Podcasts about IEP

The school year is in full swing for most of the country. We want to remind you about your required 30-day transition IEP meeting if your child has transitioned to a new school or new program. If you haven't been offered this meeting, request it now for a check-in. Even without a transition, you can still request this meeting to get updates on your child's progress. Don't delay! Now is the time! Today's guest has her finger on the pulse of today's special education programs, support, and funding, and she's here to help us understand the current situation. Join us!Jennifer Coco has a background in law and a focused passion for advocating for kids with special needs and disabilities. After starting in the civil rights field, she joined the Southern Poverty Law Center as a special education attorney to tackle systemic challenges in providing equal access and opportunity at the intersection of disability and race. Currently, she serves as the interim executive director of The Center for Learner Equity. This national organization cares deeply about kids with disabilities having equal access to high-quality school choices and opportunity.Show Highlights:THIS moment matters! (“We are at a scary juncture.”)Is the infrastructure in place to follow through with the law?The federal government is not following through on the provisions of the IDEA.Understanding the gap between the provisions and implementation of the IDEASolutions for charter schools in serving kids with disabilities: resources, access, and system capacityJennifer's approach to championing and advocating for charter schoolsThe two biggest problems for charter schools with inclusive education are planning and design.Systemic problems affect us all!Key takeaways from Jennifer: “Don't abandon hope! We need to hold hands and demand better for our kids.”Get involved!Resources:Connect with Jennifer Coco: Website, Jennifer's LinkedIn, and CFLE LinkedIn.Contact us on social media or through our website for more information about the IEP Learning Center: www.inclusiveeducationproject.org.Thank you for listening!Don't forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday. If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show. Connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.

In this Ask Catlin episode, I respond to three questions educators have recently shared with me on social media about active processing, note-taking, and the Station Rotation Model. I explore how teachers can build meaningful processing opportunities into whole-group instruction without creating elaborate activities, and I share a gradual-release approach for explicitly teaching students how to take notes. I also discuss how elementary resource teachers can use Station Rotation to provide targeted small-group instruction for students working toward different IEP goals. Across all three questions, I emphasize the importance of providing intentional scaffolds and support as we help students develop greater confidence and independence as learners.

This is a personal story. Every child is different, every family's experience is different, and this is simply our story.Kids can be masters at being chameleons. They often don't want to stand out, be different, or admit that they learn differently. They can become incredibly good at hiding their struggles—until, one day, the wheels come off.The truth is that teachers and school systems aren't always equipped to fully understand every child's learning differences. But we've learned that we don't have to rely solely on the system to understand how our children learn.For us, it's about understanding our child's IEP, understanding how their brain works, and giving them the tools they need to navigate their challenges. It's about helping them create their own roadmap to success—on their own terms.We choose to celebrate effort over perfection. We try to understand the gaps rather than shame them. And above all, we want to help our kids grow into confident people.At the end of the day, that's what we're trying to protect most: their confidence. You can work on grades. You can build new skills. You can find different paths forward. But confidence is much harder to get back once it's been taken away. Hosted on Acast. See acast.com/privacy for more information.

Feeling like data collection is eating up all your therapy time? In this episode, Hallie sits down with Michele Rothstein of SLP Madness, a 26-year elementary school-based SLP, to talk all about how to make data collection clean, efficient, and legally defensible. Michele shares her 3:1 treatment-to-probe ratio, how she handles Medicaid billing without sacrificing real therapy time, and why she believes data is her favorite four-letter word.Bullet Points to Discuss: The difference between therapy charting and true data collection Why testing your students every session isn't the same as teaching them Using a 3:1 ratio: three weeks of treatment, one week of progress monitoring How to report Medicaid billing data on non-probe weeks Building and organizing probes so they're ready for IEP season Handling inherited IEP goals you don't agree with or understand Here's what we learned: Data collection and therapy charting are not the same thing Consistent stimuli each time you probe is what makes data legally defensible An IEP is a blueprint, not a complete list of everything you're targeting Honesty about inherited goals builds trust with families and teams Starting small with one student or goal is the key to sticking with a new systemLearn more about Michele Rothstein: Website: https://www.slpmadness.com/ Instagram: https://www.instagram.com/slp.madness/ LinkedIn: http://www.linkedin.com/in/michele-rothstein-slpmadness Teachers Pay Teachers: https://www.teacherspayteachers.com/store/slp-madness How to Collect Data Without Stopping TherapyLearn more about Hallie Sherman and SLP Elevate:  

Building a positive connection with autistic students is one of the most important things we can focus on at the beginning of a new school year. That's why I'm making connection the focus of Week 2 of our Back to School Foundations series. There's something about that second week of school, too. The first few days are behind you, the excitement and whirlwind of getting everyone through the door has settled just a little, and you start realizing, I have a whole room full of children I'm still getting to know. And that takes time. For six weeks, I'm revisiting some of the most important conversations from the Autism Little Learners Podcast and bringing them back at the time of year when you may need them most. This week's conversation originally aired way back in August 2023, during the very first year of the podcast, so there's a pretty good chance you haven't heard this one before. And even if you have, I think it's worth coming back to as you get to know a new group of students. Last week, we talked about what needs to be in place before we really begin teaching. This week, we're slowing down and looking more closely at connection. When a new student walks into your classroom, you might already have an IEP, evaluation reports, goals, and plenty of information about what you're supposed to teach. But none of that replaces getting to know the actual child in front of you. In this episode, I'm sharing simple ways to foster a positive connection with your autistic students and why taking time to learn about their interests, preferences, communication, and cues isn't taking time away from teaching. It becomes part of the foundation for everything you'll do together. Because connection isn't something we check off during the first week of school and move on from. It's something we continue building all year long. In This Episode, You'll Learn Why connection deserves our attention before we become too focused on goals and academics Simple ways to begin building trust with a new autistic student Why a child's interests can be an important doorway into connection How following a child's lead helps us learn more about their communication and interaction Why not every interaction needs to become a teaching opportunity How noticing all forms of communication helps us better understand the child in front of us Why respecting a child's communication, including "no," "stop," and "all done," matters How taking time to build a relationship supports learning throughout the school year Key Takeaways Connection isn't separate from teaching. The time we spend getting to know a child gives us information that can make future learning more meaningful and accessible. An IEP tells us about a student, but it doesn't replace knowing them. Notice what makes them smile, what they move toward, what they avoid, and how they communicate. Interests can be a bridge to connection. Instead of always saving a favorite item or activity as a reward, we can join children in something they already enjoy. Not every interaction needs an agenda. Sometimes we can simply play, imitate, notice, laugh, and enjoy being together without immediately turning the moment into a lesson. Communication comes in many forms. Spoken words, AAC, gestures, facial expressions, body movements, sounds, scripts, reaching, moving toward something, and moving away can all communicate important information. Honoring communication builds trust. When children learn that the adults around them notice and respond to what they're communicating, we're strengthening the relationship. Connection takes time. It isn't a first-week-of-school activity. It's something we continue building and protecting throughout the year. Try This Choose one student you're still getting to know and spend some time simply observing what they enjoy. Notice what they move toward when they have a choice and what they move away from. Join them in something they already love without adding a demand or immediately turning it into a lesson. Look for communication you may have previously missed, including gestures, movement, sounds, AAC, or actions. At the end of the day, instead of only asking, "What did I teach today?" ask yourself, "What did I learn about this child today?" Resources & Links Back to School Foundations Series — This is Week 2 of our six-part series. Start with Episode #188 and follow along as we build from the foundations into connection, regulation, visual supports, transitions, and understanding behavior as communication. Keep Learning — Read the companion blog post about building positive connections with autistic students.  New to neurodiversity-affirming language? Read Why We Say "Autistic Child": A Simple Guide to Neurodiversity-Affirming Language.  Next Week — We'll continue the Back to School Foundations series with regulation and what it can look like to support it in the classroom.

What if occupational therapy wasn't confined to pullout sessions and IEP goals? Nicole Pfirman, M.Ed., OTR/L, shares how she brought an OT lens to every role—designing multi sensory environments for behavioral regulation, creating prevention and wellness teams that operated outside of special education, and reframing the "mental health crisis" as an intensity crisis that demands systems-level change. You'll learn why sensory regulation and mental health can't be separated, how to advocate for OT involvement at tier one and tier two, and what it takes to shift from waiting for an IEP to meeting student needs proactively. This conversation will challenge you to reclaim participation as the core of your practice and see new pathways for OT leadership in schools.Listen now to learn the following objectives:— Learners will recognize the distinction between a "mental health crisis" and an "intensity crisis," and explain how this reframing reflects the current reality school-based OT practitioners are seeing in students' behavioral presentations.— Learners will identify that sensory system regulation and mental health outcomes are directly connected, and that trauma responses impact the sensory system — meaning trauma-informed care cannot be effectively delivered without also addressing sensory dysregulation.— Learners will identify how OTP's core focus on participation and meaningful occupation applies across all MTSS tiers — from tier one environmental and policy conversations to tier two consultation — not only at the point of IEP eligibility.Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

Live from the 2026 TTPOA conference with the TTPOA Podcast hosts and Anthony, a nine-year law enforcement veteran, SWAT officer in the Houston area, and founder of In The Black. From getting washed out of combat controller selection at basic training, to walking mail routes, to finding his lane in USPSA competition and eventually building a coffee and tea brand out of his garage, Anthony's brutally honest story is proof that the American dream is still very much alive for guys willing to do the dumb, hard, embarrassing work it takes to figure things out.The conversation goes deep on what challenges law enforcement training, and Anthony doesn't pull punches. Teaching cops to show clear on an imaginary 50-yard line instead of building critical thinkers, spoon-feeding answers during shoot house runs, and confusing range safety with officer competence are all on the table. Anthony and the crew break down why that approach is not just inefficient but potentially dangerous, and what it looks like when a team actually commits to changing the culture.But this episode is just as much about building something outside the badge. Anthony talks through the full origin of In The Black: starting with loose-leaf tea because nobody in the tactical space was doing it, pivoting to coffee after burning batch after batch on a home roaster, and finding his name in Jeff Cooper's color code system applied as dark humor during a brutal SWAT selection process. The creative energy behind the brand, the viral video that crossed a million views, and the role his wife plays in keeping the whole operation from burning down are all fair game.If you have ever felt the pull between the job you were trained for and the thing you want to build, this one will hit home.In this episode:• Anthony explains why law enforcement departments training officers to 'show clear on the line' instead of building critical thinkers is not just inefficient but actively dangerous: when a real incident happens and officers are isolated during the investigative process, they realize they were never taught how all the pieces connect.• The speed-accuracy balance in USPSA competition directly translates to tactical work: running reloads between positions rather than standing static on a line mirrors the reality of nearly every officer-involved shooting video in existence.• Anthony's framework for teaching firearms is simple: make guys uncomfortable, show them exactly where the discomfort came from, then repeat the basic stuff far more times than anyone thinks is necessary before adding complexity.• In The Black got its name from Jeff Cooper's color code system, specifically the unofficial fifth color 'black' that Anthony's SWAT team used to describe going full chaos mode during selection, turning a symbol of failure into a brand built on humor and self-awareness.• The coffee line launched after Anthony burned every single home-roasted batch trying to listen for first and second crack while being partially deaf from years on the range, eventually outsourcing to a specialty roaster, where flavor profiles are locked into a system so he just pushes a button.• Anthony's viral million-view video was built on three things: a French competitive shooter doing something bizarre on the range, Moe in a skin-tight shirt matching the moves shot for shot, and a Roxbury song edit that made it look like ballroom dancing with zero hits on target.• The leadership problem Anthony identifies in law enforcement is a status play: people in senior positions avoid hard decisions because they are protecting their next promotion, which cascades all the way down to the individual officer who never gets pushed to think critically.• Running In The Black entirely from his house while working full-time in law enforcement means Anthony wears every hat, from packaging and heat-sealing bags on a scale like a drug dealer to using ChatGPT to code the website, with his wife as the one constant 'yes' behind every idea.Chapters:0:01 The Capable Standard: intro and waitlist pitch2:25 Live at TTPOA: setting the scene3:36 Introducing Anthony and In The Black HQ4:41 Anthony's background: military, mail routes, and law enforcement11:19 Finding the shooting journey through TTPOA and USPSA18:41 Training culture, critical thinkers, and what real firearms instruction looks like28:39 Why siloed training fails officers when it matters most38:39 Joining In Extremis Performance and developing as an instructor45:04 The origin of In The Black: tea, coffee, and the entrepreneurial leap53:49 The meaning behind the name: Jeff Cooper's color code and SWAT humor56:18 The viral videos, creative process, and social media presence1:07:05 Building a business from home, wearing every hat, and the support system behind itMentioned:Jake Labhart — Founder of In Extremis Performance, described as a brainiac on human movement and a doctor who invited Anthony to come on as an instructor, and introduced Scott to the TTPOA community.Gabe Rivera — Instructor and active LEO who competed at the match the day of recording and was referenced for shooting 500 rounds at steel on the last day.Brandon Hernandez — Referenced as the person Jake Labhart texted when making introductions, described as wearing a sequin motorcycle helmet when Scott Howell first met him upstairs at the Kalahari.Ben Stoeger — Referenced as a competitive shooter so mechanically consistent that Anthony describes him as 'not human' and 'a robot' after watching him shoot.Jeff Cooper — Originator of the color code system of situational awareness, specifically the white, yellow, orange, and red levels that Anthony's department extended with an unofficial 'black' designation.Kim — The only American to attend tea college, located in the Houston area, who became Anthony's tea supplier and mentor for the loose-leaf side of In The Black.Dana — Anthony's wife, whose coffee preference was narrowly his number two pick in the taste test and whose unwavering support he credits as the foundation of everything he is building.Rebecca — Person in the fitness industry getting into the tactical world, mentioned walking by during the recording at the TTPOA conference.Joel — Person in the fitness industry getting into the tactical world, mentioned walking by during the recording at the TTPOA conference.Preston — A Texas LEO Anthony has long looked up to as one of the guys getting after it in the competitive space.Sal — A Texas-based LEO Anthony trains with and who appeared in an In The Black HQ viral video wearing a wig while doing a skit.Kolton — A Texas LEO Anthony looks up to, mentioned alongside Preston as someone he was surprised to be invited alongside when Jake Labhart brought him into IEP.Matt — Anthony's videographer and editor for In The Black content, referenced both in the context of the video production process and as someone Anthony texts with random creative ideas.

Your student has an IEP all the way through high school. Then they graduate — and it doesn't go with them. Dr. Toby Tomlinson Baker was diagnosed with a learning disability in 1987, attended six different schools between kindergarten and twelfth grade, and was told by her guidance counselors not to bother applying to college. She has a PhD. In this episode she explains what actually changes the day a student walks off a high school campus, why the accommodations you fought for don't automatically transfer, and how to teach a student to ask for what they need before anyone makes them. In this episode, you'll learn: - What legally changes when a student moves from high school to college — and why a university can say no - Why self-advocacy is a skill you teach, not a personality trait a student either has or doesn't - What Dr. Baker found when she interviewed college professors about disability law for her dissertation - Why the accommodation that helps one student usually helps the whole class - The one thing that predicts whether a struggling student turns a corner Full show notes, resources, and the complete transcript: https://www.coolcatteacher.com/e972  If this episode helped you think differently about a student, share it with a teacher who needs it. SPONSORED: Ellis, a program of Children's Health Council, sponsored this episode. All opinions are my own and that of the guest. Show Sponsor: Ellis, a program of Children's Health Council, sponsored this podcast episode. All opinions are my own and that of the guest. Ellis pulls from a knowledge base on content from trusted partners like CAST, CASEL, Understood and others, and gives you evidence-aligned ideas for students who are struggling with learning, behavior, or the emotional side of school (but not clinical advice). If you've got a student (or two) who you can't stop thinking about, try it and see what it brings you. No personally identifiable student information is collected, and it is a much better place to start than "brainstorming" with your general-purpose AI chat tool. Try Ellis today: https://www.coolcatteacher.com/ellis

Back-to-school season can bring up a relentless stream of what-if questions for autism moms. In this episode of The Autism Mom Coach, Lisa Candera takes five of the most common back-to-school fears and shows autism moms how to turn them into concrete plans instead of repeatedly running them through their heads.In this episoYou are listening to episode 212 of The Autism Mom Coach, the final episode in the back-to-school series. Last week I gave you a protocol for answering your what-if questions ahead of time. Today I am running it through the five questions I hear from autism moms more than any others.Hello everyone, and welcome back. I am so glad you are here.In this week's episode, we are going to apply the five-step protocol I use for answering what-if questions to the most common what-if questions I hear from autism moms leading up to a new school year.If you missed last week's episode, I highly recommend you go back and listen, because that is where I lay out the protocol in detail and how it works. Either way, here is a quick recap.Step one is to clearly define the problem.Step two is to rate how likely it is and how big a problem it would really be.Step three is to determine your options, and to brainstorm at least five.Step four is to decide what you will do right now.Step five is to create a what-if action plan you can follow if the what-if actually happens.Now we are going to take those five steps and apply them to the five most common questions I hear from autism moms leading up to the school year.What if my child gets a teacher or aide who doesn't understand them?This one comes from a client whose daughter was heading into third grade. There were two possible teachers. My client was hoping her daughter would land with the young, bubbly, brand-new teacher she pictured being a patient, gentle fit. Instead, her daughter was assigned the other one — the senior teacher, a lot of experience, a strong reputation, but more reserved and less obviously warm. And my client spiraled.So let's define it. What does "doesn't understand them" actually mean? When she drilled down, it was this. The teacher won't have real experience with autism. She'll misread my daughter's behaviors as rude. She'll mistake avoidance for disrespect. And she'll end up ignoring or punishing my daughter for things my daughter cannot help.Now rate it. How likely is it? Honestly, we just don't know. But generally speaking, I think the answer is likely. It is likely that our kids will encounter teachers and support team members who don't just get them. Let's face it, at times we barely get our own kids. It's a moving target.Then rate how big a problem it would be if this teacher and your child really are oil and water, because that does happen. So ask it plainly. Will this one relationship make or break the entire school year? How much of the day does my child actually spend one-on-one with this person? And would my child benefit, even a little, from learning to work with a style that is not the one I would have chosen for her? Sometimes the answer to that last one is yes, and it changes how tightly you hold the fear.Next, decide your options — all of them, no matter how likely you are to actually use them. You could request a swap. You could reach out to the teacher before school starts. You could set up a meet-and-greet. You could give the teacher a one-page overview of your child, covering what works, what doesn't, and what to expect. You could take your concerns to the case manager. You could ask other parents who have had this teacher for the specific, on-the-ground picture. You could wait and see. Or you could request an emergency IEP meeting.Then decide what to do right now. For this situation, my client decided to be proactive about building a relationship with the new teacher. She reached out before school started, arranged a meet-and-greet, and prepared a one-page overview of her daughter. She also reached out to the case manager — not to complain, but just to put it on her radar.And then the if-then. If she gets calls or emails from the teacher about her daughter's behavior, or if her daughter reports difficulty with the teacher, then she will request a meeting, gather more information, propose strategies, and bring it up at the IEP, or request an IEP meeting if she needs one.What if the school calls me about behaviors?One of my clients got a call last year because her fourth grader cleared the classroom after learning, mid-morning, that the day's schedule had changed. She is now terrified it is going to happen again this year.So let's define it. The specific fear is that the school will call home to report a behavior — disrupting the classroom, hitting, yelling, eloping, shutting down, or refusing to work.Now rate it. How likely is it? For her child, given last year, a call at some point this year is possible. But I would not put it in the very likely bucket. The classroom-clearing was tied to a specific trigger, her participation in the G&E program, and she is not in that program this year.Then, how big a problem is a call about your child having a behavioral disruption? For this client, we actually talked about how the disruption the previous year was helpful, in a way. It was the first time her child visibly struggled in the school setting. And unfortunately, a lot of the time, if they don't see it, they don't do anything about it. If they don't see it, they don't believe the child is struggling, which we know is not the case for our kids with autism, especially the ones who are really good at masking. So sure, getting interrupted in the middle of the work day to unravel a meltdown is not pleasant. But on a scale from one to ten, it's about a five.Next, your options. You could educate the teacher about your child's behaviors and the responses that actually work. You could set up a protocol for phone calls, so home only gets called in a genuine emergency. You could ask questions when they call — what happened, what has already been done, and how your child is doing right now. You could pick your child up. You could designate another family member to handle pickup. You could talk to your supervisor or colleagues at work about the possibility. And you could look into FMLA.What can you do right now? The meet-and-greet, the one-page overview, and a protocol for calls home.And the if-then. When the school calls, you listen, you ask your questions, and you find out where your child is at in that moment. You do not volunteer to pick up if your child has already regulated. And you schedule a follow-up conversation with the teacher and the team.What if the school doesn't follow the IEP?Here is the scenario. Your child's IEP requires that test and quiz questions be read out loud to her by a teacher or an aide. And it is simply not happening.So let's define it as specifically as possible. The teacher is not reading the quiz and test questions out loud.Now rate it. How likely is it? Likely. And how big a problem is it? Big. It is a written accommodation your child is entitled to, and she is not getting it.Next, your options, roughly in order of escalation. You could send a reminder to the teacher and the case manager. You could provide them with a copy of the IEP. You could request an emergency IEP meeting. You could bring in an advocate. And if it comes to it, you could bring in a special-education attorney. You want to know the whole ladder exists, even if you never climb past the first rung.What you do right now is the first rung. You email the team, you remind them of the requirement in plain terms, and you attach the IEP so there is no ambiguity about what was agreed to.And your if-then, for if the accommodation still is not being provided after that. Then I document every failure — the dates, the tests, and what happened. I report it to the team in writing. I request an emergency IEP meeting. And before that meeting, I send a parent concern letter that memorializes my concerns and my specific requests, so that everything is on the record before we are ever in the room.I want to say one thing here, because it is the through-line of that whole plan. Every step is written down. Documentation is not you being difficult. It is you being clear. And it is the thing that turns "they keep not doing it" into something the team has to answer for.What if my child resists going to school?So let's define it. Your child protests, complains, and drags out getting into the car or onto the bus in the morning.Now rate it. How likely is it? Likely. And how big a problem is it? On a scale of one to ten, for this family, it was about a six.Next, your options. You could simply expect it, so it doesn't blindside you. You could ride it out. You could preview the morning with the school so they know what you're walking in with. You could build a predictable morning routine. You could build room for a delay into that routine. You could set up an incentive or reward plan. And you could look into therapy if the resistance runs deeper than a rough morning.What do you do right now? You build the plan and the routine, and you build extra time into it so a slow start doesn't turn into a crisis.And the if-then. When the resistance shows up, you stay calm, you offer reassurance, and you talk to the school.What if my child is perfect at school, then explodes at home?So let's define it. The fear is that your child masks all day at school, holds it together for seven hours, and then flips out the moment they get home. That your afternoons and evenings

This is Week 1 of 6 in the Back to School Foundations replay series. While I'm in Portland helping my daughter move into her first house, I'm revisiting six episodes I think will help most as you head back to school. New season starts Tuesday, September 29th, with five weeks on AAC for AAC Awareness Month. So much of what goes wrong in September is really about something that was never put in place in August. Three things. That's it. Here's what they are. I'm starting this series at the very beginning, with the framework I built to answer the question I get more than any other: where do I even start? The answer is not with the IEP goals. It's with regulate, connect, and routines. Those are the three things that have to be in place before teaching begins, and teach is the fourth pillar that everything else holds up. We all want to jump straight to teach. Sit at the table, trace the name, sort the colors. But a child who isn't regulated can't take in what you're offering, and a child who doesn't trust you yet has no reason to try. The framework is fluid. You'll move back and forth between all four pillars every day, student by student. A child can be doing beautifully in a teaching activity and be dysregulated two minutes later, and at that point we set our agenda aside and go back to what we know helps that child. That's not a detour from the work. That is the work. We'll talk about: Why regulation has to come before expectation, and what interoception has to do with it How to build connection with children you don't know yet, without going into teacher mode How predictable routines lower anxiety and grow independence The four pillars of the Autism Little Learners Framework: Regulate, Connect, Routines, Teach In This Episode, You'll Learn: Why a dysregulated child is not in a position to take in new learning Why true self-regulation doesn't develop until well past early childhood, and what to do instead What "teacher mode" sounds like, and why the questions get in the way How to join a child's play without taking it over or directing it Why speaking is not the only way to communicate, and what multimodal communication looks like Key Takeaways: Regulation before expectation. If a child isn't regulated, the lesson isn't landing. Co-regulation is the starting point at the early childhood level, not self-regulation. You have to reach the child before you can teach the child. No significant learning takes place without a significant relationship. Speaking is not the only way to communicate. Every child is already communicating. Predictable routines reduce anxiety and build independence. The framework is fluid. You'll move back and forth between all four pillars every single day. Try This: Send the Child Interest Survey home this week and use what comes back Join one child in their favorite activity without asking a single question Watch and copy what a child is doing instead of directing the play Ask your OT for one sensory idea for one specific child Teach a calming sequence with a visual cue before you need it Look at one child's visual schedule and check the length and the symbol type against what that child actually understands Pick one daily routine and make a visual sequence for it Related Resources & Links: ❤️ Child Interest Survey (free) ❤️ Free Visual Support Starter Set ❤️ Autism Little Learners Membership "Children learn best when they like their teacher and when they think their teacher likes them." Gordon Neufeld  

Back-to-school season can bring a lot more than new backpacks, school supplies, and first-day photos—especially when you're raising a child with Down syndrome.In this episode, Heather, Micha, and Mercedes talk honestly about the complicated feelings that come with starting a new school year. From new teachers and IEP meetings to inclusion, friendships, behaviors, and the pressure to make sure our kids have the opportunities they deserve, sometimes “back-to-school anxiety” is really a mix of fear, grief, frustration, comparison, and the exhaustion of knowing how much advocacy may be ahead.Micha shares about preparing for Ace's transition to middle school and advocating for the movement and sensory support his body needs to learn—and even to sleep. Mercedes opens up about the unexpected pressure she feels as Sunflower enters seventh grade and the milestones she thought they might have reached by now. And Heather shares the weight of sending Macyn into her senior year after an incredibly difficult school experience, while still fighting for something every student deserves: to be a meaningful part of their school community.They also talk about the comparison trap—especially when social media makes it look like everyone else's child is having the school experience you hoped your child would have—and the reminder that we rarely know the whole story.But this conversation isn't about pretending everything will be fine. It's about making room for the hard while still holding onto hope.Maybe we don't need to have everything figured out before the first day. Maybe we can simplify our goals. Maybe instead of measuring a successful year by achievement, we can ask:Is my child known?Do they have a friend?Are they included?Do they know they belong?And when the world outside our homes doesn't always get inclusion right, we can still create homes where our kids know without question that they are valued, adored, and that they belong.Why back-to-school season can bring unique anxiety for families raising kids with Down syndrome, including emotions like grief, comparison, and uncertaintyReal-life transitions and advocacy: new school years, changing grades, and supporting sensory, social, and inclusion needsReframing success and belonging by focusing on inclusion, self-worth, and creating supportive, radically inclusive home environmentsYou don't have to have everything figured out before the first day.You can change course when something isn't working. You can ask questions. You can advocate. You can feel nervous. And you can hope for a good year without pretending that some parts of it may be hard.Your child's worth is not measured by their progress.Here's to a school year where our kids aren't simply present—but known, valued, included, and loved.--------------------------------------------Thank You to Our SponsorsDown For Greens creates practitioner-formulated, third-party-tested greens specifically designed with the nutritional needs of the Down syndrome community in mind.Learn more: ⁠https://downforgreens.co⁠ Promo code: LUCKY — get 50% off your first order.--------------------------------------------ENABLE Special Needs Planning helps families create coordinated plans for the future by bringing together the vision, financial, legal, and practical pieces of special needs planning.Free resource: Who Will Carry What? Download: ⁠https://ENABLEsnp.com/the-lucky-few⁠Don't forget to follow, subscribe, and leave a review wherever you listen to The Lucky Few Podcast. We love hearing how these conversations are meeting you and your family.Here's to shifting the narrative for people with Down syndrome.

Are you feeling overwhelmed by the complex systems surrounding your child's mental and behavioral health? In this episode, we dive deep into how families can bridge the gap between schools, medical providers, and home life to ensure every child thrives. Join us for a powerful conversation about advocacy, collaboration, and the importance of meeting children where they are.In this episode, host Jae sits down with Dr. Katrina Ostmeyer, PhD, the founder of Beyond the Individual and a professor at the University of Kansas. Katrina shares her unique journey from academia to clinical practice, sparked by her own experiences as a parent of children who do not always fit the traditional mold. We explore the common frustrations of siloed systems where schools, insurance companies, and parents often find themselves at odds rather than working together.Katrina explains why true collaboration is the secret ingredient to progress and how her clinic provides a continuum of care that empowers families rather than creating long-term dependency. We also discuss the vital role of parental self-regulation, exploring why parenting is often more about managing our own emotions than controlling our children. Whether you are navigating an IEP, seeking behavioral support, or looking for ways to better regulate your household, this episode offers practical wisdom and encouragement.Chapters0:00 Intro and Welcome2:15 Katrina's Journey to Psychology and Practice5:30 Filling Service Gaps in Mental Health8:45 The Problem with Siloed Systems12:00 Collaboration Over Blame in Child Success15:15 Parenting and Self-Regulation18:30 Focus on Guidance and Autonomy21:45 The Beyond the Individual Service Model25:00 Moving Toward Independence in Therapy28:30 Working with Schools and IEP Teams31:15 Telehealth and Reaching Families Everywhere34:00 Final Takeaways and Self-Care35:51 End of VideoIf you found this conversation helpful, please like this video and subscribe to our channel for more insights on supporting your children. Share your thoughts in the comments below about how you navigate the different systems in your child's life!#homeschooling #mentalhealth #parentingsupport #neurodiversity #behavioralhealth

☀️ BEST of Summer SeriesThis episode is part of our BEST of Summer Series, where I'm revisiting some of the most impactful, most downloaded, and most shared episodes from the Not Your Average Autism Mom podcast.Originally released as Episode 233, The Back-to-School Parent Pep Talk: What Every Autism Parent Needs to Know couldn't be more timely. School has already started for some of our families, and for others, that first day is right around the corner.Whether you're listening for the first time or coming back for a refresher, this is one I want every mom raising an autistic child with an IEP to hear as we head into another school year.Because back-to-school isn't just new backpacks, school supplies, and first-day pictures when your child has an IEP.It's wondering whether the new teacher has actually read it.It's hoping accommodations will be followed.It's worrying about transitions, new expectations, new staff, and whether you're going to have to explain your child all over again.And it's figuring out when to wait and see... and when it's time to speak up.In this episode of the Not Your Average Autism Mom podcast, Shannon breaks the beginning of the school year into 5 Big Back-to-School IEP Buckets:

A new school year brings fresh opportunities—and plenty of preparation. In this back-to-school episode of Literacy Talks, classroom teacher Lindsay Kemeny shares the five priorities she focuses on every year to create a strong start for both students and teachers.From getting to know your students before the first day to planning instruction, building relationships with families, organizing your classroom, and even taking time to celebrate the start of a new year, Lindsay offers practical strategies that can help make those first weeks more intentional and less overwhelming.Along the way, Stacy Hurst and Donell Pons expand the conversation with insights on supporting students across grade levels, fostering self-advocacy, communicating effectively with families and educators, and creating learning environments where every student can thrive.If you're looking for practical ideas to make the transition back to school smoother and more successful, this episode offers actionable strategies you can put into practice from day one.Watch on YouTube.Show NotesLindsay's 5 Principles1: Get to know your students before day one.A fresh start doesn't have to mean starting with a blank slate. Lindsay explains how she reviews academic data, previous interventions, IEP accommodations, health considerations, and other available information before school begins. That knowledge helps her make intentional decisions about seating, initial small groups, and the support individual students may need.2: Plan instruction—and teach routines through it.Rather than spending the first weeks focused exclusively on rules and procedures, Lindsay begins teaching content right away, slowing down instruction as needed to explicitly teach classroom routines along the way. Procedures for using materials, transitioning, working at desks, and participating in lessons become part of actual instruction.3: Build communication and connection early.Positive relationships with families shouldn't begin when there's a problem. The hosts discuss welcome communications, parent questionnaires, regular classroom updates, and the value of intentionally reaching out with something positive—especially to families who may be accustomed to hearing from school only when something has gone wrong.4: Design the classroom around students and learning.Classroom setup isn't just about decoration. Lindsay considers traffic flow, accessibility, attention, student needs, seating, materials, and how easily students can see and participate in instruction. Donell extends the conversation to helping older students recognize environmental distractions and advocate for learning conditions that help them succeed.5: Make room to celebrate.Preparing for a new school year is a lot of work. Lindsay's final priority is simple: intentionally do something enjoyable to mark the beginning of a new year. The hosts also discuss checking in and celebrating after the first week as a way to reflect on what went well, what was challenging, and what's ahead.

Back-to-school season floods an autism parent's mind with "what if" questions that hijack sleep. What if he refuses to go to school, what if he gets aggressive, what if I have to call 911, what if he gets kicked out of the new placement too. I have lived that spin, and here is what it taught me: a "what if" is not a question you are trying to answer. It is anticipatory anxiety on a loop, and your body cannot tell the difference between the catastrophe you imagine and one that is real, so you pay the stress cost over and over before anything happens.This episode is the countermove. It is the five-step protocol I built to turn a vague catastrophic "what if" into a specific problem you can plan for, so you make your decisions ahead of time from a grounded state instead of in the panic of the moment.In this episode, you'll learn:Why "what if" questions and back-to-school anxiety keep autism parents stuck in a fight-or-flight loop instead of moving toward a solution.Why making decisions ahead of time, from a calm state, leaves you better equipped for school refusal, morning meltdowns, calls from the school, IEP disagreements, and the after-school collapse.Why the five-step protocol, define the concern, rate it, list your options, decide what you can do now, and write an if-then plan, turns catastrophizing into a plan you can use.Email Lisa your If, then statements: Lisa@theautismmomcoach.com

Many school clinicians know executive functioning is important. They also know that their entire team should be supporting it across general and special education settings. But they don't always know what exactly that looks like in practice…And if they do, they don't know HOW they can change the practices of classroom teachers. There are a lot of unanswered questions. …How can I find time to think about changing teacher's practices when I barely have time to manage my own workload? …What is my role if students don't “qualify” for services on an IEP? …Doesn't adding executive functioning to my plate open up a whole can of worms I'll never be able to manage as a related service provider? …Even if I should be involved, how do I get teachers and administrators to “buy in?”In this episode, I share how I help school clinicians not just answer these questions, but actually get executive functioning support in place…Even if they're not administrators…Without taking them away from their existing responsibilities or causing role confusion…And, even if they don't have “buy in” from everyone on their team that they SHOULD be involved with executive functioning. As you listen, I invite you to consider that you MIGHT NOT need to get buy-in to start. The buy in comes with the process because it helps to “stack” the evidence you need to gain traction along the way. And…the reason that no one can give you a clear answer on how or what your role is because a clear framework doesn't exist. People don't give you an answer because most people don't know HOW executive functioning support should look in schools. That's an opportunity for YOU to define how that looks. Which you are one of the most qualified people in your building to do if you're an SLP, social worker, psychologist, counselor, or other related service provider. And if you do it the right way, it can save you time and get better support for students in place at the same time. I share why that's the case in episode 265 of De Facto Leaders.  In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation). In this training, I cover the following:✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.You can sign up for this training here: https://drkarendudekbrannan.com/efleadershipIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

Jenny Ponzuric is a licensed educational psychologist, educational consultant, IEP master coach, and certified leadership and mindset coach. In this episode, Jenny discusses the importance of understanding a student's full learning profile, factors school psychologists should keep in mind when performing learning disability evaluations, and how to ensure that parents and practitioners are on the same page. 

"Don't buy him letters." That's what a professional told Cari Ebert when her son Aaron was two. He was "obsessed," they said, and needed to be moved toward more appropriate play. Cari ignored them. Those letters were how Aaron showed joy, and how she connected with him. Nearly two decades later, that same deep interest in letters, numbers, and dates is what landed him a job he loves. That moment is the heart of today's episode, because it's exactly what happens when we treat autism as a journey instead of a tragedy. This is Cari's keynote from this year's Preschool Autism Summit. She brings two lenses to it: 30+ years as a pediatric SLP, and 21 years as mom to her autistic son. Together they make a case that so much of what we were taught to fear, grieve, and "fix" was never the problem. The problem was the language, the linear milestones, and the compliance-first thinking we inherited. Cari walks us through Aaron's whole story, from spelling words before he could speak, to teaching himself to tie his shoes at 20, to reading bedtime stories to his baby nephew. Along the way she gives us a clearer, kinder way to talk to families and a real shift in how we show up for autistic children. We'll talk about: why the child is exactly the same the day after a diagnosis, and it's the adults who need to shift the power of first messages, and how "red flags" teach families to fear a diagnosis deficit-based language versus affirming, neutral, strengths-based language what autism is not, and what it actually is the spiky, non-linear developmental profile reframing the spectrum into a support-needs profile honoring autistic joy as the doorway to connection and learning Because we don't get to decide where an autistic child's journey ends. Our job is to keep believing there's more ahead. In This Episode, You'll Learn Why autism is a journey, not a tragedy, and what changes when we lead with curiosity instead of fear How deficit-driven language sends the message that something is "wrong" with the child, and how to choose affirming or neutral language instead Why autism is not a delay, a disease, or something a child outgrows What a spiky developmental profile is, and why milestone charts don't fit autistic development How to give families space to grieve their expectations, not the child in front of them What presuming potential looks like in real life, including how video modeling helped Aaron learn a skill on his own timeline Why deep interests, from Metallica to NASCAR, are the way in, not something to redirect Key Takeaways The diagnosis doesn't change the child; it changes how the adults see and support them Regulation creates the conditions for learning, and connection comes before communication All behavior has meaning; it's a clue, not a problem to extinguish Progress isn't linear, and growth continues across the whole lifespan Communication is a right, not something a child has to earn Autistic children are different, not less We stretch strengths instead of fixing deficits Families are the experts on their child, and the most important members of the team Try This Take one traditional IEP goal and ask AI to rewrite it in neurodiversity-affirming language, without percentage-of-accuracy measures Swap deficit words for neutral ones this week: "deep interests" instead of "obsessions," "prefers consistency" instead of "rigid" Learn one child's deep interest, and use it as your starting point instead of redirecting it Reframe a behavior you'd usually try to stop, and ask what it's communicating about the nervous system Notice a child's glimmers, the small things that bring them micro-moments of joy, and make room for them Start with connection before you ask for a single communication skill Related Resources & Links Cari Ebert's website - The Learning to Learn program, the Silly Sounds cards, and The SLP Talk Show podcast Preschool Autism Summit 2026 - Grab the summit replay bundle, a free guide, and get on the waitlist for 2027 Autism Little Learners Membership When we treat autism as a journey instead of a tragedy, we stop asking a child to prove they're worthy of our belief and start offering it from the very beginning. Cari's son didn't become worthy the day he got a job or gave a keynote. He was always worthy. Once you see every autistic child that way, it changes everything about how you teach.  

Founder of Blue Glasses Advocacy and mother of a 21-year-old with global developmental delays who proudly wears blue glasses, Vicki Christensen empowers parents with the knowledge and tools to navigate disability rights and is passionate about advocating for families through the Individualized Education Program, or IEP, process.Vicki supports parents and guardians of students in special education by providing effective advocacy strategies to foster positive, collaborative relationships at school. Her work, both in advocacy and in parenting, combines expertise, empathy, and firsthand insight, making her uniquely qualified to guide and inspire families navigating the challenges and triumphs of raising a neurodivergent child. #neurodiversity #neurodivergent #autism #disabilities #podcast #podcasts #IEP #IndividualizedEducationProgram #advocacy #disabilityrights #specialeducation  www.autismresourceproject.org/podcast

Send us Fan MailI thought I had a tight plan for back-to-school shopping, then a good sale turned it into a one-day spree that actually worked out. I also share how I'm setting up routines, classroom supports, and my own schedule so this school year starts calmer than last year. • finishing school shopping in one day and why the price point wins • clearance rules, trying things on, and avoiding no-return mistakes • planning seven outfits and buying more shirts for real life messes • using Monday through Friday outfit bins to build independence • adding breakfast at home so school meals do not decide hunger • prepping an ADHD and IEP-friendly classroom toolkit with timers and seat bands • tightening my morning routine and prioritizing parent health • visiting the Lincoln Memorial and seeing the USAA military names display Thanks for listening coffee with a twist.Email me at: coffeewitatwist@gmail.comNote: I don't own copyrights to any music you hear in any of my episodes. 

IEP meetings can feel like walking into a room where everyone speaks a different language and you're expected to keep up. We sit down with Samantha Taylor, founder of Olive Speech Therapy and the Empowered Parent Network, to talk about how families can move from overwhelmed to grounded and confident when navigating special education services, accommodations, and school communication. Samantha brings both professional expertise as a pediatric speech-language pathologist and lived experience as a mom raising a deaf son and a son with ADHD. We dig into what actually helps before a first IEP meeting: doing light research, learning basic terminology, and showing up ready to collaborate instead of brace for a fight. Samantha explains why you are the key voice at the table, how to ask the questions you're worried will sound “dumb,” and why it's worth asking for what your child needs even if you end up compromising. We also talk about the emotional side, including how fear, uncertainty, and past experiences can make advocacy harder than it looks on paper. Then we shift to the long game: teaching kids self-advocacy skills they can use in real life. We share ways to model “advocating with grace,” create a home culture where kids can ask why and express feelings respectfully, and build practice into everyday routines like dinner, car rides, and simple errands. For middle school and high school, Samantha offers concrete strategies like co-writing an email to a teacher, stepping back during introductions, and role playing different responses so kids feel prepared rather than panicked. If you want calmer IEP meetings, stronger communication, and kids who can speak up for themselves without burning bridges, this conversation is for you. Subscribe, share with a parent who needs support, and leave a review telling us what advocacy skill you're working on right now.Connect with SamanthaVisit the Empowered Parent Network website and join the newsletter to get the FREE guide, "5 Things to Say in an IEP Meeting." Then check out Parenthood Unscripted on Instagram, and Olive Speech Therapy on Instagram and Facebook.Welcome to Speak Out Stand Out — the show where we build confidence in our future, one voice at a time. I'm your host, Elizabeth Green.I grew up shy, so I know firsthand how life-changing it can be when someone helps you find your voice. Now, I get to help kids and teens do exactly that — and this podcast is a place to share those tools with you.Each week, I talk with experts and inspiring guests about simple, practical and tangible ways to help the young people in Thanks for listing! Be sure to check out the show notes for additional resources including a free public speaking lesson and 52 fun practice prompts.  And if you enjoyed what you heard today, please give us a follow. Thanks for Listening to Speak Out, Stand OutLike what you hear? We would love if you would rate and review our podcast so it can reach more families. Also - grab our free mini lesson on impromptu speaking here. This is ideal for kids ages 6+.Interested in checking out our Public Speaking & Debate courses? Find more here!

In this episode of the Nation's Blind Podcast, Melissa is joined by Individualized Education Program (IEP) advocates Katie Filaski, and Javier Diaz. They discuss their experiences supporting blind students and their families and share tips and insights on why IEP advocacy matters. Important Links: Individualized Education Plans | National Federation of the Blind Home | National Organization of Parents of Blind Children

Harry Psaros is an author, neuroscientist, health coach, and third degree black belt, known to Pittsburgh sports fans as the Pit Guru, but the title that matters most to him is dad. He and his wife Michelle have been married 24 years and raised two sons, and it was his journey raising Gus, who's on the autism spectrum, that led him to write his Amazon bestselling, award winning book From Struggle to Strength. He's one of the rare male voices in the autism space, and he doesn't shy away from calling other fathers forward. Harry and Larry, who's walked a similar road with his own oldest son, get into why so many dads resist an autism diagnosis, the devastating fall that erased years of Gus's progress, and the mindset that pulled the family through. Harry breaks down the two ideas from his book that have resonated worldwide: the 2% rule for cutting through overwhelm, and the difference between sight and vision. If you're a father facing a diagnosis you didn't expect, this one meets you where you are and refuses to let you stay there.   Timeline Summary [1:02] – Two martial artists connect over a shared lifelong passion [7:13] – The fall down two flights of stairs and the concussion that changed everything [9:14] – Total regression: years of therapy and even the piano, gone [9:37] – Picking yourself off the mat because the endgame never changed [10:45] – Gus graduates Kent State and starts a physical therapy graduate program [12:16] – The full bio: author, neuroscientist, the Pit Guru, and a dad [14:51] – When Gus was diagnosed and why Harry was so stubborn at first [15:31] – The oddities Michelle saw that Harry couldn't accept [16:28] – The birthday party, the fan, and the teacher who said it out loud [17:57] – The two hour drive home and the moment he decided, game on [19:16] – The two types of dads, and why both need to hear this [22:26] – Gus at 22, the vision board, the degree, and the Ram truck [23:09] – The three levels of autism and why mild is never easy [24:19] – A nonverbal keynote speaker with two degrees and a full life [25:31] – Larry's own son: low muscle tone, food textures, and an IEP that led to drum major [29:33] – Larry's younger son, PANDAS, and the strep connection [31:47] – The 2% rule: one thing a day to silence the cacophony [41:58] – Sight versus vision: the daily grind and the long term picture [43:19] – Brain Balance, Dr. Robert Melillo, and lifting the autistic fog [45:21] – Why the vision piece includes estate planning for some families [47:33] – Filotimo and doing good for the sake of good, asking nothing in return [49:16] – Wanting to become a preeminent male voice in the autism space [51:10] – Your number one job as a dad is to be there for your kid [53:19] – Gus wins a National Courage Award and says yes to help one person [55:09] – Where to find the book and connect with Harry   5 Key Takeaways Control the Controllable — When a devastating setback erases years of progress, you can't change what happened. You can refocus on the endgame, pick yourself off the mat, and keep fighting toward the best version of your child. The 2% Rule — Parenting a child with extra needs floods you with everything that needs fixing at once. Pick one thing each day and make your child 2% better at it. Anything beyond that is icing on the cake. Mild Doesn't Mean Easy — A level one diagnosis still means years of therapists, neurologists, and countless hours on the road. Improvement applies at every level, and no one should tell you what your child can't do. Sight and Vision Are Both Required — Sight is the daily grind of therapies and goals. Vision is the long term picture, and it can change dramatically as your child grows, so keep both in view and adjust the vision as gains come. A True Man Shows Up — Your number one job as a dad is to be there for your kid. Resisting the diagnosis or staying on the sidelines is doing the opposite of what fatherhood requires. Get your emotions out, then dive in.   Links & Resources Episode page and all links: https://thedadedge.com/1514 Dad Edge Day with the Arizona Cardinals (November 15, Cardinals vs Rams, State Farm Stadium): https://thedadedge.com/nfl Alex the Terrible scream video (referenced in episode, just for fun): https://www.youtube.com/shorts/UMZ1tqojC2Q Become a legendary couple: https://thedadedge.com/legendary-couple/   Enjoyed This Episode? If Harry's message reached something in you, whether you're facing a diagnosis yourself or you know a dad who's still resisting one, pass it along. Send this episode to a father who needs to hear that showing up is the whole job, and pick one small thing to get 2% better at with your own kids this week. If the show keeps delivering, follow, rate, and leave a review so more fathers can find these conversations.

Special education enrollment in the United States has reached record highs, but what's really driving the increase? Is it better diagnosis, changing academic expectations, broader legal protections, or something else entirely?(NOTE: If you don't want to hear about Jen's wild concert adventure and why her voice sounds like a 70-year-old smoker, bypass our banter and skip to the 6:50 time stamp)In Episode 2 of our special education series, we move beyond the history of IDEA and examine what's happening inside today's schools. We break down the latest enrollment trends and ask whether the education system has changed more than the students themselves.Although billions of dollars are spent every year supporting students with disabilities, reliable nationwide cost data is decades old, federal funding continues to fall short of original promises, and local school districts are increasingly forced to make up the difference.Whether you're a parent, educator, policymaker, or simply curious about the future of public education, this episode provides the numbers—and the context—to understand one of the fastest-growing challenges facing American schools.What it means that more than 8.2 million students now receive special education services.The 13 disability categories recognized under federal law and how students qualify for services.Why boys are identified for special education at much higher rates than girls.Competing theories behind rising special education enrollment.Why many Individualized Education Programs (IEPs) rely on common accommodations like extended time—and whether those supports are enough.The surprising lack of modern nationwide data on special education spending.How the federal government has consistently funded far less than the level originally envisioned under IDEA.Why educating students with disabilities costs substantially more than general education—and what those rising costs mean for school districts.Special education enrollment continues to rise nationwide, now serving approximately 15% of all public school students.Autism diagnoses represent one of the fastest-growing disability classifications in American schools.Federal funding has never fully matched the commitment originally envisioned when IDEA became law, leaving states and local districts responsible for much of the financial burden.Understanding special education requires looking beyond statistics to the legal, educational, and financial systems that shape the delivery of services."The numbers keep climbing—but the funding promised to support those students never truly caught up."RESOURCES USED IN THIS EPISODE:Individuals with Disabilities Act (IDEA)U.S. Department of Education special education data The Advocacy Institute California special education funding reports Special Education Stats [2023 Update]What federal education data shows about students with disabilities in the U.SPublic School Teacher Salary in California.COE - Students With Disabilities3 Reasons Why More Students Are in Special EducationWho Qualifies for an IEP in California?Dumping Kids with IEPs into General Education Classrooms is not Inclusion | by Laura J. Murphy, MFA, MEd | Age of Awareness | MediumCalifornia annually spending over $13 billion on special education California's $2.4 billion special education boost addresses critical needs, but challenges remain | EdSource  2026-27Individual with Disabilities Education Act (IDEA) Funding Gaps by School District | NEA.Follow the podcast so you never miss an episode in this series exploring the history, policy, funding, and real-world impact of special education in America.If this episode helped you better understand today's education system, please leave a 5-star review, share it with a friend or colleague, and join the conversation on social media. Your support helps more educators, parents, and community members discover the podcast.

As the new school year approaches, most autism parents focus on the tactical preparation: reviewing the IEP, adjusting sleep schedules, and buying school supplies. Those steps matter, but they are only half of what you need. In this first episode of the Back to School series, Lisa talks about the other half (preparing yourself) and the mindset that shapes how much energy you carry into every IEP meeting, every phone call from school, and every decision you make this year.In this episode, you'll learnWhy tactical preparation is only half of what you need before the school year begins, and why the mindset you bring to it matters just as much.How bracing yourself for everything that could go wrong keeps your nervous system stuck in fear and drains the energy you will need once the year is actually underway.The three mindset shifts (moving from bracing to acceptance, moving from fear to focus, and then practicing both again and again) that help you move through the school year with more resilience.

Grab the Secondary Teacher Systems Toolkit here: https://khristenmassic.thrivecart.com/systemstoolkit/?ref=pod Too many preps and not enough time? Let's make your planning period actually work for you. Reserve your spot in the Unit Planning Lab here: https://khristenmassic.thrivecart.com/unit/?ref=podcastPlanning for the next school year? If your day is organized by class period, your planning calendar should be too. Grab my Editable Class Period Calendar here: https://khristenmassic.com/secondarycalendarpodGet the Planning Period Reset Toolkit—a free set of quick-start tools to help you protect your time, focus faster, and finally finish something… even during chaotic school days. https://khristenmassic.com/resetShop my Teachers Pay Teachers store: https://www.teacherspayteachers.com/Store/Khristen-Massic-Cte-Teacher-CoachLet's be real—navigating student accommodations always sounds like one of those “get to it later” tasks. But if you're like most secondary teachers, especially those wrangling multiple preps, the real chaos begins once that first bell rings. That's why this episode of The Secondary Teacher Podcast hits where it hurts: how to keep track of student accommodations before the school year steamrolls you. If you've ever found yourself buried in paperwork, searching for visual processing needs, or wondering if you missed a key detail, you're not alone.The primary keyword phrase every secondary teacher needs to know right now? How to keep track of student accommodations. Forget relying on memory or digging through your student information system during passing period. Host Khristen Massic lays it out plain—waiting until the first week of school to handle accommodations is setting yourself (and your students) up for avoidable mishaps. She recounts that gut-punch moment when a colleague asked about printing handouts on special colored paper. The answer, of course, was no, because the paperwork never actually made it to her. Classic story: kid struggles, never speaks up, teacher feels like they failed—when really, the system failed them both.A key takeaway? Most accommodation systems are clunky, requiring you to click three screens deep for every kid, every period. That's not happening in the middle of group activities or when your brain's split between lesson planning, classroom routines, and a dozen other priorities. Instead, what works? Having one streamlined tracker where everything lives: IEPs, 504 plans, multilingual learner supports, follow-up questions—so you can see, at a glance, exactly what each student needs. This stops those gaps where students fall through, not because teachers don't care, but because survival mode takes over.She pushes teachers not to try memorizing every support for every class. Trusting your brain to keep it all straight is a recipe for missed accommodations, overlooked follow-ups, and burning out before October. Build a system when you have time, like during prep days. Go beyond just the paperwork—ask questions, check for incomplete data, and flag students who still have files in limbo. Write your follow-up questions immediately instead of promising yourself you'll remember (spoiler: you won't).One concept discussed was making classroom-wide changes, like printing all handouts on blue paper. It's a simple shift that doesn't hurt anyone but makes a world of difference for the one kid who needs it. This is the secondary classroom reality: sometimes the right support for a few actually works for all. Another big point: put everything in one place. Every additional “place” you stash information (emails, notebooks, sticky notes), is another place you're likely to forget or overlook something critical.These insights land with every teacher who's ever gotten roster changes at the last minute, or found themselves with students from multiple schools or specialized programs. If you're on a tech campus, teaching electives, or managing mixed-level classes, the odds that information gets lost in the shuffle skyrocket. Don't wait until you're in the weeds. Set up that tracker. Read through your lists, spot patterns, and identify what might shape your first weeks.Host Khristen Massic doesn't sugarcoat it: you'll never know everything about every student on day one, and you shouldn't expect to. But you can make sure the essentials don't slip through while you're learning your students, and they're learning you. When you see how easily one student went a semester without the simple support of blue-printed materials—just because information got lost—it stings. That's the gap a solid accommodation tracker can close.This episode is for every secondary teacher who juggles multiple rosters and wonders if they've missed someone's accommodation, if they're actually meeting every 504 or IEP, or if another student is quietly slipping by without support while you scramble through your list. It's a simple but overlooked part of actual work life balance for teachers: stop relying on memory, start relying on a system, and reclaim those minutes for actually teaching and connecting.If you want fewer things falling through the cracks, more confidence walking into your first week, and systems that make teaching smoother all year, make the accommodations tracker your new best friend. The payoff is real: more actual student support, less guilt at the end of the semester. Do the thing now so you're not living with regret by Thanksgiving.Let memory off the hook—build a system that's got your back. Don't wait for a perfect fix; perfect is the enemy of done. Grab your tracker, capture what matters, and give every student the year they deserve.School chaos is guaranteed; failing to prep your system isn't. Go make tomorrow lighter, one rebellious tracker at a time.

What do you do when the school waits until the night before the last day of school to tell you your child is failing — and it turns out they broke his own IEP to do it? Dr. Amy Moore joins Cheryl this week. She's a cognitive psychologist and former teacher who left the classroom to research why struggling kids kept getting missed. She's also raised three sons — now 27, 25, and 21 — all neurodivergent, all homeschooled differently based on what they actually needed. They get into the real story behind pulling her oldest out of school in 6th grade after a last-minute email about 20+ missing assignments his 504 plan should have flagged much earlier. From there, Dr. Amy breaks down the difference between neurodiverse and neurodivergent, why social-emotional learning programs in a classroom of 30 can't replace what happens one-on-one at home, and how to tell if your child is dealing with a content gap or a skill gap when something isn't clicking. You'll hear about: The night her son's school broke its own legal accommodation — and what she did the next morningWhy co-regulation (not curriculum) is the missing piece in most SEL programsHow dual enrollment programs like Colorado Early Colleges let homeschoolers earn college credit for freeWhy a major meta-analysis found a leading reading approach wasn't moving the needle — and what she says actually isHer advice for any parent who's terrified an IEP means they can't homeschoolIf you're staring down a diagnosis, an IEP meeting, or a kid who just isn't clicking with the curriculum you picked — this one's for you.Connect with Dr.Amy:www.thebrainymoms.comwww.amymoorephd.comwww.instagram.com/thebrainymomsReady to homeschool but wondering where to start?

In this episode, Mark talks with Aaron Mueller about his experiences with modeling instruction. They talk about getting students to think like scientists, questioning one another, and using both inductive and deductive reasoning. They talk about the connection between NGSS and modeling instruction and about some of Aaron's tips for new teachers and book recommendations. Guest Aaron Mueller Aaron Mueller is a 7th grade Science Teacher in Naperville, Illinois. He has been teaching for 26 years and began Modeling in 2012-13. Through his career, he has taught middle and high school science. Aaron has experience with modeling workshops in Biology, Mechanics, and Middle School. Highlights [5:19] Aaron: "So students that are, ELL to having a 504 IEP, gifted even, their sets of languages are so different. However, modeling can bring them together really easily through observation, inferencing, gathering evidence, explaining the evidence, drawing." [17:10] Aaron: "I feel like a way to describe NGSS is like that framework or backbone and modeling to me is that key to turn it on and let it go." Resources Download Transcript Ep 83 Transcript Links [Book] Science Blind by Andrew Shtulman [Book] Science in the City by Bryan A. Brown [Book] Ambitious Science Teaching by Jessica Jane Thompson, Mark Windschitl, and Melissa Braaten [Book] Questions, Claims, and Evidence: The Important Place of Argument in Children's Science Writing [Video] Dr. Brian Hand - Science Writing Heuristic

Cyndy Etler was 13 years old when she chose foster care over going home. Her mother had stood in the bathroom doorway and watched her stepfather hurt her, and that was enough. She chose the ink on the fingertips at the police station over the house she had been living in.What followed was a month at Janus House — a youth shelter in Bridgeport, Connecticut, where the staff were the first adults who ever gave her a choice and respected the answer. It was there, at 14, walking to the corner store with a pack of Marlboro Reds and a new sense of what an adult could be for a kid, that she was struck by lightning. She knew what she was supposed to do with her life.Then her mother enrolled her in Straight Incorporated.Straight was a warehouse program that ran under the guise of drug rehabilitation. Parents signed over their child and left. The ACLU later described it as a concentration camp for throwaway teens. Cyndy had smoked marijuana three times and drunk beer once. She was held for 16 months, with her first contact with her mother not happening until five months in, through a supervised visit with a scripted exchange. She came out brainwashed, isolating in high school bathroom stalls, telling kids who tried to talk to her that they were not in her best interest.Then an English teacher saw her writing, read it out loud to the class, and said: Cyndy wrote that.On Episode 239 of Fine is a 4-Letter Word, Cyndy Etler — foster care survivor, Straight Inc. survivor, trained boxer, summa cum laude graduate, teen life coach, and author of Dead Inside and We Can't Be Friends — talks with Lori Saitz about what it took to get from there to here, what one adult's genuine interest can do for a kid's entire life, and why she tells every teenager she works with to watch for the adult who sees them and wants absolutely nothing in return.Her books are Dead Inside and We Can't Be Friends. Season 2 of Robert Downey Jr.'s podcast The Sunshine Place is the full history of Straight Incorporated, narrated by Cyndy.Listen on all platforms:Search "Fine is a 4-Letter Word" on Spotify, Apple Podcasts, or wherever you get your shows. Subscribe so you never miss an episode.Timestamps:[00:00] How they met at a networking event and booked the show within days[01:00] The plan that never happened: her father, the musician, the Costa Rica sabbatical, his death when she was one[02:30] The values she was raised with — and the mother who modeled them[04:30] The age-nine decision: be the opposite of her mother[05:30] Born a fighter: the stepfather, the abuse, the bathroom doorway[07:00] Choosing foster care at 13 — the ink on the fingers, the choice at the police station[09:00] Janus House: the first adults who gave her a choice and respected the answer[10:30] Hit by lightning at 14: walking to the corner store and knowing her purpose[13:30] Straight Incorporated: the warehouse, the ACLU verdict, 16 months, 250 kids, the coercive cult[17:00] Why you could not just fake your way out — the Lord of the Flies dynamic[18:30] Five months before she could speak to her mother, with a script and an observer[19:00] Coming out brainwashed, eating lunch in bathroom stalls, telling kids they weren't in her best interest[21:00] The English teacher who read her writing to the class and said her name out loud[22:00] The book signing reunion: the teacher still Blanche DuBois, still rolling her eyes at the jock[24:30] What the teacher taught without knowing it: one drop of water and a dying plant[26:00] The lesson Cyndy carries into her work: you can change a life without carrying the kid forever[27:00] What teenagers actually need versus what they usually get: autonomy vs. control[29:30] Coaching vs. therapy: no DSM-5, no IEP goals, just what do you want to change[30:30] Education, boxing, and the other building blocks that kept her above water[31:30] The one adult who listens without wanting something in return — what to watch for[33:00] Dead Inside and We Can't Be Friends — the books, the writing process, the hair falling out[34:30] The Sunshine Place podcast Season 2 — Robert Downey Jr.'s series, narrated by Cyndy[35:30] Bobby Brown's My Prerogative as the energy song — and why she almost became a rock star anyway[36:30] Where to find Cyndy: theteenlifecoach.com and cyndyetler.comConnect with Cyndy Etler: Linkedin: https://www.linkedin.com/in/cyndy-etler-med-icf-acc-b9149535/ Books and author info: https://cyndyetler.com/ About the Show: Fine Is a 4-Letter Word is the show for leaders who are tired of pretending everything is okay. Host Lori Saitz brings on guests who get honest about what it really takes to lead with empathy, vulnerability, gratitude, and courage. New episodes every week. Subscribe so you never miss an episode, and if this conversation hit home, leave a review. It helps more leaders find the show.

Episode SummaryIn this episode, Dr. Candida Fink and special educator Jo-Ann Berry dive into the nuances of supporting students with ADHD in the classroom. Moving beyond repetitive "pay attention" reminders, they explore the "curious approach" to prompting—asking students if they are stuck or simply thinking. The conversation covers practical classroom strategies for high schoolers, the importance of student autonomy, and how simple adjustments like doodling or movement breaks can transform a student's ability to engage with challenging or tedious tasks.Key Points & HighlightsThe Power of Curiosity: Replacing standard redirections with curious questions (e.g., "Are you thinking or are you stuck?") helps students re-engage without feeling singled out or shamed.The "Neuro-Spicy" Classroom: Strategies like doodling, fidgets, and varied seating (wobbly stools, yoga balls, or spin chairs) are essential tools that help ADHD brains "reset" their attentional systems.Autonomy in High School: Giving older students the choice to opt-out or delay a task often leads to better engagement, as it shifts the dynamic from compliance to personal responsibility.Functional Writing Skills: For 11th and 12th graders, the focus shifts from academic perfection to functional communication, such as emailing a doctor or writing a job application.The Flaw in IEP Goals: Jo-Ann critiques the common IEP phrasing "the student needs to..." and argues that goals should reflect what the educator wants to see, rather than placing the "need" solely on the student.Takeaways & Practical TipsFor Teachers: Use neutral "check-ins" like "Are you with me?" rather than demanding eye contact. If a student is looking away, they may still be listening.For Students: Identify which sensory "muscle" helps you focus—whether it's a specific fidget, standing up for a minute, or taking a strategic "mental break" by looking out the window.Movement as a Tool: Understand that movement helps "wire" the brain to focus. Even a brief walk to the restroom can serve as a necessary cognitive reset.Writing Prompts: Use low-stakes, non-daily writing prompts to build the "writing muscle" without the pressure of a major grade.Resources MentionedRoss Greene's Collaborative & Proactive Solutions (CPS) Model: Referenced for its "What's up?" approach to problem-solving.Classroom Tools: Wobbly stools, yoga balls, spin chairs, and fidget bins.Digital Tools: iPads/Tablets for doodling during lessons or, even better, paper and pencil.Connect With UsWe want to hear from you! What strategies have worked in your classroom or for your child?Website: MentalHealthGoesToSchool.com.Social Media: Watch on YouTube and be sure to follow us on Instagram for more tips and "good things" from our travels and teaching.Timeline[00:00] Intro: Welcome to Episode 32.[02:15] The frustration of repetitive ADHD prompts in the classroom.[05:40] Strategies for high school: Doodling, fidgets, and movement breaks.[09:20] The "Are you stuck or are you thinking?" technique.[12:10] The importance of student autonomy and choice.[16:45] Reimagining IEP goals: Moving away from "Student needs to..."[20:30] Functional writing skills for upperclassmen.[24:50] "One Good Thing": Recapping our trip to Iceland and the beauty of the glaciers.If you enjoy our content, please like and follow - and review if you can!

In this episode of Mind the Kids, the podcast from the Association for Child and Adolescent Mental Health (ACAMH), host Mark Tebbs is joined by Dr. Elaine Clark, postdoctoral researcher at the Lifespan Autism Lab, Rutgers University.Dr. Clark shares findings from her recently published paper in JCPP Advances, ACAMH's open-access research journal, co-authored with Dr. Vanessa Ball and Dr. Katherine Lord. Drawing on the Longitudinal Study of Autism (LSA) — tracking autistic individuals from ages 2–3 through to their mid-twenties — the study examines how daily living skills develop across the lifespan in autistic individuals, both with and without a co-occurring intellectual disability.Daily living skills — the practical abilities that underpin independent adult life — are broken down into three domains: personal skills (hygiene, dressing, grooming), domestic skills (cooking, household chores), and community skills (managing money, navigating public spaces, vocational readiness). These are the skills that shape autism outcomes across education, employment, and quality of life, yet they have been chronically under-researched, particularly for autistic individuals with co-occurring intellectual disability.The headline finding is striking: approximately 80% of autistic individuals with co-occurring intellectual disability demonstrated daily living skills equal to or stronger than their measured cognitive ability — directly challenging the widespread assumption that adaptive behaviour in autism is constrained by IQ. Developmental trajectories between groups were indistinguishable up to age five, clearly differentiated by age nine, and those differences strengthened into adulthood.Dr. Clark and Mark discuss why domestic skills represent the most promising early intervention target, why community skills are the hardest to move, and how schools, IEP goals, and caregivers can reshape expectations to create opportunity-rich learning environments for autistic young people. The conversation closes with a look ahead at Dr. Clark's next research phase — examining individual skills for adults with profound autism and the caregivers who support them.A must-listen for anyone working in autism education, autism support, early intervention, or child and adolescent mental health.Read the JCPP paper ‘Relative strengths in daily living skills among autistic individuals and individuals with related developmental conditions who have co-occurring intellectual disability' - https://doi.org/10.1111/jcpp.70124Elaine B. Clarke, Catherine Lord, Vanessa Hus BalFirst published: 28 January 2026Get a free CPD/CME certificate for listening to this podcast by registering for a FREE ACAMH Learn account at https://bit.ly/4fF4BBWVisit https://www.acamh.orgFacebook and LinkedIn search / ACAMHInstagram https://www.instagram.com/assoc.camhBluesky https://bsky.app/profile/acamh.bsky.socialX https://x.com/acamh

In this episode, Brian sits down with Dr. Norrine Russell, a developmental psychologist, parent, and founder of one of the largest coaching practices for neurodivergent students in the country. Drawing from both her professional expertise and her lived experience raising children with ADHD, autism, and anxiety, Dr. Russell shares a powerful and practical approach to supporting kids in school and in life. The conversation breaks down executive functioning in a way that actually makes sense for parents and caregivers, reframing it as everyday life skills like planning, time management, and follow-through. You'll also hear about "Connected Coaching," a model that supports students through executive functioning, social-emotional growth, and study skills. From task initiation struggles to test preparation challenges, this episode is filled with real-life examples and strategies families can begin using right away. Dr. Russell also shares key insights on IEP and 504 advocacy, helping parents better navigate school systems and ensure their child gets the support they need. This episode is a reminder that there is no one-size-fits-all approach—and that your child's strengths matter just as much as their challenges. Topics Covered What executive functioning really means in everyday life Why task initiation and follow-through are common challenges How to support kids with planning and organization The biggest study skill most students are missing Why self-testing is critical for learning and retention How to advocate effectively in IEPs and 504 plans Understanding autism as multiple spectrums, not just one Why strengths-based support changes everything Memorable Quote "You have permission to create your parenting style in a way that works for your child and your family." About the Guest Dr. Norrine Russell is a developmental psychologist, parent, and founder of Russell Coaching for Students, one of the largest coaching practices for neurodivergent students in the U.S. She developed the "Connected Coaching" model, which integrates executive functioning, social-emotional development, and academic skills to support students in a holistic and personalized way. Resources Mentioned Russell Coaching for Students (20% off 3 months with code: podcast26) Quizlet (study and self-testing tool) About the Host Brian Keene is an occupational therapist and founder of Pure Hearts Therapy, a neurodiversity-affirming pediatric therapy practice based in Arizona. Through the Autism Family Resource Podcast, Brian provides practical tools, support, and real conversations to help families feel more confident navigating their child's journey. Subscribe & Connect If this episode resonated with you, please consider sharing it with another parent who might benefit from this conversation. Listen and subscribe to the Autism Family Resource Podcast: https://pod.link/1591840956 Explore more resources for families at: https://pureheartstherapy.com

Live workshop: Learning to live with (maybe even love) THE MANY FACES OF ADHD

Send us Fan MailABA on Tap is proud to present Mark Malady (Part 1 of 2):A piece of duct tape on the floor becomes a turning point for how we think about safety, reinforcement, and basic human connection. Mike and Dan sit down with Mark Malady to trace the long arc from an IEP and constant school changes to building programs for adults with severe aggression and minimal communication. Along the way, Mark shares the moment he stopped accepting the “he doesn't like people” assumption and started asking a better behavioral question: what history built this repertoire, and what would it take to build a new one?ABA on Tap and Mark give a full pour of the ideas that shape real clinical work. Mark connects early experience in adult disability services to big-picture themes in applied behavior analysis: functional communication, humane reinforcement, and why our field too often mistakes procedural compliance for effective intervention. He breaks down process versus procedure orientation in plain language, ties it to ACT and relational frame theory, and explains why relationship quality often predicts outcomes better than which “manual” you follow.Finally, we get honest about the hard parts of ABA in autism services and school settings: power dynamics, “firefighting” models that wait for crisis, and resource decisions that prioritize deceleration over skill acquisition. If you care about ethical ABA, assent and consent, better assessment practices, and building meaningful skills across the lifespan, this conversation will challenge you in the right ways. Subscribe for Part 2, share this with a colleague, and leave a review with the biggest question you want our field to answer next.Tune in, drink up and ALWAYS ANALYZE RESPONSIBLY.Support the show

This week on Autism Weekly, host Jeff Skibitsky sits down with Amy Kelly, National Director of Family Engagement at Devereux and mother of three, including her daughter Annie, who was diagnosed with autism just before her second birthday. With nearly 20 years working directly with families and a career built out of her own experience navigating the system, Amy brings both professional expertise and lived experience to a conversation about what real inclusion looks like. Resources X Handle: @Devereux_Natl  Link: https://x.com/Devereux_Natl Instagram Handle: @devereuxnational Link: https://www.instagram.com/devereuxnational/ Facebook Handle: @DevereuxNational Link: https://www.facebook.com/DevereuxNational LinkedIn Handle: @devereux  Link: https://www.linkedin.com/company/devereux  Amy and Jeff explore what family engagement actually means in practice, not just as a program feature but as a standard organizations should hold themselves to. They discuss the difference between token inclusion and full participation, how to prepare for and navigate an IEP meeting with confidence, and specific questions families should be asking depending on where their child falls on the spectrum, from communication device access on school buses to Extended School Year services and social skills programming. Amy also shares practical strategies for advocating effectively without being labeled the "difficult parent," why evidence-based practices matter, and how documenting a child's progress can shift conversations with school districts. She closes with a reminder that autism is a family diagnosis, and that supporting the whole family, not just the individual, is central to long-term success. Whether you're just starting the IEP process or years into advocating for your child, this episode offers grounded, practical guidance from someone who has lived both sides of it. ............................................................... Autism weekly is now found on all of the major listening apps including apple podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

Starting your first school-based OT job can feel overwhelming. Between IEP meetings, evaluations, accommodations, and the endless acronyms, it can be hard to know where to start.In this episode, we break down the basics of school-based occupational therapy. Amanda shares what she wishes every new school-based OT knew before walking into their first IEP meeting, explains the differences between IEPs, 504 plans, and MTSS, and offers practical tips for collaborating with teachers, administrators, and the rest of the educational team.We'll also discuss how school-based OT differs from clinic-based practice, why goals need to be educationally relevant, what consultative services actually look like, and how to feel more confident advocating for students while working as part of a multidisciplinary team.Whether you're a new graduate, transitioning into the schools, or just curious about how school-based OT works, this episode is packed with practical advice to help you feel more prepared.LinksWe'd love to answer your questions on the podcast! Fill out this form - https://harkla.typeform.com/to/ItWxQNP3 Sensory Strategies for the Classroom Coursehttps://harkla.co/products/classroom-sensory-training?srsltid=AfmBOoqG8NnYkiSWB_T-oxJNV3RI0lYd5-kUy9draacDoX5fsnDIxqvtClassroom Sensory Kitshttps://harkla.co/products/classroom-sensory-kit?srsltid=AfmBOopRCtKs2HeI1HXt-Iw30p0DTLiFkRgc2SyW7PUyCSGW8Zd5e__HSlant Board for Writing https://amzn.to/44GU0mILoop Scissorshttps://amzn.to/4pv9x2qAll Things Sensory Podcast Instagram https://www.instagram.com/allthingssensorypodcast/ Harkla Website https://harkla.co/ Harkla YouTube​​https://www.youtube.com/c/HarklaFamily Harkla Instagramhttps://www.instagram.com/harkla_family/ Harkla Digital Courseshttps://harkla.co/collections/courses 

Luba Patlakh is a speech and language pathologist, myofunctional therapist, and founder of Kidology. She's also an entrepreneur, podcast host, and children's book author. Luba has expanded her mission beyond one-on-one services through education, content creation, and community building. She is the host of the Growth Lab podcast, author of the children's book Bobo Wears a bow tie and creator of the Confident IEP Parent, an ebook to help parents navigate the IEP process with greater confidence and clarity.In our discussion, Luba and I talk about her busy life, going from broadcast journalism to entrepreneurship and founding Kidology. She gets into the importance of one's communication skills when working with children and the difficulties of being an entrepreneur. If you're thinking about starting your own brand, you need to tune into this episode.For all links and resources mentioned in this episode, head to the show notes: https://www.educatorforever.com/episode194.

Hello Brave Friends! Welcome to today's expert episode, #232, with Speech Dude, Chris Wenger, sharing his neurodivergent affirming approach to IEP's and wow does he have a refreshing take on them.In this episode of the Brave Together podcast, Chris Wenger shares his journey as a neurodivergent educator and advocate for students with special needs. He discusses the importance of understanding neurodiversity, the need for a shift from deficit-based IEPs to a more affirming approach, and the significance of creating safe and supportive learning environments. Chris emphasizes the value of connecting with students authentically and provides insights into effective teaching strategies and resources for educators and parents alike.Chris Wenger is a neurodivergent high school speech-language pathologist of over 20 years, international speaker, and creator of the Dynamic Assessment of Social Emotional Learning, a strengths-based assessment for autistic students. He is also the founder of NeuroAffirm, a first-of-its-kind worldwide interactive directory connecting providers and families. Globally known as Speech Dude, he has amassed nearly one million social media followers, sharing inspiring and educational content, always with a humorous twist.Find more information about Chris Wenger here.Follow Chris Wenger on IG here.Find more information about Life Coach, Susanna Peace Lovell here.Find Susanna's book, Your True Self is Enough here.Find our first book from We Are Brave Together, Becoming Brave Together here.Find our second book from We Are Brave Together, Suddenly Brave Together here. Find FULL episodes and clips of our podcast on Youtube here.Brave Together is the podcast for We are Brave Together, a not-for-profit organization based in the USA. The heart of We Are Brave Together is to strengthen, encourage, inspire and validate all moms of children with disabilities and other needs in their unique journeys. JOIN the international community of We Are Brave Together here. Donate to support all of We Are Brave Together's programs and offerings here. Can't get enough of the Brave Together Podcast? Follow us on Instagram , Facebook and Youtube. Feel free to contact Jessica Patay via email: jpatay@wearebravetogether.org If you have any topic requests or if you would like to share a story, leave us a message here.Please leave a review and rating today! We thank you in advance!Disclaimer

Barbara and Jacie kick off their annual CIRSx 2026 Conference recap series, focusing this episode on remediation and environmental talks, with a reminder to consult an indoor environmental professional (IEP) for climate-specific guidance. They summarize key presentations: Bill Weber and Christine Semabeu on prevention-first building and homeowner maintenance (leak management, access panels, alarms, early mechanical planning, and the book “Mold Controlled” by John Banta); contractor Brian Tinker on why building code isn't sufficient for “medically clean homes,” the need to budget for mold-safer materials, identify dust reservoirs, and validate with testing throughout construction; forensic engineer Joe Lstiburek's moisture-management building science emphasizing drying potential and prioritizing people/building health over energy efficiency; Air Oasis updates including a planned 2027 model with requested features and current 2.0 model features; Max McCord on using thermal imaging to find hidden moisture; Osman Zelaya on making inspection reports function like construction blueprints through clearer communication; and Jack Getz's case study building an 800 sq ft CIRS-friendly home over a garage with detailed design choices and costs. For more information and support, join us at https://thecirsgroup.com TIMESTAMPS 00:00 Intro and disclaimer 01:40 Bill Weber and Christine Cimabue: Prevention is better than remediation 07:00 Brian Tinker: building beyond code 12:03 Joseph Lstiburek - Building Science Masterclass: Don't do stupid things 16:07 Brad Baxter, COO of Air Oasis: new model in 2027 21:17 Max McCord: finding hidden moisture 24:51 Osmin Zelaya: better inspection reports - better communication 28:06 CIRS Friendly Home Case Study 35:09 Key Takeaways and Wrap Up For more information and support, join us at https://thecirsgroup.com LINKS: Bill Weber's website: https://avelar.net/articles_publications/team/bill-weber/ Christine Cimabue's website: https://byholistichomes.com/ John Banta's book, Mold Controlled: https://www.johncbanta.com/publications Brian Tinker's website: https://breathewellhomes.com/ Joseph Lstiburek's website: https://buildingscience.com/users/jlstiburek Air Oasis air filters: https://www.airoasis.com/ Max McCord's website: https://www.stonecrest.team/ Osmin Zelaya's website: https://medviro.com/Leadership John Goetz's recommendation for people interested in building their own CIRS safe home: https://buildshownetwork.com/  Order Jacie's book! The 30 Day Carnivore Bootcamp: https://a.co/d/7MgHrRs The CIRS Group: Support Community: https://thecirsgroup.com Instagram: https://www.instagram.com/thecirsgroup/ Find Jacie for carnivore, lifestyle and limbic resources: Jacie's book on the Carnivore diet!  https://a.co/d/8ZKCqz0 Instagram: https://www.instagram.com/ladycarnivory YouTube: https://www.youtube.com/@LadyCarnivory Blog: https://www.ladycarnivory.com/ Find Barbara for business/finance tips and coaching: Website: https://www.actlikebarbara.com/ Instagram: https://www.instagram.com/actlikebarbara/ YouTube: https://www.youtube.com/@actlikebarbara Jacie is a Shoemaker certified Proficiency Partner, NASM certified nutrition coach, author, and carnivore recipe developer determined to share the life changing information of carnivore and CIRS to anyone who will listen. Barbara is a business and fitness coach, CIRS and ADHD advocate, writer, speaker, and a big fan of health and freedom. Together, they co-founded The CIRS Group, an online support community to help people that are struggling with their CIRS diagnosis and treatment.

Send us Fan MailThe hardest part of “helping” a family after an autism diagnosis can be admitting that your old playbook no longer fits. Jennifer Kaufman knows that tension from both angles: she spent years as a principal at a school for children with autism through age 21, and she's also the grandmother of an autistic eight-year-old. When her grandson was diagnosed, expertise wasn't the missing piece. The missing piece was learning how to shift expectations, step back from the expert role, and show up as the kind of support her daughter actually needed. We dig into what grandparenting on the spectrum looks like in real life: respecting the parent's lead at IEP meetings, avoiding unsolicited advice, and offering support that's specific and proactive. Jennifer shares why “let me know if you need anything” often lands as extra work for exhausted parents, and how practical help like childcare, errands, or simply creating space for parents to reconnect can ease caregiver burnout and strengthen the whole family system. We also talk about vacations, routines, and why the most meaningful moments often happen when you follow the child's lead instead of forcing a plan. Communication is a major thread too, including AAC devices, the idea that behavior is communication, and how autonomy grows when a child has reliable ways to say what they want and don't want. Jennifer closes with a safety message every autism family should hear, especially around water safety and swimming lessons. If you care about autism support, neurodiversity-affirming family relationships, and practical strategies that actually help, listen now and share this with a grandparent or family member who wants to show up better. Subscribe, leave a review, and tell us: what kind of support has mattered most in your life?Support the showSJ CHILDS - SOCIALS & WEBSITE MASTER LISTWEBSITES- Stream-Able Live — https://www.streamable.live-COMING SOON- The SJ Childs Global Network — https://www.sjchilds.org- The SJ Childs Show Podcast Page — https://www.sjchildsshow.comYOUTUBE- The SJ Childs Show — https://www.youtube.com/@sjchildsshow- Louie Lou (Cats Channel) — https://www.youtube.com/@2catslouielouFACEBOOK- Personal Profile — https://www.facebook.com/sara.gullihur.bradford- Business Page — https://www.facebook.com/sjchildsllc- The SJ Childs Global Network — https://www.facebook.com/sjchildsglobalnetwork- The SJ Childs Show — https://www.facebook.com/SJChildsShowINSTAGRAM- https://www.instagram.com/sjchildsllc/TIKTOK- https://www.tiktok.com/@sjchildsllcLINKEDIN- https://www.linkedin.com/in/sjchilds/PODCAST PLATFORMS- Spotify — https://open.spotify.com/show/4qgD3ZMOB2unfPxqacu3cC- Apple Podcasts — https://podcasts.apple.com/us/podcast/the-sj-childs-show/id1548143291CONTACT EMAIL- sjchildsllc@gmail.com

  How to Thrive as the Default Parent When you're doing it all in a neurodiverse family  with Stephanie Holmes   What do you do when you are the only one who sees what your child needs, the only one managing the appointments, the IEPs, the protocols, the meltdowns, the mental load — and the other parent is sitting right there in the same house? If that question landed somewhere deep in your chest, this episode was made for you. Leslie sits down with Dr. Stephanie Holmes, a certified autism specialist, trained therapist for neurodiverse couples, and founder of Autism Spectrum Resources — a woman who has also lived this road personally as both a wife and a mother. Together they pull back the curtain on what it really costs a woman to carry the full weight of parenting a neurodiverse child alongside a disengaged or neurodiverse spouse, what it takes to finally speak up, and how you can protect your own mental, emotional, and spiritual health even when you cannot change your husband or your circumstances. You will walk away from this conversation feeling seen, equipped with practical perspective shifts, and reminded that your faithfulness to your children matters more than you can imagine. Key Takeaways   The Mental and Emotional Cost of Being the Default Parent Is Real — and It Is Not Weakness Stephanie describes nearly reaching a complete breakdown after years of functioning as the sole executive for her entire household — managing three neurodiverse family members, running a counseling practice, and absorbing every logistical, emotional, and spiritual demand without asking for help. The toll showed up as migraines, exhaustion, depression, and a crisis of faith. If you have been white-knuckling it through your days and wondering why you are falling apart when you look like you are holding it together, this is not a character flaw. It is the predictable result of one person carrying what two people were designed to share.   Lies Dressed as Biblical Mandates Can Keep You Trapped and Suffering Longer Than Necessary Stephanie carried a painful burden for years because a pastor told her in premarital counseling that if she chose to work outside the home, she could never ask her husband to carry any of the domestic load. She signed onto that belief at nineteen, never anticipating children, neurodiversity, or the reality of what their life would actually require. Leslie names this pattern directly — cultural ideas packaged as spiritual law that keep good women silent, overloaded, and ashamed to ask for what they need. Naming the lie is the first step toward freedom.   Making the Mental Load Visible Can Open a Door That Silence Never Could The turning point in Stephanie's marriage came not from an argument or an ultimatum, but from a simple, concrete act: she wrote every task down and laid both lists on the table. For her husband, seeing the imbalance visually was the thing that finally made it real. If your husband has not responded to your exhaustion or your words, it does not automatically mean he is cruel — it may mean he genuinely cannot perceive what he has never been shown. This does not excuse a lack of action, but it does suggest that a different kind of communication may open a different kind of conversation.   You Cannot Control the External, But You Can Steward What Is Internal Leslie offers one of the most grounding frameworks in the episode: when we are overwhelmed by everything we cannot control — our husband's choices, what happens on his parenting time, whether the school cooperates — we tend to redouble our efforts to control the external, which only deepens our distress. The real work, the work that actually moves the needle, happens inside. Choosing to build community, finding your support people, deciding who you want to be in the middle of this hard season — these are the things within your reach. As Stephanie says, she eventually made a decision: I am going to survive this and I am going to thrive despite this. You Do Not Have to Earn Permission to Get Help, Go to Church, or Take Your Kids on Vacation One of the most practically liberating moments in this conversation is when Stephanie realizes that her husband's unwillingness to participate does not mean she and her children cannot participate in life. He had never told her she could not take the girls on vacation — she had simply assumed that a good Christian wife would not go without him. When she stopped waiting for his yes and started making choices for her children's good, things began to shift. If your husband is not leading, someone still has to keep the plane in the air. Choosing to do that is not a failure of submission — it is a faithful act of stewardship. Personal Invitation If this conversation stirred something in you — if you recognized yourself in the exhaustion, the false beliefs, the longing for someone to finally name what you have been living — we want you to know there is a place to go deeper. My Moving Beyond People Pleasing course was built for women who have spent years putting everyone else's needs, comfort, and approval ahead of their own, and who are ready to learn how to show up differently. It is grounded in Scripture, filled with practical tools, and designed for women who are serious about becoming the truest, most grounded version of who God created them to be. You can learn more and get started here: https://leslievernick.com/mbpp Closing Encouragement You are not failing. You are carrying something extraordinarily heavy, and you have been carrying it largely alone. But you were not meant to do this without God, without community, and without a honest look at what is truly yours to hold and what is not. Stephanie prayed it beautifully in this episode — God is Emmanuel, which means He is with us. He is with you in the IEP meeting, in the exhausted silence after the kids are in bed, in the anger you have been afraid to admit, and in the small faithful steps you take every single day. James 1:5 promises that if you ask for wisdom, He will give it generously. He is not withholding from you. He is walking with you, one step at a time, lighting just enough of the path ahead to keep moving forward. You are not alone. And change — in you, through you, and around you — is possible.

Send us Fan MailABA on Tap is proud to sit down with Lupe Castañeda (Part 1 of 2):If you've ever walked into a school confident in your assessment, your data, and your “best practice” plan, and still watched it fall apart by week two, you're not alone. Mike and Dan sit down with Lupe Castaneda, a longtime school-based BCBA and consultant, to talk about what actually makes ABA in schools work, and what quietly makes it fail even when everyone has good intentions.We start with Lupe's path into the field, from early exposure to children with disabilities to adapted physical education, autism support, and becoming one of the earliest full-time BCBAs employed by a Texas school district. Along the way, he shares the moments that reshaped his practice, including a hard lesson about making changes without family input and a blunt IEP meeting reminder that experience means nothing if you cannot explain what you will do for this specific child.From there, we dig into the practical heart of school-based behavior support: family-centered programming, meaningful long-term goals, parent education, and the legal and team-driven reality of the IEP process. We also break down two essentials for any behavior intervention plan or functional behavior assessment in a school setting: collaboration and contextual fit. A plan is only “evidence-based” if it can be implemented by real educators in real classrooms with real constraints, and if it respects the priorities of the student and family.This is Part 1 of our conversation with Lupe. Subscribe so you don't miss Part 2, and if this resonates, share it with a BCBA, teacher, or parent navigating school services. What's the biggest challenge you've seen when ABA meets the classroom?Tune in, drink up and ALWAYS ANALYZE RESPONSIBLY.Support the show

A creator went viral for telling parents they can request IEP meetings during the summer and teachers pushed back. Chesko and Regan break down how quickly a reasonable take became an entitlement spiral, why "I'm the customer" is the wrong frame for literally any classroom, and how anti-intellectualism is showing up in spaces you wouldn't expect. Support us on Patreon (and hear bonus content!): https://www.patreon.com/mrpickmeandthemanhater Merch Store: https://www.bonfire.com/store/mr-pick-me--the-manhater/ Follow Us on Social Media: https://www.youtube.com/@mrpickmeandthemanhater https://www.instagram.com/mrpickmeandthemanhater Follow The Manhater: Regan (F the Nice Guy) - TikTok: http://www.tiktok.com/@ftheniceguy Instagram: https://www.instagram.com/buckle.up.babes Podcast: https://ftheniceguypodcast.podbean.com/ Follow Mr. Pick Me: Chesko (The Speech Prof) - Substack: http://www.thespeechprof.com TikTok: http://www.TikTok.com/@speechprof Instagram: https://www.Instagram.com/thespeechprof Facebook: https://www.Facebook.com/thespeechprof YouTube: https://www.youtube.com/@TheRealSpeechProf Theme song by Sara Spicer - https://www.Instagram.com/saraspicermusic and Tera Lynne Fister - https://www.Instagram.com/iamfister

Drop us some Fan Mail. Thanks!Navigating special education can feel overwhelming—but you don't have to do it alone. In this episode, we're joined by Paula J. Yost, a licensed clinical mental health therapist, special education advocate, lawyer, educator, and author who breaks down IEPs, 504 plans, evaluations, and how to effectively advocate for your child.In this episode, we discuss:What led you to focus on helping families navigate the special education system?For parents and caregivers who may be feeling overwhelmed, confused, or even intimidated by this process, what would you want them to know right at the beginning?Is there a preferred or more respectful language we should be using—special education, exceptional children education, or something else?What are the key laws that govern special education in the United States?FAPEIDEAWhat are some of the most common acronyms parents & caregivers will encounter, and what do they mean?IEPs504 plansLRESDIOHIWhat are some early signs that a child might need additional support or an educational assessment?How does trauma impact a child's ability to learn and show up in the classroom?What are the first steps a parent or caregiver should take if they believe their child needs to be evaluated?What is involved in an educational assessment, and what should families expect from that process?Once a child is evaluated, how do families understand the results and translate them into meaningful support?Can you explain the difference between an IEP and a 504 plan in terms of the support and accommodations they include?What kinds of accommodations or supports should parents and caregivers be aware of that they can request in an IEP or 504 plan?What are some common mistakes or misconceptions parents have when entering this process?What rights do foster or kinship parents have when it comes to requesting evaluations and services?Are foster or kinship parents allowed to attend IEP or 504 meetings, and what role can they play in those discussions?How can foster or kinship parents support a child with learning differences or disabilities at home, to reinforce what is being done at school?What should parents do if they feel the school isn't providing adequate support or following through on a plan?For families just beginning this journey, what are a few practical first steps they can take this week to start advocating for their child?What message of encouragement or reassurance would you like to leave with parents and caregivers who are walking this path?Support the showPlease leave us a rating or review.  This podcast is produced by www.CreatingaFamily.org. We are a national non-profit with the mission to strengthen and inspire adoptive, foster & kinship parents and the professionals who support them.Creating a Family brings you the following trauma-informed, expert-based content:Weekly podcastsWeekly articles/blog postsResource pages on all aspects of family building

In this episode, I sit down with Dr. Amy Moore, a cognitive psychologist, child development specialist, ADHD mom, and Director of Psychology and Research at LearningRx, to talk about supporting kids with ADHD at home and in school. We discuss 504 plans, IEP struggles, homeschooling with ADHD, emotional regulation, sleep, nutrition, exercise, medication, and what parents can do when the traditional school system is not working. If your child has big emotions, challenging behaviors, or feels like they are failing in school, this conversation will give you hope, practical tools, and a better way to understand the ADHD brain. https://www.thebrainymoms.com/ https://www.learningrx.com/homeschool/ https://www.amymoorephd.com/ SCHOOL TO HOMESCHOOL RESOURCES:  Janae's Links for Vintage Books and More! Sign Up for the School to Homeschool Newsletter School to Homeschool YouTube Channel CONNECT WITH US! Instagram Facebook janae@schooltohomeschool.com

Before your child ever needs extra support, it's helpful to understand how to navigate the systems designed to help them. In this episode, Deb speaks with attorney and mental health clinician Paula Yost about Individualized Education Programs (IEPs), advocating within the school system, and how parents can confidently speak up when they know something isn't quite right. Paula shares practical guidance on recognizing early signs that a child may benefit from additional support, preparing for IEP meetings, and working collaboratively with educators while understanding your rights. She also discusses the importance of trauma-informed education, when to seek additional advocacy, and how parents can build a strong support network throughout the process. Whether you're already navigating special education or simply want to be prepared for the future, this conversation offers valuable insights into advocating for your child's unique needs. Get the most out of each episode by checking out the show notes with links, resources and other related podcasts at:prenatalyogacenter.com Don't forget to grab your FREE guide, 5 Simple Solutions to the Most Common Pregnancy Pains HERE  If you love what you've been listening to, please leave a rating and review! Yoga| Birth|Babies (Apple) or on Spotify! To connect with Deb and the PYC Community:  Instagram & Facebook: @prenatalyogacenter Youtube: Prenatal Yoga Center Learn more about your ad choices. Visit megaphone.fm/adchoices

“Accommodation” is a loaded word. On one hand, we want to provide reasonable accommodations in K-12 so kids can access their education.But determining what is “reasonable” accommodation or modification can be messy.Both parents and educators can unintentionally “overaccommodate” in the moment without realizing it, which over time can impede a child's ability to work through daily challenges and solve problems on their own. This can be in the context of adding too many “cookie-cutter” accommodations on a 504 Plan or IEP, or it can be unofficial accommodations in the way we interact with kids. My colleagues who work on college campuses are seeing the impact of this “overhelping” in K-12. And it's not just kids with neurodevelopmental disorders. It's the neurotypical kids too. That's why I invited my colleague, Jill Fahy, back to De Facto Leaders to talk about the state of college readiness, the upstream impacts of what's happening in K-12 on success both during and after college. Jill Fahy, Professor in the Department of Communication Disorders & Sciences, serves as the Director of STEP, a transitional education program for EIU students with autism. STEP programming supports the development of executive functions, social communication, self-appraisal, and self-regulatory skills to facilitate students' management of their academic and university living demands. Ms. Fahy specializes in the assessment of executive dysfunction, particularly as it is associated with concomitant disorders of language, cognition, or social/pragmatics. She is a widely-known lecturer in the area of executive functions, speaking nationally and internationally on aspects of evaluation and treatment of executive dysfunction, and the role of language in executive functions. Ms. Fahy is co-author of The Source for Development of Executive Functions, 2nd edition, and various articles on self-talk and executive functions.  Ms. Fahy teaches graduate courses in Aphasia/Right Hemisphere Dysfunction,  Cognitive-Communication and Executive Function Disorders, and Medical Grand Rounds. She previously taught undergraduate courses in Neurology and Advanced Clinical Practicum and Diagnostics. Prior to teaching at EIU, Ms. Fahy worked for several years as a medical SLP providing services for patients with acquired neurological deficits resulting from stroke and TBI, including those in acute care, inpatient and day rehabilitation, and home health. In this conversation, we discuss:✅ The difference between accommodations and modifications, what “overhelping” looks like, and why it impedes development of important metacognitive skills.✅ The state of college student mental health, and how it relates to the opportunities students have to practice self-regulation and experiencing failure.✅ Skills many college students are lacking, including managing due dates, extended writing assignments, study skills, working through conflict, and managing their daily life.✅ How and when to start fading supports, and how to recognize if you've been “overaccommodating” for a studentYou can connect with Jill at jkfahy@eiu.edu or on LinkedIn here: https://www.linkedin.com/in/jill-fahy-250478b/Learn more about the Students with Autism Transitional Education Program (STEP) Program at Eastern Illinois University here: https://www.eiu.edu/step/Be sure to listen to my first interview with Jill on De Facto Leaders here: Executive Functioning for College Students: Beyond Checklists and Planners (with Jill Fahy)Link here: https://drkarendudekbrannan.com/ep-122-executive-functioning-for-college-students-beyond-checklists-and-planners-with-jill-fahy/You can also listen to my commentary on her first interview in this episode: Balancing Language, Academic Content Areas, and Executive Functioning (featuring Jill Fahy)Link here: https://drkarendudekbrannan.com/ep-232-balancing-language-academic-content-areas-and-executive-functioning-featuring-jill-fahy/In this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a scalable framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyI also mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

Every student deserves a way to communicate with the world, and that belief has guided my work from the very beginning.Today, I'm sharing something incredibly special, the story behind my new book, Say It With Me: Naturalistic Tools to Spark Speech and Social Engagement. This is the resource I wish I had when I first started working with autistic learners who were not yet speaking, struggled to engage in therapy, or faced behavioral barriers that made learning more challenging.I take you behind the scenes of my journey, from my early days at the Cleveland Clinic Autism Center to the lessons that shaped the compassionate, collaborative approach I use today. I also walk through the practical strategies featured in the book, including assessment, joint attention, play-based learning, AAC, social engagement, group therapy, behavior supports, and meaningful goal writing. My goal has always been to make research approachable and actionable so you can feel confident putting these ideas into practice right away.Whether you're a speech-language pathologist, BCBA, educator, or parent, I hope this conversation leaves you feeling encouraged and equipped with new ways to support learners who are often the hardest to reach.#autism #speechtherapyWhat's Inside:Building the foundation for communication through engagement, play, and joint attentionPractical strategies for AAC, language development, and meaningful generalizationSupporting learners with behavioral barriers through collaborative careWriting effective goals and creating stronger IEP and team meetingsMentioned In This Episode:Grab Say it With MeEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

If you're writing goals for primitive reflex integration, this episode is for you.In this episode, we break down one of the biggest mistakes therapists make when writing goals for primitive reflex integration and explain how to connect reflex work to meaningful, functional outcomes that matter to families, IEP teams, and insurance providers.We discuss why reflex integration itself should never be the goal, how retained reflexes can impact skills like handwriting, attention, coordination, regulation, and participation, and how to write goals that focus on the real-life challenges a child is experiencing. We also share practical examples of how to connect primitive reflex interventions to functional outcomes that support independence and participation.Whether you're an OT, COTA, PT, or therapist interested in reflex integration, this episode will help you think differently about goal writing, advocacy, and demonstrating the value of the services you provide.Thanks for listening

Today we're diving into what it really looks like to advocate for our neurodivergent kids in school in a way that's truly aligned with who they are. My guest is Dr. Destiny Huff, a trauma therapist, advocate, and educator whose work is deeply informed by her own lived experience as a late-diagnosed autistic mother. In our conversation, we explore the limitations and pitfalls of traditional IEP processes, what a genuinely neurodiversity-affirming approach can look like in practice, and how families can build more effective, collaborative relationships with schools. Destiny shares both big-picture reframes and practical strategies, offering a grounded, honest look at how to navigate systems that weren't designed with our kids in mind, while still holding onto possibility and meaningful change. About Dr. Destiny Huff  Dr. Destiny Huff, LPC, is a late-diagnosed Autistic and ADHD mental health therapist, non-attorney special education advocate, and national speaker. She is the founder of Destiny Huff Consulting, where she supports families and schools in implementing neuroaffirming practices and navigating the IEP process. As the mother of two neurodivergent learners in public school special education, Dr. Huff brings both lived and professional experience to her work. She focuses on dismantling deficit-based narratives in education and addressing the intersection of race, disability, and trauma. Dr. Huff has presented nationally and co-hosts The Affirming Village Podcast, where she explores advocacy, disability justice, and the realities of navigating special education systems. Things you'll learn from this episode  How Dr. Huff's journey from parent to advocate informs her approach to neurodiversity-affirming support Why individualized, meaningful IEPs matter more than compliance-driven plans How systemic barriers like underfunding and lack of training impact school support for neurodivergent students What distinguishes traditional IEPs from neuroaffirming ones—and how that shows up in real life How documenting data at home can strengthen advocacy for accommodations and services Why supporting kids in understanding themselves and building self-advocacy is essential, alongside leveraging community and advocacy to create change Resources mentioned Neuroaffirming Advocacy: A Neuroaffirming Guide to Special Education Advocacy Destiny Huff Consulting Advocating for Kids, Inc. (Cheryl Poe) Affirming Village Podcast with Lisa Baskin-Wright Dr. Destiny Huff on Instagram Dr. Destiny Huff on Facebook Lisa Baskin Wright Learn more about your ad choices. Visit podcastchoices.com/adchoices