Meet Rachel Mottern

Alright – so today we’ve got the honor of introducing you to Rachel Mottern. We think you’ll enjoy our conversation, we’ve shared it below.

Rachel, so good to have you with us today. We’ve always been impressed with folks who have a very clear sense of purpose and so maybe we can jump right in and talk about how you found your purpose?

I found my purpose by first being the child who needed someone to fight for her. I was diagnosed with dyslexia, dysgraphia, and ADHD early in elementary school, and for years I felt like I was drowning in a system that didn’t know what to do with me. It wasn’t that I didn’t want to learn—I just needed someone to teach me differently. That someone was Mrs. Deborah Scott, my fourth-grade special education teacher. She didn’t just teach me how to read—she taught me how to believe in myself. She believed in me.

I became a special education teacher because of her. I spent nearly a decade in classrooms trying to be for my students what she had been for me. But over time, I realized that no matter how much I did inside the classroom, it wasn’t enough to fix a system that too often leaves families confused and children underserved. I saw how often schools made decisions without fully understanding the data or the law.

So I stepped out of the classroom and into advocacy.

I founded Mottern Advocacy to be the voice for children who do not have one, yet. Now, I walk into IEP meetings with one goal: to make sure the law is known, the data is honored, and the child is never lost in the process. Because I know firsthand what our most vulnerable learners are capable of—when they’re finally given the chance.

Thanks, so before we move on maybe you can share a bit more about yourself?

I’m the founder of Mottern Advocacy, a nationwide special education advocacy practice grounded in one simple but powerful belief: every child deserves access to the education they are legally entitled to—and, more importantly, the one they need.

I work alongside families navigating IEPs, 504 plans, evaluations, and special education services in public schools. My job is to make sure the law is followed, the data is understood, and the child’s needs are at the center of every decision. That means sitting in meetings, reviewing documentation, capturing parent input, reviewing test scores, and—most importantly—empowering families to use their voices with confidence.

What makes this work special to me is that it’s deeply personal. I’m not just an advocate—I’m also someone who has learning disabilities. I’ve sat in the chair where a lot of my clients are sitting now, and I remember what it felt like to be overlooked. That’s why my brand isn’t just professional—it’s personal, data-driven, and unapologetically focused on equity.

After nearly ten years in the classroom, I stepped away from teaching to do this work full time. Today, I support families all over the country. I’m a partner advocate with The Special Education Academy, where I collaborate with other advocates and occasionally present during coaching calls or contribute to trainings. I also develop digital resources and webinars to help parents better understand their rights and their children’s educational needs.

Most recently, I had the opportunity to bring this work to Washington, D.C., alongside The Special Education Boss (Karen Mayer Cunningham) and fellow partner advocates from The Special Education Academy. Together, we met with members of Congress and national education leaders to advocate for the full funding of IDEA, greater accountability for how those funds are spent, real consequences when districts violate students’ rights, and increased investment in “train the trainer” models to ensure educators are equipped to implement special education with fidelity. The change we need inside school buildings won’t happen unless we keep pushing for it at every level—locally, statewide, and nationally.

Whether I’m reviewing a student’s records or sitting across from a school team, my role is the same: to be the voice for the child who doesn’t have one, yet.

There is so much advice out there about all the different skills and qualities folks need to develop in order to succeed in today’s highly competitive environment and often it can feel overwhelming. So, if we had to break it down to just the three that matter most, which three skills or qualities would you focus on?

Three things have shaped my journey: lived experience, understanding of educational law and policy, and the ability to build strong working relationships—even in tough rooms.

Lived experience comes first. Growing up with dyslexia, ADHD, and dysgraphia gave me a perspective no textbook could. It taught me how it feels to be overlooked—and how powerful the right support can be. If you haven’t walked that path yourself, make time to truly listen to those who have. It will shape how you show up.

Next is legal literacy. You don’t have to be a lawyer to understand special education law, but if you want to advocate well, you need to understand what IDEA and Section 504 say, how schools apply them, and how to help families ask informed questions. The goal is to know enough to support families with clarity and confidence.

Finally, relational advocacy. Data and law are important, but so is how you deliver your message. Some of the most impactful work I’ve done came down to tone, timing, and knowing how to stay firm without creating conflict. Practice how you enter a room. Learn to be direct without being dismissive. You don’t have to be loud to be effective—just clear, grounded, and focused on the child.

Tell us what your ideal client would be like?

My ideal client is a parent who knows their child isn’t getting what they need—and is ready to do something about it. They may not know all the laws or jargon, but they know their child is struggling, and they’re no longer willing to accept vague answers or delayed action. They want help navigating the process, understanding the data, and asking the right questions—but most importantly, they’re ready to take guidance.

The families I work best with are collaborative. They come to me because they want a professional who can take the lead, cut through the confusion, and move things forward with clarity and strategy. They’re open to direction, they value preparation, and they trust me to speak boldly on their child’s behalf—even when it’s uncomfortable.

Some clients come to me mid-crisis; others reach out at the very beginning of their journey. Either way, my ideal client is someone who’s done trying to figure it all out alone—and is ready to have a strong, steady advocate in their child’s corner.

They don’t have to know the laws or the lingo. They just have to be ready to trust the process and stay focused on one goal: getting their child the education they deserve.

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