Regarding professional affiliations, Diane is a member of numerous organizations supporting children, including the Council of Parent Attorneys and Advocates (COPAA), CT Families for the Effective Treatment of Autism, the International Dyslexia Association, and the Council for Exceptional Children. She previously served as president of the Learning Disabilities Association of Connecticut and as a member of the board of directors for COPAA.
In addition to her work on private cases, Diane also served as a state-appointed surrogate parent, advocating for students with disabilities who were in foster care.
Diane Willcutts works throughout Connecticut, helping families to navigate the special education, Section 504, and Birth to Three processes. Using strategic thinking, courtesy, and clear communication, Diane provides skilled advocacy services on behalf of children with a wide range of abilities and disabilities. Over the past 19 years, she has supported families of children who have dyslexia, dysgraphia, dyscalculia, autism spectrum disorders, intellectual disabilities, ADHD, language disorders, dyspraxia, bipolar disorder, depression, anxiety disorders, PANDAS, Tourette Syndrome, cerebral palsy, and other unique learning needs. She has worked with teams in over 70 Connecticut school districts.
To help her clients keep up-to-date with information impacting their children, Diane participates in ongoing professional development related to special education law and instruction of children with disabilities. She has completed over 700 hours of training through Wrightslaw, the Council of Parent Attorneys and Advocates (COPAA), the Learning Disabilities Association of Connecticut, the Autism Spectrum Resource Center, Orton-Gillingham, and the Connecticut and Massachusetts bar associations. Diane is an instructor for the Council of Parent Attorneys and Advocates (COPAA)'s renowned Special Education Advocacy Training (SEAT) course.
Diane’s previous professional experience included work in research and program development through the University of Connecticut Department of Psychology. Both there and at Rutgers University, she taught courses in statistics and research design, providing her with a practical foundation for understanding and interpreting education research that describes methods of assessment or instruction.
She has also facilitated focus groups, developed user-friendly education manuals, implemented and monitored education programs, presented at national and international conferences, and co-authored articles published in peer-reviewed journals.