We are Families Who Uniquely Understand and Have Experienced the IEP Process.
We are Families Who Uniquely Understand and Have Experienced the IEP Process.
We are Families Who Uniquely Understand and Have Experienced the IEP Process.
We are Families Who Uniquely Understand and Have Experienced the IEP Process.
We are Families Who Uniquely Understand and Have Experienced the IEP Process.
Built for parents by parents, we strive to see your children the way you do
Built for parents by parents, we strive to see your children the way you do
Built for parents by parents, we strive to see your children the way you do
Built for parents by parents, we strive to see your children the way you do
Built for parents by parents, we strive to see your children the way you do
VISION
We believe that all students with learning differences and disclosed disabilities deserve a supportive and enriching education. By combining tailored accommodations with high academic expectations, we empower children who learn differently to embrace their diagnosis, recognize the strengths in their uniqueness, and grow into confident, capable adults.
We believe that all students with learning differences and disclosed disabilities deserve a supportive and enriching education. By combining tailored accommodations with high academic expectations, we empower children who learn differently to embrace their diagnosis, recognize the strengths in their uniqueness, and grow into confident, capable adults.
We believe that all students with learning differences and disclosed disabilities deserve a supportive and enriching education. By combining tailored accommodations with high academic expectations, we empower children who learn differently to embrace their diagnosis, recognize the strengths in their uniqueness, and grow into confident, capable adults.
MISSION
Our mission is to prepare every school-aged child to thrive in their communities by empowering families to advocate for personalized instruction and fostering collaborative environments that honor individual learning styles.
Our mission is to prepare every school-aged child to thrive in their communities by empowering families to advocate for personalized instruction and fostering collaborative environments that honor individual learning styles.
Our mission is to prepare every school-aged child to thrive in their communities by empowering families to advocate for personalized instruction and fostering collaborative environments that honor individual learning styles.
OUR PHILOSOPHY
OUR PHILOSOPHY
OUR PHILOSOPHY
OUR PHILOSOPHY
OUR PHILOSOPHY
WE FOCUS ON THE WHOLE STUDENT AT THE INTERSECTION OF RESEARCH, DESIGN, AND TECHNOLOGY
WE FOCUS ON THE WHOLE STUDENT AT THE INTERSECTION OF RESEARCH, DESIGN, AND TECHNOLOGY
WE FOCUS ON THE WHOLE STUDENT AT THE INTERSECTION OF RESEARCH, DESIGN, AND TECHNOLOGY
We see your children as you do—not as individuals needing a remedy, but as whole, capable beings. We prioritize thoughtful communication and align our philosophy with the insights from UC Davis, Stanford, and Harvard regarding Neurodiversity.
Neurodiversity is a movement embracing the idea that there is no “right” way of thinking or behaving. Our differences are our greatest strength and deserve respect. This concept challenges traditional views on disabilities and neurological differences, celebrating the variety of cognitive styles and questioning the notion that neurotypical standards are the only "ordered" state.
While we celebrate neurodiversity, we also understand the needs of students with physical or orthopedic needs, who may prefer the term "disabled." These students may not have sensory, language, learning, or cognitive differences but still require specific accommodations to thrive in educational settings.
Balancing these evolving perspectives with adherence to established legal definitions, such as those outlined in the Individuals with Disabilities Education Act (IDEA), is crucial. We use the terms "students with learning differences" and "students with disclosed disabilities" to ensure we respect and include all needs.
We lean into curiosity, believing we do not have all the answers, but actively pursue them. We adopt a computational approach to learner variability, designing our algorithms to adjust according to each student’s learning style and area of support, to provide a clearer path to effective advocacy
We see your children as you do—not as individuals needing a remedy, but as whole, capable beings. We prioritize thoughtful communication and align our philosophy with the insights from UC Davis, Stanford, and Harvard regarding Neurodiversity.
Neurodiversity is a movement embracing the idea that there is no “right” way of thinking or behaving. Our differences are our greatest strength and deserve respect. This concept challenges traditional views on disabilities and neurological differences, celebrating the variety of cognitive styles and questioning the notion that neurotypical standards are the only "ordered" state.
While we celebrate neurodiversity, we also understand the needs of students with physical or orthopedic needs, who may prefer the term "disabled." These students may not have sensory, language, learning, or cognitive differences but still require specific accommodations to thrive in educational settings.
Balancing these evolving perspectives with adherence to established legal definitions, such as those outlined in the Individuals with Disabilities Education Act (IDEA), is crucial. We use the terms "students with learning differences" and "students with disclosed disabilities" to ensure we respect and include all needs.
We lean into curiosity, believing we do not have all the answers, but actively pursue them. We adopt a computational approach to learner variability, designing our algorithms to adjust according to each student’s learning style and area of support, to provide a clearer path to effective advocacy
We see your children as you do—not as individuals needing a remedy, but as whole, capable beings. We prioritize thoughtful communication and align our philosophy with the insights from UC Davis, Stanford, and Harvard regarding Neurodiversity.
Neurodiversity is a movement embracing the idea that there is no “right” way of thinking or behaving. Our differences are our greatest strength and deserve respect. This concept challenges traditional views on disabilities and neurological differences, celebrating the variety of cognitive styles and questioning the notion that neurotypical standards are the only "ordered" state.
While we celebrate neurodiversity, we also understand the needs of students with physical or orthopedic needs, who may prefer the term "disabled." These students may not have sensory, language, learning, or cognitive differences but still require specific accommodations to thrive in educational settings.
Balancing these evolving perspectives with adherence to established legal definitions, such as those outlined in the Individuals with Disabilities Education Act (IDEA), is crucial. We use the terms "students with learning differences" and "students with disclosed disabilities" to ensure we respect and include all needs.
We lean into curiosity, believing we do not have all the answers, but actively pursue them. We adopt a computational approach to learner variability, designing our algorithms to adjust according to each student’s learning style and area of support, to provide a clearer path to effective advocacy
We see your children as you do—not as individuals needing a remedy, but as whole, capable beings. We prioritize thoughtful communication and align our philosophy with the insights from UC Davis, Stanford, and Harvard regarding Neurodiversity.
Neurodiversity is a movement embracing the idea that there is no “right” way of thinking or behaving. Our differences are our greatest strength and deserve respect. This concept challenges traditional views on disabilities and neurological differences, celebrating the variety of cognitive styles and questioning the notion that neurotypical standards are the only "ordered" state.
While we celebrate neurodiversity, we also understand the needs of students with physical or orthopedic needs, who may prefer the term "disabled." These students may not have sensory, language, learning, or cognitive differences but still require specific accommodations to thrive in educational settings.
Balancing these evolving perspectives with adherence to established legal definitions, such as those outlined in the Individuals with Disabilities Education Act (IDEA), is crucial. We use the terms "students with learning differences" and "students with disclosed disabilities" to ensure we respect and include all needs.
We lean into curiosity, believing we do not have all the answers, but actively pursue them. We adopt a computational approach to learner variability, designing our algorithms to adjust according to each student’s learning style and area of support, to provide a clearer path to effective advocacy
We see your children as you do—not as individuals needing a remedy, but as whole, capable beings. We prioritize thoughtful communication and align our philosophy with the insights from UC Davis, Stanford, and Harvard regarding Neurodiversity.
Neurodiversity is a movement embracing the idea that there is no “right” way of thinking or behaving. Our differences are our greatest strength and deserve respect. This concept challenges traditional views on disabilities and neurological differences, celebrating the variety of cognitive styles and questioning the notion that neurotypical standards are the only "ordered" state.
While we celebrate neurodiversity, we also understand the needs of students with physical or orthopedic needs, who may prefer the term "disabled." These students may not have sensory, language, learning, or cognitive differences but still require specific accommodations to thrive in educational settings.
Balancing these evolving perspectives with adherence to established legal definitions, such as those outlined in the Individuals with Disabilities Education Act (IDEA), is crucial. We use the terms "students with learning differences" and "students with disclosed disabilities" to ensure we respect and include all needs.
We lean into curiosity, believing we do not have all the answers, but actively pursue them. We adopt a computational approach to learner variability, designing our algorithms to adjust according to each student’s learning style and area of support, to provide a clearer path to effective advocacy
WHO WE ARE
BUILT BY PARENTS FOR PARENTS
Families with uncommon skills in research, design, special education policies, and innovation dedicated to supporting you. We are unapologetic in knowing that our kids have future.
OUR TEAM
MEET OUR TEAM & LEADERS
Antoinette Banks
Founder & CEO
Antoinette is a Cognitive Scientist, award-winning researcher, author of “Better Than A Diagnosis: A Single Parents Guide to Autism” and a proud mother to a neurodiverse teenager.
Antoinette Banks
Founder & CEO
Antoinette is a Cognitive Scientist, award-winning researcher, author of “Better Than A Diagnosis: A Single Parents Guide to Autism” and a proud mother to a neurodiverse teenager.
Antoinette Banks
Founder & CEO
Antoinette is a Cognitive Scientist, award-winning researcher, author of “Better Than A Diagnosis: A Single Parents Guide to Autism” and a proud mother to a neurodiverse teenager.
Antoinette Banks
Founder & CEO
Antoinette is a Cognitive Scientist, award-winning researcher, author of “Better Than A Diagnosis: A Single Parents Guide to Autism” and a proud mother to a neurodiverse teenager.
Antoinette Banks
Founder & CEO
Antoinette is a Cognitive Scientist, award-winning researcher, author of “Better Than A Diagnosis: A Single Parents Guide to Autism” and a proud mother to a neurodiverse teenager.
Hashim Hayat
Tech Lead
Principal Engineer who have built more that 30 digital products, BS from NYU and MS from Cornell. Member of Forbes Technology Council
Hashim Hayat
Tech Lead
Principal Engineer who have built more that 30 digital products, BS from NYU and MS from Cornell. Member of Forbes Technology Council
Hashim Hayat
Tech Lead
Principal Engineer who have built more that 30 digital products, BS from NYU and MS from Cornell. Member of Forbes Technology Council
Hashim Hayat
Tech Lead
Principal Engineer who have built more that 30 digital products, BS from NYU and MS from Cornell. Member of Forbes Technology Council
Hashim Hayat
Tech Lead
Principal Engineer who have built more that 30 digital products, BS from NYU and MS from Cornell. Member of Forbes Technology Council
Lawrence Thomas
Business Operations Manager
Lawrence leverages 25 years in business strategy and nonprofits for social impact, particularly advocating for students with learning differences.
Lawrence Thomas
Business Operations Manager
Lawrence leverages 25 years in business strategy and nonprofits for social impact, particularly advocating for students with learning differences.
Lawrence Thomas
Business Operations Manager
Lawrence leverages 25 years in business strategy and nonprofits for social impact, particularly advocating for students with learning differences.
Lawrence Thomas
Business Operations Manager
Lawrence leverages 25 years in business strategy and nonprofits for social impact, particularly advocating for students with learning differences.
Lawrence Thomas
Business Operations Manager
Lawrence leverages 25 years in business strategy and nonprofits for social impact, particularly advocating for students with learning differences.
Michelle Pianam
Student Outcome and Special Education Oversight
Michelle's 23-year career focuses on ethical outcomes for students with learning needs, fueled by her passion for inclusive environments.
Michelle Pianam
Student Outcome and Special Education Oversight
Michelle's 23-year career focuses on ethical outcomes for students with learning needs, fueled by her passion for inclusive environments.
Michelle Pianam
Student Outcome and Special Education Oversight
Michelle's 23-year career focuses on ethical outcomes for students with learning needs, fueled by her passion for inclusive environments.
Michelle Pianam
Student Outcome and Special Education Oversight
Michelle's 23-year career focuses on ethical outcomes for students with learning needs, fueled by her passion for inclusive environments.
Michelle Pianam
Student Outcome and Special Education Oversight
Michelle's 23-year career focuses on ethical outcomes for students with learning needs, fueled by her passion for inclusive environments.
Allison Tearjen
Fractional Chief Technology Officer
Allison, an engineer and entrepreneur with ADHD, holds dual degrees in Computer Science and Chemical Engineering from UC Davis.
Allison Tearjen
Fractional Chief Technology Officer
Allison, an engineer and entrepreneur with ADHD, holds dual degrees in Computer Science and Chemical Engineering from UC Davis.
Allison Tearjen
Fractional Chief Technology Officer
Allison, an engineer and entrepreneur with ADHD, holds dual degrees in Computer Science and Chemical Engineering from UC Davis.
Allison Tearjen
Fractional Chief Technology Officer
Allison, an engineer and entrepreneur with ADHD, holds dual degrees in Computer Science and Chemical Engineering from UC Davis.
Allison Tearjen
Fractional Chief Technology Officer
Allison, an engineer and entrepreneur with ADHD, holds dual degrees in Computer Science and Chemical Engineering from UC Davis.
Eszter Meszaros
Learning Design and Technology
Eszter Mészáros, seasoned professional in research, education, and startups. Director at Superflow, specializes in learning experience design and partnerships.
Eszter Meszaros
Learning Design and Technology
Eszter Mészáros, seasoned professional in research, education, and startups. Director at Superflow, specializes in learning experience design and partnerships.
Eszter Meszaros
Learning Design and Technology
Eszter Mészáros, seasoned professional in research, education, and startups. Director at Superflow, specializes in learning experience design and partnerships.
Eszter Meszaros
Learning Design and Technology
Eszter Mészáros, seasoned professional in research, education, and startups. Director at Superflow, specializes in learning experience design and partnerships.
Eszter Meszaros
Learning Design and Technology
Eszter Mészáros, seasoned professional in research, education, and startups. Director at Superflow, specializes in learning experience design and partnerships.
HOW WE STARTED
STORY OF BUILT BY PARENTS FOR PARENTS
01
Every student should be able to make friends, enjoy learning, and dream about their future. But for many students with learning differences, around 7 million in special education in the United States, this is not a reality.
02
Over eight years ago, Antoinette's daughter was nonverbal and diagnosed as mentally retarded with 0% probability of hand and eye coordination. But she wasn't mentally retarded. She has autism and ADHD.
03
Antoinette’s personal experience taught her how frustrating and challenging special education can be. And we are not alone. Millions of families experience the IEP process as overwhelming and taxing - with no breaks in between.
Accessing information was a problem.
Knowing what our options were was a problem.
Recognizing our unique strengths was a problem.
We fixed those problems to develop a unique partnership platform for you.
04
The children and families we serve are what light us up and the many possibilities that are yet unfolding. You visiting us today tells us that you equally care about students who learn differently. Whether you are a mother, father, aunt, uncle, caregiver, or supporter - we appreciate you and seek to amplify your voice.
05
And, might we add, Antoinette's daughter, once nonverbal and "mentally retarded" is now a verbal, student-athlete, and neurodivergent advocate.
06
Life is filled with detours and trials of every kind. Each of us has had our fair share of feelings of despair, but how we end the race is what matters most. And, you are stronger than what you give yourself credit for. Together, we can do this.
APPROACH TO ACCESSIBILITY
WE BELIEVE THAT ALL LEARNERS HAVE THE RIGHT TO ACCESS INFORMATION
Accessibility and Usability go hand-in-hand, and we believe that all learners have the right to access information in a way that works for them and their families. We build for ease of comfort in access to IEPs and knowledge sharing and aim to continue iterating with respect and humility.
As a first step to ensuring digital equity, we develop closely as possible to the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C).
WE SEE OUR KIDS BEYOND THEIR K-12 SETTING
Graduating, happy, and fulfilled. It starts first with education. Join the movement.
WE SEE OUR KIDS BEYOND THEIR K-12 SETTING
Graduating, happy, and fulfilled. It starts first with education. Join the movement.
WE SEE OUR KIDS BEYOND THEIR K-12 SETTING
Graduating, happy, and fulfilled. It starts first with education. Join the movement.
WE SEE OUR KIDS BEYOND THEIR K-12 SETTING
Graduating, happy, and fulfilled. It starts first with education. Join the movement.
Built by parents for parents
Built by parents for parents
Built by parents for parents
Built by parents for parents