Protecting Every Child's Right to an Education

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Helen Roussel: Special Educational Advocate
Find me at:  Special Education Advocacy Alliance
​Email me: [email protected]

Advocating for equitable access to education for students with disabilities, including dyslexia, dyscalculia, dysgraphia, ADHD, ASD, other disabilities and emotional or behavioral challenges

Helen Roussel

Is your child struggling at school and not getting the support they need?
You shouldn't have to navigate the special education system alone. I'm here to help.

My name is Helen Roussel, and I've spent over ten years working alongside families in New York, ensuring students with disabilities receive the evidence-based services they are legally entitled to. I work with families of children with dyslexia, dysgraphia, dyscalculia, ADHD, autism, and emotional or behavioral challenges, at every stage of their education.
What I do for your family:

• Parent Coaching — I work with you to create a personalized advocacy plan, so you understand your rights and feel confident and prepared in every school conversation.
• IEP Review & Strategic Planning — I assess your child's current goals and services, and help build a roadmap that actually works
• School Meetings & Mediations — I prepare you thoroughly for CSE and administration meetings so you walk in confident, informed, and ready to participate as the expert on your own child.
• Written Communications — I collaborate with you to write clear, professional letters to your school district that are firm on your child's rights while keeping the relationship constructive
• Evaluations & Services — I connect you with expert evaluators and service providers
• Legal Referrals — When needed, I can refer you to trusted special education attorneys
• Long-Term Planning — From early intervention through transition, I help you plan for your child's future

My background:
I hold training in Orton-Gillingham literacy instruction and The Writing Revolution, have COPAA SEAT2 and Wright's Law special education law training, and am currently completing a Master of Social Work — because effective advocacy means understanding the whole child.
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Fees: Services are offered on a sliding scale based on family income. A free 30-minute consultation is available to all families.
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✓ Experience
I am a trained social worker with over 10 years of experience as an educational advocate, which led to my appointment to the New York State Education Department's Dyslexia and Dysgraphia Task Force. I am a founding member of Decoding Dyslexia NY and Literacy Advocates.
✓ Special Education Training
Orton-Gillingham (Academy of Orton-Gillingham) and The Hochman writing method: The Writing Revolution.
 ✓ Legal Training
Wright's Law, New York City Bar, Long Island University, and in further training with the Council of Parent Attorneys and Advocates for Special Education Advocate Training (SEAT II).
 ✓ Master of Social Work (Graduate end of 2026)
To further enhance my social-emotional approach to advocacy, I am currently pursuing a Master of Social Work degree at Rutgers University 
✓  Positive Parent Reviews and Endorsements
See a partial list below.

Ready to Take the Next Step? 

BOOK A FREE CONSULTATION

 Free Parent, Teacher, and Administrator Workshops 

Our workshops are designed specifically for you! Here are some of the topics that we cover...

• Advocacy, what parents need to know!
• Evidence-based literacy instruction (reading and writing)
• How to screen for students at risk of dyslexia
• MTSS how to implement and reduce the need for students to be referred for special education (they need never fall behind)
• School district resources
• Professional development in evidence-based reading and writing instruction 

WORKSHOP ENQUIRY

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Special Education Law

Four Definitions about Reading from
​No Child Left Behind

1. Legal definition of reading The term 'reading' means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
 
2. Legal definition of the essential components of reading instruction
The term 'essential components of reading instruction' means explicit and systematic instruction in-
(A) phonemic awareness;
(B) phonics;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
 
3. Legal definition of scientifically based reading research
The term 'scientifically based reading research' means research that-
(A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties; and
(B) includes research that- 
(i) employs systematic, empirical methods that draw on observation or experiment;
(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and
observations; and
(iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
 
4. Legal definition of a diagnostic reading assessment The term 'diagnostic reading assessment' means an assessment that is-
(i) valid, reliable, and based on scientifically based reading research; and
(ii) used for the purpose of-
(I) identifying a child's specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3;
(II) determining any difficulties that a child may have in learning to read and the potential cause of such difficulties; and
(III) helping to determine possible reading intervention strategies and related special needs.

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Student Advocate Presentations

Video credits and info. Learning Ally 

Here's some examples of students self-advocating. At the beginning of each school year, they present to their new school teachers and explain what dyslexia is. It helps their teachers understand dyslexia, it opens up conversations about dyslexia and conveys how they best learn. 

Victoria's Presentation

Stephanie's Presentation

Parent Advocate Webinars

​Advocating Basic Rights for Your Child with Dyslexia

An In-Depth Look at the IEP for Kids with Dyslexia 

​Webinar: 5 Secrets to Help Students with Dyslexia Become Self Reliant