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Our Story: How Early Intervention Changed My Son’s Path | The IDEA Ally

  • Writer: Allison Meyerson
    Allison Meyerson
  • Jan 20
  • 3 min read

Updated: Jan 22






Part 5 of The Value of Early Identification Series


By the time my son was born, I’d been teaching for 20 years. I had lesson plans for everything—phonics, fractions, even fire drills—but nothing prepares you for parenting a toddler who occasionally channels a baby velociraptor.


I was lucky enough to take 22 months off from teaching to stay home with him. Then, when it was time to go back, my school district opened a daycare just for staff kids—every working parent’s dream. I could drop him off at the District’s Central Office with people I’d known for years, then run next door to my school and classroom feeling like I’d cracked the work–life balance code.


About eight months later, those same trusted caregivers gently suggested I have him screened for early intervention. Apparently, my sweet, bright little boy had developed a bit of a hitting and biting problem.


Now, since he was an only child, this behavior wasn’t something we ever saw at home. On playdates, I was right there, quick to intervene before things escalated. But in daycare, with a room full of toddlers and toy trucks, my little guy was occasionally… let’s just say assertive.


Twenty years in the classroom had taught me one big truth:

Little problems in little kids often grow into big problems in big kids.

So I did what any teacher-turned-mom would do—I started the evaluation process.


The Evaluation Adventure


It was surprisingly straightforward, if you ignore the scheduling gymnastics. I contacted our local school district (not the one where I worked) and they handed me a list of providers—speech, motor, cognitive, and social-emotional.


I called each one, booked the appointments, and spent several mornings sitting in waiting rooms while my two-year-old charmed professionals with his alphabet knowledge, then proceeded to rearrange their block towers “his way.”


I stayed out of the testing rooms so he’d show his true self—teachers everywhere know how differently kids behave when parents are watching.


A few weeks later, we sat down for the results.


The Results (and a Little Perspective)


Turns out, my son’s cognitive skills were well above age level. His emotional regulation, however, hadn’t quite caught up. In plain English: he was brilliant and occasionally feral.

Everything else looked great. The recommendation?


  • Twice-weekly play therapy for him.

  • Monthly parent coaching for my husband and me (which, let’s be honest, all parents could use).


For two years, we leaned into that plan. He learned how to use words instead of teeth. We learned how to set boundaries without losing our sense of humor.


And by the time kindergarten rolled around, he wasn’t “the biter.”He was the kid who never laid a hand on another child.


The Takeaway

Had I waited, thinking he’d “grow out of it,” he might’ve entered school with a reputation to undo instead of a foundation to build on.


Early intervention and preschool special education didn’t label him—it liberated him.It gave him tools, gave us perspective, and gave his teachers a child ready to thrive.


So when parents tell me they’re afraid to “make it official,” I get it.But I also know firsthand:

Acting early isn’t about fear. It’s about love in motion. 💙


If you missed any part of this series (or want to reread a section), the easiest way to access all five posts—organized and in order—is through the overview: The Value of Early Identification


💙 Advocacy with Heart,

Allison – The IDEA Ally


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Next Steps and Resources:

The following websites are incredibly helpful when navigating the Special Education world. · www.wrightslaw.com


Need help personalizing your letter or planning next steps? I offer one-on-one support—virtual anywhere in the U.S. and in-person across NY/NJ. Work with me.


About the Author

Allison Rosenberg Meyerson is a special education advocate with 30+ years in the classroom and as a literacy specialist. She is Orton-Gillingham Certified, a COPAA SEAT 1.0 graduate, and a Dyslexia Advocate. Based in Warwick, NY, she supports families across NY, NJ, and virtually nationwide through The IDEA Ally.


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