Cristina M. Miller

Special Education Advocate | Educator | Writer | Mother Rogue

I’ve been advocating for children with disabilities for more than two decades, although my first client was my son, Joseph. And apparently, I developed something of a reputation.

When Joseph was eight years old, I moved to Boston, Massachusetts, while he remained in New Jersey with his father.

Enter my Mother Rogue years.

I was a noncustodial, long-distance mother, but I was still every bit Mom. I was there for every IEP meeting, every back-to-school night, and every school visit when Joseph attended an out-of-district placement. I did the homework. I researched the programs. I learned the laws. I worked with his teachers, administrators, therapists, and service providers.

I wasn’t looking for a fight. I wanted to make sure my son got the education and support he needed, and I understood that meant working with the school district, not automatically against it.

Of course, that didn’t mean I was afraid to push back when necessary.

In fact, during Joseph’s IEP years, his father was known to warn the school team, “Don’t make me bring my ex-wife down from Massachusetts.”

That would be me.

Today, Joseph is an adult living in a group home, and I’m still advocating. The IEP meetings have ended, but the need for support, planning, oversight, and the occasional uncomfortable conversation hasn’t.

Parenting doesn’t end at graduation. Neither does advocacy.

From Mother Rogue to Rogue Advocate

I’m a graduate of the Federation for Children with Special Needs (FCSN) Parent Consultant Training Institute (PCTI), a Special Education Surrogate Parent (SESP), and a trained Parent-to-Parent (P2P) Support Parent.

I hold an MBA and a bachelor’s degree in English with a second major in Education, along with teaching certifications in K–12 English, elementary education, and middle school science (grades 5–8).

I spent ten years teaching and tutoring at Huntington Learning Center, working with students of varying abilities, learning styles, and neurodiverse profiles.

Professionally, I’ve spent more than 13 years as a proposal writer, manager, and researcher. My work involves interpreting complex requirements, researching regulations, identifying compliance gaps, and developing persuasive, evidence-based arguments.

As it turns out, those skills translate remarkably well to special education advocacy. The paperwork is different. The need to know what you’re talking about isn’t.

Two Promises

When Joseph graduated high school and our years of IEP meetings ended, I made myself two promises.

First, I would go back to college and earn my master’s degree. Second, I would become a special education advocate.

I kept the first promise by earning my MBA.

The second has taken two years of deliberate education, research, training, and practical experience. I completed PCTI, became an SESP, trained as a P2P Support Parent, and am currently completing a PCTI internship, spending two hours each week answering calls from families navigating special education challenges.

I’ve sat at the IEP table as a parent and as a surrogate parent advocating for students in state care. I’ve worked with schools from both sides of the table. And I’ve learned that effective advocacy isn’t about who can raise their voice the loudest.

It’s about preparation, knowing the law, understanding the child’s needs, building relationships, documenting concerns, and knowing when to push back.

Why I Advocate

I became a special education advocate because I remember what it was like to be the parent trying to make sense of everything. I also remember the extraordinary professionals who helped Joseph succeed.

My goal is to pay that forward.

I help families understand their rights, navigate special education processes, ask informed questions, and work toward appropriate services and supports for their children.

I believe in collaboration first, persistence always, and confrontation only when necessary.

Because sometimes you need someone in your corner who knows the rules, understands the paperwork, and isn’t afraid to ask the uncomfortable questions.

And now Joseph’s father doesn’t have to threaten to bring me down from Massachusetts.

Other parents can just call me.