Forty-two parents of 41 children reported on their experiences receiving a diagnosis of pediatric-onset multiple sclerosis for their child through semistructured phone interviews. Time to diagnosis ranged from 8 hours to 16 years, with the mean age at diagnosis of 13.7 years. The most common initial symptoms included visual disturbances and numbness. The mean number of medical visits to receive a diagnosis was 3.6. Parents reported feeling frustrated and overwhelmed during the diagnosis process, as well as shocked when told their child had multiple sclerosis. Parents emphasized the need for more awareness of pediatric-onset multiple sclerosis. Numerous parents reported encountering physicians who believed multiple sclerosis did not occur in childhood, contributing to a longer time to diagnosis. Parents preferred physicians first share the diagnosis with the parents without the child present. Finally, parents appreciated when physicians provided a variety of resources to help them cope with the diagnosis.

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A melia, age 4, attends an early childhood special education preschool program. She enjoys building structures, outdoor play, and reading during the school day. As a child with autism spectrum disorder (ASD), Amelia often pursues solitary activities while in the classroom, as well as at home among her siblings (a 6-year old sister and an 18-month old brother). She is challenged by social exchanges with other children including turn-taking, playing with others, and conversation skills. As the time for Amelia's Individualized Education Program (IEP) meeting approached, her mothers, Tara and Emma, debate on what to discuss with Mr. Huang, Amelia's teacher. While Amelia's growth has been observed in many different areas, particularly related to kindergarten readiness (e.g., reading, writing, identifying colors, shapes, and numbers), they continue to have concerns about her limited social skill awareness and connection with other children. Questions that come to their minds in preparation for the meeting include the best type of approach to use to assist Amelia in increasing her social confidence and involvement, as well as the optimal plan to begin consistent supports between the school and home setting. To prepare for Amelia's upcoming IEP meeting, her mothers and teacher meet to discuss Amelia's

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