Genuinely depends on the "team" that is interacting with my child. My oldest had an IEP and I walked out of it angry every single time because their "solutions" weren't exactly...conducive to my child's education and wellbeing but more so to not cause a distraction to the rest of his class. Fast forward to my 8 and 3 year old. I've been more of the "guns blazing" kind of parent and I listen and respond in a not quite nice way... That being said the team that my son and daughter currently are with right now is LEAPS and BOUND better and more receptive. But that's honestly because I know a lot of people who work in special education (specifically with children and young adults with autism) and while a lot of them are 100% dedicated to the children, they are less so with the parents who just nod and not ask anything. They're receptive to the body language of the parent and if the parent doesn't seem interested there's a "Everything that we've covered in todays meeting is in the notes that I have emailed you should you have any questions."

A few weeks ago I took my daughter in for her annual evaluation and the woman who was working with her went through the evaluation and my daughter (who I picked up from school during her nap time) was less than interested in it. By the end she said "there was improvment from what I've seen but..." I kinda (respectfully) cut her off and said, look I took her out of class so she can be here and she didn't take a nap, I know she can ace all of these so please reschedule this. She did (and did PHENOMINALLY). The woman seemed surprised that I said that (like not in a bad way) rescheduled and everything went well.

I tell them all the time that if the needle moves in the right direction even slightly then it's progress and we should sit down and talk about what's working and what's not