Ohio Family Story: Starting Early with Evaluating Speech Development

“Long before my daughter transitioned to kindergarten, we had concerns related to her development, and we chose to have her evaluated rather than “wait and see”. This decision—and the support we received with speech and occupational theory—reflected the power of starting early, not just in identifying needs but in building strong, proactive relationships with our daughter’s school. From the beginning, they listened to our concerns, respected our family’s values, and partnered with us in a positive, supportive way. This early connection made us feel seen and empowered, setting the stage for future partnership.

Our experience reflects the principle Start Early (Galindo & Sheldon, 2011), which emphasizes the importance of schools reaching out early, listening to families, and building trust. Now, our daughter thrives as a rising middle schooler. My husband and I are so proud of how far she’s come!”