Mrs. Tucker has worked in the public school system for 27 years, working primarily with students with special needs. She has served as Special Education Team Leader and as Special Education Department Chairperson.
Passionate dyslexia and special education advocate serving Hillsboro, Texas. Dedicated to empowering students, supporting families, and ensuring every child receives the educational support they deserve. Expert in literacy strategies, IEPs and 504 plans. Committed to helping students thrive through personalized advocacy and collaboration with schools and communities
Services
Autism, a neurological condition, is characterized by differences in social communication and interaction, alongside restricted interests and repetitive behaviors.
Intellectual disability is a condition characterized by limitations in cognitive functioning and adaptive behaviors, impacting an individual's everyday life and learning abilities.
Emotional disturbance refers to a condition in which an individual exhibits inappropriate behaviors, emotions, or both, leading to difficulties in social interactions and academic performance.
Children with ODD often exhibit stubbornness, argumentativeness, and a tendency to deliberately provoke others, leading to significant impairment in social, academic, and familial functioning.
Advocates emphasize the importance of understanding ADHD as a unique neurological variation rather than a flaw, promoting acceptance, support, and accommodations for individuals with ADHD to thrive.
OHI is an engaging platform offering insightful content tailored to advocate interests, fostering community and empowerment through knowledge sharing.
A specific learning disability is a neurodevelopmental disorder affecting the brain's ability to receive, process, analyze, or store information. It can manifest in difficulties with reading, writing, math, or other cognitive processes despite average or above-average intelligence
A speech impairment refers to any condition that affects a person's ability to produce sounds correctly or fluently, or to use their vocal cords, tongue, lips, or other speech-related structures effectively.
A few topics Alicia can present include: “How to help de-escalate a child with intense behaviors”, “How to utilize a Safe Place within the classroom”, “Using visuals effectively”, “Documentation and collecting data on IEP goals and behaviors” and “Building rapport with sensitive and students with challenging behaviors”. She can also tailor presentations to address specific needs of the staff
Dedicated to supporting children with autism and dyslexia in Hillsboro, Texas, our advocacy services empower families to navigate special education with confidence. We specialize in helping parents understand their rights, develop effective IEPs and 504 plans, and ensure schools provide appropriate services and accommodations. With a compassionate, individualized approach, we work closely with families and educators to promote inclusion, understanding, and academic success. Whether you’re facing challenges with reading, behavior, or communication, we’re here to help every child reach their full potential. Advocacy matters—and we’re committed to making a difference for neurodiverse students in our community.
Supporting families in Hillsboro, Texas, our ADHD advocacy services focus on guiding parents through the ARD (Admission, Review, and Dismissal) process to ensure students receive the services and accommodations they need. We help you prepare for ARD meetings, understand your child’s rights, and advocate effectively for IEP or 504 plan support. With experience in ADHD-related educational challenges, we work alongside families to promote academic success, behavioral support, and classroom inclusion. Whether you’re new to special education or need help navigating the system, we’re here to make sure your child’s voice is heard—and their needs are met.
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Testimonials
Ninfa Segundo2025-10-06This is the one you want in your corner and advocating for your child or loved one . We will continue to use her for now on when it comes to our little one ❤️
Scarlett Coston2025-10-06Very communicative and supportive. And create a collaborative team that’s main goal is to support your student.
Laura Pauley Rich2025-10-01We are beyond grateful for Gina’s support as our special education advocate. She not only orchestrated our son's enrollment plan with the school but also came up with the idea of a graduated return-to-school schedule that truly meets his needs. Gina carried the mental and emotional load of navigating the district on our behalf, which allowed us to focus on being parents instead of constantly battling red tape. Her expertise, compassion, and persistence have made all the difference for our family—we couldn’t have done this without her.
Billy Rawls2025-10-01She was so professional and knowledgeable of every topic that was discussed in the ARD. She showed a caring and strong side when it came down to my child rights. Mrs. Tucker is absolutely the best!!
Renee Verhagen2025-09-28Sunnye is amazing. She is wonderful to work with, extremely knowledgeable, kind and professional. She helped us get the services we desperately needed for our daughter. I highly recommend Sunnye.
Ashlee2025-09-25Alicia and her team are amazing I was having a lot of issues with my daughters school not following her iep and I was lost and overwhelmed Alicia has helped so much the school is def on there toes now and I think with Alicia and her teams continued help we will get to a place where I can rest and not be so stressed trying to research the laws and go back and forth with the school me and my daughter are so glad we found Alicia!
M H2025-09-23I cannot begin to state how impressed I am with our advocate, Sunnye Garza! She was phenomenal from start to finish, taking time to understand our child, their needs, and the opportunities for the services they needed to be successful at school. Sunnye really focused on our child's struggles, and showed genuine empathy. You can really tell that Sunnye is passionate about advocating, and it shows through her work! Overall, you absolutely cannot go wrong asking for Sunnye - she will take the time to understand the situation, assist you with navigating the schools, the IEP process, and ensure that your child is receiving the services he or she needs! She is our go-to lady for all of our child's needs; I only wish I'd found her sooner! I Highly Recommend Sunnye, and THANKS A MILLION!!!
Brandy Ringo2025-08-12If I could give Sunnye more than 5 stars, I would a thousand times over. From the moment we connected she was a steady source of support, guidance, and strength for me during one of the most challenging fights of my life, securing specific accommodations, including but not limited to a one-on-one para my 5-year-old son, who has level three autism, desperately needed but our school district kept pushing against. Sunny was not just knowledgeable and skilled, she was patient with my emotions, my tears, and my fears. She listened without judgment, encouraged me when I felt defeated, and fought alongside me every step of the way. She understood not just the legal side but also the emotional weight a parent carries when advocating for their child. Because of her dedication and expertise, my son is now getting the support he needs to be safe, successful, and truly seen at school. There are not enough stars, words, or thank-yous to express the gratitude I feel. Sunny is not just an advocate, she is a blessing, and I will forever be thankful for the light she brought into this battle.
Amanda beshears2025-05-24Sunnye is extremely knowledgeable and was very willing to listen and help work through all the details of my child’s case. She was very helpful in the ARD when the school was not cooperative.
An IEP (Individualized Education Program) and a 504 Plan both support students with disabilities, but they differ in scope and services. For a student with Asperger Syndrome, an IEP offers specialized instruction, goals, and services under the Individuals with Disabilities Education Act (IDEA). It includes academic, social, and behavioral goals tailored to the student’s needs. A 504 Plan, under Section 504 of the Rehabilitation Act, provides accommodations—such as extended time, sensory breaks, or seating changes—but not specialized instruction. IEPs are more comprehensive and legally enforceable for students who need significant educational support, while 504 Plans address access and equal participation.
In Hillsboro, a 504 Plan and an IEP both support students with ADHD, but they serve different purposes. A 504 Plan provides accommodations—like extra time on tests, movement breaks, or seating changes—to help students access the general curriculum. It falls under Section 504 of the Rehabilitation Act. An IEP, governed by the IDEA law, offers more comprehensive support, including specialized instruction, related services (like counseling), and measurable goals tailored to the student’s educational needs. Students with ADHD who need only classroom adjustments may qualify for a 504 Plan, while those needing more intensive help may qualify for an IEP.
An IEP for a student with dyslexia should include individualized goals targeting reading, writing, and spelling skills. It should outline specific, evidence-based interventions—such as multisensory structured language programs (e.g., Orton-Gillingham). Accommodations may include extended time, audiobooks, reduced writing tasks, and access to assistive technology. The IEP should clearly state the frequency and duration of specialized instruction, how progress will be measured, and who will provide services. Additionally, it should address any related needs in areas like comprehension, fluency, and self-esteem. Regular progress monitoring and collaboration between parents, teachers, and specialists are essential to ensure the student makes meaningful academic progress.
Steps to connect with Us
We offer a complimentary 30-minute consultation. During this time, we will address your concerns regarding the current situation and explore potential options for the next steps.
If we both agree to move forward at the end of our conversation, We will provide you with a Consent to Authorize Advocacy and Release of Educational Information to sign and send along with a letter to the school notifying them that you have engaged our services.
We will send you a questionnaire to write all of your concerns regarding the current situation, your goals and reasons for seeking our services, as well as your experiences with your child and the district.
Review of Records involves a comprehensive review of all documents, including past and current evaluations, IEPs, and relevant academic and medical records as well as the questionnaire detailing your concerns.
The advocacy plan will be tailored to your student and specific situation and may include the following:
We require a $200 retainer fee and a completed Client Intake Form before work can begin.
We can also attend meetings with you for a flat rate of $500 which includes travel time.
Please note: If you need to file for due process, there will be an additional fee of $300 required before we can submit the paperwork on your behalf.
