About Us
A purpose bigger than ourselves
My Journey Into Special Education
The force that led me to become a teacher began long before I knew anything about special education programs. It started with a simple truth: a child who was thriving at home was suddenly struggling to transfer those same skills into a crowded classroom setting.
In the early elementary years, I noticed a widening gap between what was learned in a quiet, structured home learning environment and what was happening inside a classroom of more than twenty students. Despite meeting grade-level benchmarks, the academic progress was not reflected at school. Assessments showed a steady decline instead of growth.
Searching for support led to a series of closed doors, unanswered questions, and inconsistent access to academic resources. That experience ignited something in me.
When traditional channels failed, I sought training on my own. I attended nationally recognized workshops and learned the foundations of special education law, advocacy, and the rights families often don't know they have. That knowledge became the turning point.
With a new understanding, I connected with parent-training and advocacy organizations, deepening my skills in navigating special education systems, understanding evaluations, and supporting families seeking Free Appropriate Public Education (FAPE). My involvement quickly grew into serving on committees, supporting families across multiple counties, and providing guidance to parents who were facing the same challenges I once faced alone.
It should be noted that my advocacy included writing/preparing approximately 350 documents out of approximately 650 pages required for a "legal" document book and witness list required for the attorney and my family to prevail in a state level due process hearing (Going to a due process hearing for special education (How-to) | Illinois Legal Aid Online). Triumphing in this victory empowered me with "trailblazer abilities" to continue to conquer in two other state level due process hearings with the preparation of over 300 documents for each case. It should be noted that this work in its entirety could not have won the race without the Help of God, my mother, our son.
Terry Mitchell-Morgan — Founder & Advocate
Why I Pursued Special Education
Everything I learned outside the classroom shaped my vision inside the classroom. I believe in a learning environment where every student receives instruction that is intentional, inclusive, and rooted in real understanding.
Clear, Structured Instruction
Using explicit teaching, modeling, visuals, and hands-on supports — principles aligned with PBIS and family-centered engagement strategies.
Cognitive & Metacognitive Strategies
Breaking down content into manageable steps, checking for understanding often, and teaching students how to monitor their own learning.
Inclusive Learning Stations
Designing spaces that support different learning styles, encourage independence, and build a strong sense of classroom community.
Early Identification of Needs
Using the first 30–45 days of school to understand each learner's strengths, challenges, and support needs so families and educators can build an effective academic plan together.
Connected to Parent Communities
Remaining actively engaged with parent networks at local, state, and national levels to ensure we always understand the real needs of the families we serve.
It should be noted that the completion of my undergraduate degree through the Board of Governors Program at Governors State University was earned before I modeled "expert parent volunteer services" for the Midwest Positive Behavioral Interventions and Supports (PBIS) Network. To this end, I co-authored chapter 8 (see page 120) of the following E-book to convey — Aligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports (PBIS): View the E-book
"My experiences taught me that meaningful academic progress begins with informed, empowered families and educators who are willing to stand in the gap for students who learn differently."
This journey shaped my purpose: to advocate, to teach, to guide, and to ensure that every learner has a fair opportunity to succeed.
About My Family
Judah & Terry — Graduation Day
Judah Raymond Morgan — High School Graduate
Judah Raymond Morgan & Terry Mitchell-Morgan
Single Mom — One Son — Supportive Father
I am a divorced parent charged with the custody to raise our son with the help of a loving father. Both "parents" agreed, that "Judah deserved the best" from each of our worlds.
The Power of His Name
Judah's name carries deep meaning — every time someone calls him, they are declaring, "Praise be to God." Whether at home, in the community, or at school, his name is a spoken blessing spoken over him daily.
The Power of Spoken Words
From birth, Judah was taught that words are seeds — whatever you speak into your heart and mind will grow. This belief shaped his confidence, mindset, and spiritual development.
Young Judah celebrating with family
Early Development
- At 2 years old, Judah memorized and recited Psalm 91.
- By age 16, he recited over 100 scriptures daily through personal prayer confessions.
- From birth through Kindergarten, he listened to Mozart and watched early-learning programs like Hooked on Phonics.
A Hidden Learning Style
Although Judah excelled at home, his learning style was overlooked in school. As a multi-sensory learner, he thrived with interactive teaching — yet this was not recognized. At home, his academic growth was five times greater than what the school reported.
In Memory of Raymond Morgan, Jr. (1969 – 2023)
Judah's Father — Forever in Our Hearts
Raymond Morgan, Jr. was the definition of love — to his family, his faith, and the people he respected. As a caring father, he modeled with delight, protection, and unwavering commitment. As a friend, he showed up with loyalty, honesty, and a heart that made others feel seen and supported. His presence left a lasting imprint, and his legacy lives on through the lives he touched, the love he gave, and the strength he poured into those around him. This remembrance stands as a call to love louder, support deeper, and ensure every child and family receives the education, care, and encouragement they deserve. He will always be remembered, honored, and deeply missed.
In Honor of Judah Raymond Morgan
In honor of Judah Raymond Morgan and the legacy of his father (Raymond Morgan, Jr.), we recognize the appropriate and continual need for academic support in both general/special education — for children, families, teachers, and caregivers alike.
Because every student and ALL human creation are a three-fold being (Spirit, Soul and Body), it is vital to provide children with the proper foundation upon which to build academic guidance, school graduations, and life beyond the classroom. "Training up a child in the way he should go: and when he is old, he will not depart from it" (Proverbs 22:6 KJV) is an important and intentional guidance plan for a child's moral and spiritual development. The mind is a part of the soulish realm (1 Corinthians 2:14-15) which also houses the will, the emotions, the intellect, and the imagination.
Therefore, by teaching children to understand the importance of Proverbs 23:7 ("For as he thinketh in his heart, so is he: ..." - KJV) we are also shaping their character and actions for life. This verse emphasizes that a person's true nature is revealed by their inner thoughts, not only by outward words or gestures. Kenneth E. Hagin was a prominent figure in the Word of Faith movement. In his book, Right & Wrong Thinking, he teaches that "when a man thinks wrong, he believes wrong and when he believes wrong, he acts wrong". This means that our thinking, believing, and acting are connected. Once we have the revelation that right thinking comes from aligning our mind with God's Word, we will see the fruit of mindful behaviors in our children, our students.
About the Founder
Terry Mitchell-Morgan
is a graduate of The Joseph Business School (JBS) — a premier Christian business school that prepares kingdom-minded entrepreneurs. JBS is situated on a 33-acre campus in Forest Park, Illinois, with the reputation and commitment to academic excellence. We are an institution and culture that was established and operates by prayer and faith.
Education & Professional Roles
- B.A., Business Management & Counseling, Governors State University
- Parent Advocate & Independent Consultant supporting families of special learners
- President, Special Education Community PTA (Bolingbrook, IL- 2014)
- Lead Author of the Illinois PTA Resolution on Special Education Issues Awareness (adopted April 11, 2014)
- Former Parent Advisory Council (PAC) Chair — 4 consecutive years
- Former Local School Council (LSC) Member
- Region V Title I Conference Presenter (2011 & 2013), training parents across six states
- 40+ years of volunteer service dedicated to faith-based and community organizations
Personal Life & Interests
- Born and raised in Chicago, the 10th of 12 children
- Devoted single parent, who prioritizes quality mother-son retreats at Marriott Hotels during Christmas, Spring Break, and summer — graciously supported by Judah's father.
- Passionate about reading, research, studying the Word of the Creator, and watching films that foster positive personal development.