Book by Jaime B. & Elizabeth Tracy Parent
Reviewed by Pennell Paugh
April 20, 2026 (San Diego) – Local authors Jaime and Elizabeth Parent have written a major reference for persons who have disabilities, with particular focus on those who have autism. While the book specifically addresses the services and needs of families in any of the military services, references provided often apply to civilians suffering from autism and other disabilities. It gives the tools and strategies for the disabled person to be prepared for all stages of life.
The Mission at Home is not meant to be read from beginning to end. Rather, view it as a reference text. Programs you might need are mentioned in the table of contents and the detailed index. The authors being sympathetic to disabled persons, give the perspective of the recipient of services and programs using a readable writing style.
Additionally, the couple describe how the military treated them and what services they found helpful for their autistic son. They began their trials in the 1980s when very little was known about autism, and few programs were fully instated. Their statistics show how active those programs are today.
Specifically, they describe autism in detail and what challenges that condition might cause an autistic individual throughout their life.
This thoughtful reference is commendable. Every program is explained in clear terms. Challenges are explained that recipients might encounter and how they might be overcome.
Below is a sample excerpt of the Individuals with Disabilities Act (IDEA) program. Other sections of the book address how to qualify for IDEA benefits and how available services really are.
Understanding Educational Placements
“People often mistakenly think of special education as a physical space such as a separate classroom or school, but special education is a collection of support services, supplementary aids, or other special programming (such as specialized instruction, co-teaching, adapted curriculum materials, speech and language, behavioral support, etc.) that is adjusted to be developmentally appropriate. During the IEP process, the team will identify your child’s strengths and needs to determine what special education services are required. Next the team consider where the least restrictive environment (LRE) is to deliver services effectively without interfering with your child’s free and appropriate public education (FAPE).
“To answer this question, it is important to understand some key concepts of the law surrounding special education. The Individuals with Disabilities Act emphasizes two important principles:
- Educating children with disabilities alongside their nondisabled peers to the “maximum extend appropriate with children who do not have disabilities.
- Providing a FAPE designed to meet the individualized needs of a child.
“IDEA guarantees special education services to eligible children with disabilities recognized fourteen categories (autism is a qualifying category). They have a right to a FAPE in the least restrictive environment. IDEA ensures:
- Special education services
- IEPs
- Parent involvement
- Legal protections
“FAPE is a core premise of IDEA. It means that children with disabilities must receive:
- Free (at no cost to the family besides regular fees that all students pay)
- Appropriate (based on their unique needs)
- Public (through the school system)
- Education (with meaningful progress and support)
“’Appropriate’ doesn’t mean the best. It means what is reasonably estimated to help your child make progress based on their individual needs with supplemental aids and services.
“The goal of the IDEA mandate is that children with disabilities be educated with the nondisabled peers “to the maximum extend appropriate” to ensure students with disabilities are not unnecessarily segregated and have access to the same curriculum, social interactions, and opportunities as their peers. This principle supports academic growth, social development, and self-esteem. If your school system follows this IDEA mandate, they will discuss the best setting for your child to receive services by first looking at the LRE and determining if the child’s needs can be met in the general education classroom with or without supplementary aids and services. If the team determines the child’s needs can be met in the general education classroom, that will be the placement. If the answer is no, it will be because the general education setting prevents a child from receiving FAPE, then a more specialized placement may be necessary. The priority is always that there is an appropriate education, not just the location. IDEA mandates a continuum of placement options to meet the diverse needs of students.”
Anyone with disabilities or who is a friend or relative of one, should get this book, persons in the military and civilians alike.
Elizabeth “Tracy” Parent, ED. S is a dedicated educator, administrator, trainer, autism advocate, and military spouse with over twenty years of experience supporting children with autism and neurodiverse needs throughout multiple military moves. As a skilled consultant and presenter, she has partnered with school districts across the United States and internationally, including in Russia. Tracy has developed online trainings and courses used globally, equipping educators and families with practical strategies for inclusion disability awareness, behavior management, executive functioning, and educational intervention.
Jaime B. Parent is a retired Air Force Lieutenant Colonel having served over 20 years in the United States Air Force Biomedical Services Corps. With a premise and desire to continue to serve, Jaime successfully became a healthcare Chief Information Officer at the University of Maryland Health System and Rush University Medical Center. His first book, Moving Past PTSD re-frames combat-related PTSD as not only a medical issue, but as a social issue. He has not only been an advocate for veterans, he has been one of the movers and shakers in rethinking and re-creating organizations and gathering resources to treat returning veterans and their families as individuals each of whose return to civilian life confronts unique challenges.