
Navigating Diagnosis & Services for Black Families

About Cheryl Poe
Cheryl Poe is the founder and Executive Director of Advocating 4 Kids, Inc., a Special Education Advocacy organization that provides resources, information, and workshops to parents and professionals with a special focus on addressing the needs of Black and Brown children with disabilities.
Ms. Poe holds a Master of Arts Degree in Urban Education and Counseling. She completed the inaugural William & Mary Law Institute of Special Education Advocacy Summer Conference and the first annual class. Ms. Poe is the mother of two boys with learning disabilities & prides herself on understanding the struggles that Black parents face when dealing with special education issues.

The journey to receiving an accurate neurological diagnosis can be difficult for families, especially for those in Black communities. Systemic racism, cultural misunderstandings, and a lack of culturally competent professionals often complicates an already challenging process.
Through her personal experience advocating for her two disabled sons’ education and helping other families navigate this complex landscape, Cheryl Poe, founder of the nonprofit Advocating 4 Kids, Inc, stresses how critical it is for families to receive a diagnosis. “I struggled getting the appropriate diagnosis and services for my sons so that they could be successful in school,” she recalls. “I will admit that it’s very, very difficult. But it all starts with an appropriate diagnosis of what is going on with your child. You cannot move forward, at least not move forward in a way that I think leads to good outcomes, without having a solid foundation of understanding of your child’s neurodivergence.”
Systemic Barriers to Obtaining a Diagnosis for Black Families
To understand some of the reasons why the diagnostic process can be so difficult, Cheryl describes deeply entrenched systemic racism in the public education and healthcare systems, which impacts how Black children are perceived and how they are diagnosed. She points to how both civil rights and disability rights had to be enacted through laws. “Laws don’t change the hearts and minds and positions of people,” she notes. “Public schools were never designed for Black children. Public schools were never designed for students with disabilities.”
This dual marginalization often leads to delays in diagnosis or misdiagnosis. Children may not be referred appropriately for testing because schools will point to behaviors and mislabel them as “tantrums” or “acting out.” “I challenge when I see those words,” Cheryl explains. “I say, ‘No… this child is dysregulated and they don’t have the skills to do what they need to calm themselves.’”
Within the diagnostic tests themselves, there can be cultural biases that do not account for differences in expression or communication styles, which affect how the test is interpreted. “One of the things we have to acknowledge is that all of those tests are normed for white people; they’re not normed for a minority group,” Cheryl says. “That’s a disadvantage because the expectation is … that you can use a standard baseline of white culture to get appropriate data.” As a result, Black children may be overlooked for services or diagnosed inaccurately.
Overcoming Stigma and Misconceptions
Another barrier Cheryl highlights is the cultural stigma within the Black community surrounding neurodivergent diagnoses. As a child who received special education services herself, she remembers the pressure to assimilate. “I grew up in that generation where assimilating into white society was very important. That’s how you survived. That’s how you became successful in life,” she recalls. “So I struggled with the idea of not being that perfect person…. It felt like a sense of shame.”
Cheryl focuses on helping families understand the underlying causes of behaviors in Neurodivergent children. “They aren’t bad,” she explains. “They are students. They are children that just need additional supports and understanding of expectations in the world around them. Because if you don’t see that in them and you just label them ‘bad’ … that’s what they’re going to carry. And that hurts their self-esteem. We may be better to say, ‘Look, you’re struggling with something and I’m not sure what it is. Let me take you someplace and see what we can do to help you.’”
Tips for Black Families Seeking an Autism Diagnosis
Cheryl outlines several key steps for Black families navigating the diagnostic process, emphasizing the importance of being informed, persistent, and prepared.
- Document Your Child’s Behavior: Start by keeping track of what you are hearing about your child at school and observing at home. If a teacher provides feedback like, “your child isn’t staying on task” or “your child is being defiant,” document these observations and compare them with your own. “Then you look at your interactions,” Cheryl advises. “If your child is doing homework, are they struggling? Are you noticing they’re not reading? Are you noticing that maybe they can do it, and then they get so distracted they’re doing something else?” All of this information will be important to pass on to the evaluator.
- Find Culturally Competent Professionals: Cheryl encourages Black families to seek out therapists, evaluators, and advocates who are culturally competent. Having a professional who understands the needs and culture of Black children and recognizes the limitations of the current tests can make all the difference in ensuring an accurate and fair diagnosis. “The bias is there,” Cheryl states. “If you don’t have a background or the ability to understand the testing, you don’t know what to look for to know if it is wrong or correct.”
- Seek a Medical Diagnosis: Even if the school system was the first to identify a learning difference, Cheryl recommends seeking a diagnosis through a medical provider and sharing the notes you have gathered. “Say, ‘I suspect my child has a disability. Can you please start the process of referrals for evaluations to identify what is going on with my child?’ If your child is very young, if you can get a neural developmental pediatrician in your area to work with you, that is wonderful. But I do recommend if you can, if you have the means either through insurance or however to get an evaluation outside of school done first, I highly recommend you do that.”
- Know Your Rights Under IDEA and Section 504: The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities receive an Individualized Education Plan (IEP), while Section 504 provides accommodations even if your child doesn’t meet the criteria for an IEP. “You get your diagnosis, but then you have to identify how that diagnosis impacts, impedes, or limits your child’s ability to be able to learn or access the general education curriculum,” Cheryl explains. Schools may elect to accept the diagnostic report, but often they will require their own testing, which may include classroom observation and skills assessments, to make a determination for services or accommodations in school. It’s essential to understand the laws that protect your child’s rights.
- Find Support to Help You: If you’re unsure about the accuracy of a diagnosis or you are having difficulty working with the school, don’t hesitate to seek help. ”If you know someone who knows this stuff really well, get them to look at it with you,” Cheryl suggests. “A lot of states have free centers, like parent training information centers. Go there if you can’t afford to hire an advocate and have them walk you through the evaluations.”
The Importance of Advocacy and Support
For families just starting their journey, the process can feel overwhelming, but Cheryl is encouraged by professionals starting to call for changes to testing and the increased number of supports for families. “I know it’s hard, but it can get better. There are tons of help and resources out there,” she says.
In a world where systemic racism and ableism persist, Cheryl’s work highlights the importance of empowerment through knowledge and support. Black families navigating the diagnostic and education systems are not alone in this fight—and with the right tools, their neurodivergent children can thrive.
Resource Links
How to Address Racial Bias in Standardized Testing
A Look at Content Bias in IQ Tests
US Department of Eduction: Individuals With Disabilities
US Department of Education: Protecting Students With Disabilities
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