs, neuropsych reports, and students who weren’t making progress. We became the educators families called when things weren’t clicking.
Students were working hard, parents were asking good questions, and schools were trying to help — but progress still wasn’t happening.
Again and again, support was being delivered before the learner was fully understood. It wasn’t a lack of effort. It was a mismatch between what the student needed and how support was being delivered.
We built a practice where support is designed around the student — not the system.
Instruction adapts in real time. Strengths are considered alongside challenges. Families are part of the process from the beginning. And the goal is always broader than getting through the next assignment.
We keep our practice intentionally small so we can know every student and family we work with. That’s not a constraint — it’s what makes the work effective.
A phone call — no intake forms, no pressure. Just a chance to tell us what's going on.
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