Podcasts about IEP

Dust Testing Showdown: EnviroBiomics vs Liz Biotech vs Mycometrics (ERMI/HERTSMI-2 Experiment) In this CIRS Group Podcast episode, Barbara describes a controlled dust-test experiment comparing MSQ PCR/ERMI results across three CIRS-relevant labs—EnviroBiomics, Liz Biotech, and Mycometrics—using dust collected the same day from the same home and surfaces, divided into left/middle/right sections to reduce sampling bias. The labs returned very different ERMI/HERTSMI-2 scores (Mycometrics 7.4/12, Liz Biotech 13.4/18, EnviroBiomics 18.8/20), while showing broadly similar mold “fingerprints,” suggesting major differences in reported concentrations rather than species detected. They emphasize the test does not prove which lab is correct, recommend using the same lab for pre/post remediation comparisons, and focusing more on individual species profiles than top-line scores. Because all tests detected Stachybotrys and Chaetomium, Barbara suggests repeated deep cleaning, room-by-room retesting with one lab, and involving a CIRS-literate IEP if results remain concerning, while also sharing pricing, feature differences, and a prior EnviroBiomics reporting/customer-service issue. TIMESTAMPS 00:00 Welcome and Setup 01:17 Why Compare Labs 03:33 Experiment Design 04:39 Sampling Strategy 07:22 Undercover Customer Mode 08:48 Results Big Score Gaps 11:44 What It Means 14:18 Practical Takeaways 15:26 Reading Species Profiles 21:58 Advice for This Home 25:45 Lab Pros Cons and Costs 35:53 Final Wrap Up For more information and support, join us at https://thecirsgroup.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.

In this episode of Why Distance Learning?, Seth, Allyson, and Tami continue their conversation with Dr. Mark Deschaine — Professor of Educational Leadership at the University of Mississippi and editor of the Journal of Contemporary Research in Education — about what it actually means to individualize, differentiate, personalize, and build presence in online learning environments, and why treating those four things as synonyms has real consequences for practice. Deschaine frames the discussion through decades of research in special education policy, online learning design, and teacher preparation.Together, Seth, Allyson, Tami, and Mark explore the four distinct instructional frames — individualization, differentiation, personalization, and presence — unpacking each one's theoretical basis and what it requires from a teacher or program designer. Mark introduces a four-quadrant framework for educational decision-making — theoretical, legal, empirical, and practical — that grounds those choices in something more durable than intuition. Seth synthesizes the two frameworks into a single arc: differentiation creates the conditions, individualization targets the path, personalization restores the learner's agency, and presence is the measure of whether it worked. The conversation then turns structural: as tens of thousands of students leave traditional systems for homeschooling and micro schools, school districts lose not just enrollment revenue but their roles as the primary economic engines of rural communities. Mark traces how state variation in school choice policy, educational savings accounts, and the decentralization of federal funding are reshaping where families live — and what kinds of learning infrastructure those communities can sustain. The episode ends on a question Mark leaves deliberately open: does a community have the resilience to absorb this level of change?Key topics:Individualization, differentiation, personalization, and presence as four distinct instructional framesFour-quadrant decision-making: theoretical, legal, empirical, and practicalHow special education's IEP model illuminates what individualized learning actually requiresHomeschooling growth and its impact on traditional school enrollment and fundingSchool districts as community economic engines — and what happens when they shrinkState variation in school choice, educational savings accounts, and online learning accessGeographic equity gaps in who can access distance learningLinks & Resources:"Framing Instructional Strategies as a Concept in K-12 Digital Learning" — Deschaine, Rice & Rose, ResearchGate, March 2026. https://www.researchgate.net/publication/402734231"Providing Special Education Services in Fully Online Statewide Virtual Schools: A Policy Scan" — Deschaine et al., 2020. https://www.researchgate.net/publication/340436252National Standards for Quality Online Learning (NSQOL): https://nsqol.org/Michigan Virtual: michiganvirtual.orgThe Reflective Practitioner — Donald Schön: https://www.hachettebookgroup.com/titles/donald-a-schon/the-reflective-practitioner/9780786725366/?lens=basic-booksGuest Bio: Mark E. Deschaine, PhDMark Deschaine is a Professor of Educational Leadership at the University of Mississippi, where he prepares MA, EdS, EdD, and PhD candidates for school and district leadership roles and serves as editor of the Journal of Contemporary Research in Education. His research focuses on online learning policy, special education in virtual school settings, and differentiated instruction — grounded in a practitioner career spanning building-level principal, special education teacher, and paraprofessional. He is a Research Fellow at Michigan Virtual and a Leadership Team Member for the National Standards for Quality Online Learning.About the Hosts:Seth Fleischauer is the founder of Banyan Global Learning and a host of Why Distance Learning, a podcast for education leaders and practitioners making real decisions about how virtual learning gets designed, adopted, and sustained. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators. See https://www.banyangloballearning.com/programs/global-cohortsAllyson Mitchell and Tami Moehring are co-hosts of Why Distance Learning and members of the team at CILC — the Center for Interactive Learning and Collaboration — which connects students to real experts through live virtual field trips and experiences. See https://cilc.org

Welcome to Season 7! We are so glad to be back and to share information about communication and ways to access support as we kick off the school year.Facilitated IEP's are a great way to support parents and school based team members in completing the process to generate a complete IEP for a student if the process has begun to fray.  Multiple states offer this add on to the required types of dispute resolution and we break down the who/what/when/and WHY for how it might support your Team meetings too!Listen in as Abby, Robin and Angela kick off the new season and discuss a 2025 grant from the state of Vermont that offers free Facilitated IEP meetings.Please tell us how you found us by completing this surveyEmail us at ASTALPodcast@gmail.comFollow us on Instagram @astalpodcast

Are they really refusing—or are we expecting their brain to do something it can't reliably access in that moment? Executive functioning differences can look like laziness, carelessness, defiance, lack of motivation, "not listening," forgotten homework, unfinished assignments, meltdowns, or complete shutdown after school. But those "behaviors" may be telling us a very different story. In this episode, you'll learn: Why "try harder" often misses the real problem How working memory affects classroom performance Why multi-step verbal instructions can fall apart Why kids may complete assignments but never turn them in Why some neurodivergent kids are completely depleted after school How visual directions, checklists, chunking, routines, and external supports can help Why accommodations are about access—not special treatment Helpful ways to think about support in IEP and 504 meetings The goal isn't to make neurodivergent kids try harder. It's to give their brain what it needs.

Stephanie Kerns was a teacher before she was an autism mom, and the only autism she had seen up close was in boys. So when her daughter started putting sponges in her mouth and echoing every question back in the exact tone it was asked, the first read was a speech delay. Her daughter is 14 now, verbal, and diagnosed Level 1, the level everybody hears as easy. Stephanie talks about the hour-long meltdowns before school, the routine that starts at five every morning, and three straight weeks of spirit week that took nightly planning to survive. She talks about the stutter that showed up out of nowhere at 13, and the win when it stopped. And she talks about a creative, funny kid who writes songs with her dad, acts in the school drama program, and does accents her mom can't. Then there is the part aimed at the rest of us. To the outside world, Stephanie says, autism families can feel like a secret society. Nobody sees the therapy, the paraprofessional, the hunt for friends, the phasing in and phasing out. Inside the community, her message is about finding your people, and what happens to the parents who never do. And if anyone tells you their kid doesn't look autistic, she has an answer for that. Hang out with her for a day. Level one does not mean easy. It never has. CHAPTERS 00:00 Welcome to Seen and Heard 00:25 Meet Stephanie, a teacher before she was an autism mom 01:44 Sponges, echolalia, and hour-long meltdowns 02:53 The IEP at three, and the level that came years later 04:14 Five a.m., routine, and three weeks of spirit week 06:03 Rob on uniforms, and why level one does not mean easy 07:27 The win: a stutter at 13, and phasing out of speech 08:55 Who she is: creative, a writer, a memorizer, an actor 10:03 She doesn't look autistic. Hang out with her for a day 10:57 Rob on his oldest son's regression 12:15 What she wishes the outside world understood 13:41 Does the world see and hear her family 14:29 Finding your people 16:04 Both sides of the IEP table 16:38 Rob on 30 pairs of shoes, and staying curious 19:30 The book, and where to find everything SPONSOR #ad This episode is presented by Mightier. Thanks to Mightier for presenting this episode. Mightier is a biofeedback video game program developed and tested at Boston Children's Hospital. Your kid wears a heart rate monitor and plays games that get harder when they get dysregulated and easier when they calm down. So instead of being told to take a deep breath in the middle of a meltdown, they practice regulation in their own body, at a moment when they can actually feel it working. It is one of the very few things I have stood behind for years, because it helped my own kids connect the dots when nothing else did. Visit https://www.mightier.com and use code theautismdad22 for 10% off. ABOUT SEEN AND HEARD Seen and Heard is a short series from The Autism Dad Podcast. Real families get about fifteen minutes to describe their actual lives, in their own words, without anyone smoothing it out for them. MY BOOK So Your Child Was Just Diagnosed with Autism: Real Talk, Support, and Next Steps from a Dad Who's Been There is out December 29, 2026 from Fair Winds Press. If your child has just been diagnosed with autism, this is your compassionate first step guide from someone who has lived it. Preorder: https://theautismdad.com/book/?utm_source=youtube&utm_medium=social&utm_campaign=book-preorder&utm_content=text-post MORE FROM ME Everything I do lives here: https://theautismdad.com/?utm_source=youtube&utm_medium=social&utm_campaign=ep-s9e19-stephanie-kerns&utm_content=text-post Listen to the podcast on Apple, Spotify, or wherever you get your shows. QUESTIONS FOR YOU What do people get wrong about your kid because of how they look? If your child is diagnosed Level 1, what is the part nobody outside your house sees? When did you finally find your people, and what took so long?

Disability policy can feel complicated and overwhelming—but these decisions directly affect the healthcare, education, services, and civil rights of people with disabilities.Today, Heather is joined by attorney, IEP expert, and longtime friend of the podcast Ashley Barlow. Together, they break down current changes and challenges surrounding Section 504, community living, Medicaid, and special education—and explain why families need to pay attention.In this episode:What current policy changes could mean for disability rights and community-based servicesWhat's happening with Section 504, the Olmstead decision, and the Department of EducationHow families can advocate by contacting legislators, sharing their stories, and following trusted disability organizationsThe issues are complex, but one truth remains clear: disabled people belong in our schools, neighborhoods, workplaces, and communities—without having to earn or prove their worth.Learn more from Ashley: The Collaborative IEP,Follow Ashley: @thecollaborativeiepListen to previous episodes with Ashley:131. Preparing for the School Year: IEPs + Special Education 273. Breaking Down Barriers: The Parent's Role in IEP Success 292. What's Going on With the Department of Education? 294. Why Down Syndrome Isn't Something to “Cure” 298. What's Going on With the Department of Education? Part 2 Bonus: The Fight for 504—Why Disability Rights Are on the Line -----------------------------------------------------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.co⁠⁠Promo 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.

Send us Fan MailWhat happens when a speech-language pathologist working from her car recognizes that her expertise could create a much bigger impact?In this episode of The Good Enough Mompreneur Podcast, Angela sits down with Luba Patlakh, mom of three, speech-language pathologist, myofunctional therapist, and founder and CEO of Kidology. Over 11 years, Luba grew Kidology from a solo practice into an Inc. 5000 multidisciplinary pediatric therapy business with two locations, more than 100 team members, and over 150,000 families served.Luba shares the turning point that helped her begin thinking like a CEO—not only as a practitioner—and why she invested in learning the financial, operational, and leadership skills she needed to scale. She also opens up about the growing pains behind the success, navigating mom guilt, accepting support, and learning to define growth and success on her own terms.We also explore how Kidology expanded beyond traditional pediatric therapy to provide autistic-support classrooms, online parent education, and resources that help families confidently advocate for their children during the IEP process.In this episode, you'll learn:How Luba transformed her expertise into a thriving, mission-driven businessWhy understanding your numbers, systems, and accounts receivable is essential for sustainable growthWhat it takes to transition from practitioner to CEOHow listening to your community can uncover meaningful new opportunitiesWhy business owners need strong policies, procedures, and financial preparationHow Luba balances motherhood, ambition, leadership, and mom guiltWhy brick-and-mortar growth is just as meaningful as building a large online followingHow parents can prepare to advocate more confidently during an IEP meetingWhy progress—not perfection—is what allows a business to evolveLuba's advice for moms ready to turn their knowledge, passion, or professional experience into a greater impactLuba's story is a powerful reminder that you don't need a traditional business background—or a perfect plan—to begin. Your experience, perspective, and desire to serve can become the foundation for something extraordinary when you're willing to learn, invest in yourself, and take the next step.Connect with Luba Patlakh:Website: https://lubapatlakh.comInstagram: @lubapatlakhKidology: https://kidologyinc.com/The Confident IEP Parent: https://theconfidentiepparent.comIf this conversation encouraged you, follow The Good Enough Mompreneur Podcast and share this episode with another mom who is ready to grow her business, trust her expertise, and create a bigger impact. 

Friday, September 11, 2026 — Week 37 CAMP4 — ASCEND EXPANDS TO THE UK UK MHRA authorizes UK sites in CAMP4's Phase 1/2 CMP-002 trial. UK joins Australia + Argentina. EU filing remains under review. First-in-human trial still targeted to begin Q4 2026. Another major step toward our first disease-modifying clinical trial. https://investors.camp4tx.com/news-releases/news-release-details/camp4-therapeutics-receives-authorization-united-kingdom-phase CAMP4 ANALYST DAY — SEPT. 28 12–1:30 PM ET. Trial design + unmet need + early pipeline. CURE SYNGAP1 participating https://investors.camp4tx.com/news-events/events We will have a day after, webinar, stay tuned for details. USA TODAY — SYNGAP1 IN PRINT SYNGAP1 family story appeared in USA TODAY's national print edition this week. Families need education, care + support TODAY. https://www.usatoday.com/story/life/health-wellness/2026/09/01/kids-special-education-school-shortage-care/90851980007/ RARE-X + CITIZEN HEALTH Global Genes selects Citizen Health technology to power RARE-X. Important for us: ProMMiS uses Rare-X; CURE SYNGAP1 already works with Citizen. https://www.prnewswire.com/news-releases/global-genes-partners-with-citizen-health-to-power-rare-x-302870871.html SIX THINGS U.S. FAMILIES CAN DO Our Take Action page is LIVE. Don't just read it. Keep coming back until you've done all six. https://curesyngap1.org/TakeAction IEP HELP — CITIZEN HEALTH Oct. 4: IEP deep dive + Q&A with Staci Zimmerman, M.Ed. Register https://curesyngap1.org/calendar/what-nobody-tells-you-about-ieps-citizen-health-webinar/ RESEARCH — HELP WANTED 2-year SYNGAP1 postdoc — Sapienza University of Rome. Patient iPSCs, cortical neurons + brain organoids. Deadline Sept. 30. Know someone? Amplify it. https://www.sins.it/job_offer/postdoctoral-position-available-at-sapienza-university-of-rome/  COMMUNITY QUICK HITS NEW WARRIOR: Felipe, age 3. Parents Brian + Alana organizing Fight for Felipe. Want to fundraise? New support form: https://cureSYNGAP1.org/Fundraise Café SYNGAP1 #40 + #41: GRIN2A + GRIN2B communities. https://cureSYNGAP1.org/Cafe Night of Impact recap live. Time to start planning the next one. https://cureSYNGAP1.org/SF26Recap UPCOMING EVENTS — COUNTDOWN SHOOT FOR SYNGAP1 — 64 DAYS November 14 — Hurricane, Utah Aiming for a Cure — Shooting for Hope https://cureSYNGAP1.org/Shoot FIGHT FOR FELIPE — 78 DAYS November 28 — Boston, Massachusetts https://cureSYNGAP1.org/Fight CURE SYNGAP1 CONFERENCE — 83 DAYS December 3–4 — Denver, Colorado https://cureSYNGAP1.org/Reg26 USA

Preparing Neurodivergent Teens for College Is your neurodivergent teen truly ready to step onto a college campus and take charge of their independence? Transitioning from high school to higher education is a massive leap for any child, but for students with ADHD, autism, or dyslexia, it comes with a unique set of challenges, rules, and opportunities. Watching your child struggle with focus, late-night study meltdowns, or organization can leave you asking: How on earth will they manage college on their own? In this episode of The Impactful Parent, host Kristina Campos is joined by veteran professor and founder of Innovative Collegiate Consultants, Dr. Tara Williams. Together, they tear down common myths surrounding learning differences in college, discuss the massive shift in executive functioning demands, and break down how to build life-changing self-advocacy skills before move-in day. Learn how to shift your parenting role from a "manager" to a supportive "consultant," set up productive work routines at home, navigate accommodations, and help your child build a safety net to prevent burnout!

When you've tried everything to help your child regulate, you may wonder what you're missing. The real reason why I wrote The Dysregulated Kid and who it's really for reveals a different path forward, guided by Dr. Roseann Capanna-Hodge's expertise in Regulation First Parenting™ and emotional dysregulation in children.When you've tried therapy, school supports, behavior charts, diets, books, and countless strategies—and your child still struggles—you may wonder, What am I missing? You're not alone.The reason why I wrote The Dysregulated Kid is about seeing behavior through the lens of nervous system dysregulation and finding a path forward.Why does it feel like nothing I try is working with my child?Many parents reach a point where they've tried everything but still feel stuck. They're up at 2 a.m. Googling, worrying, and wondering how to help their child regulate—and sometimes wondering how to regulate themselves, too.The problem may not be a lack of parenting strategies. It may be that the nervous system is too dysregulated for those strategies to work.Look beyond behavior alone.Consider what is happening inside your child's nervous system.Remember: It's not bad parenting—it's a dysregulated brain.Start with regulation before expecting change.What should I do when my child is so dysregulated that school becomes a crisis?I remember the story of a child whose distress became so intense that school wanted him out. His family had tried therapy, reward charts, IEP meetings, occupational therapy, medication, books, and different schools.The shift came when they stopped chasing behavior and started addressing regulation.They changed the demands around him, worked on regulation, and focused on getting out of crisis before expecting bigger improvements.

Ben turns 19 days after this episode airs, which means Lisa has now spent a full year parenting an autistic adult. She spent sixteen years preparing for his 18th birthday (the will, the special needs trust, the conservatorship petition, the placement research) and none of it prepared her for what the milestone actually felt like. In this episode she shares what that first year taught her.In this episode, you'll learn:Why you can prepare mentally and tactically for your child turning 18, but not emotionally, and what that gap feels like when it finally lands.Why your role as the parent becomes more important after 18, not less, when your child moves to a new placement with an entirely new team and no IEP table to keep everyone informed.Why passing the baton is so difficult when you have been your child's point person for regulation.A year in, Lisa still does not know exactly where the line is between stepping back and stepping in. This episode is what she has learned so far, not a set of answers.

Care Protect, Grow: Empowering Your Family Through Special Needs Financial Planning As parents of children with Down syndrome and other disabilities, we spend SO much time planning-doctor's appointments, therapies, IEP meetings, school transitions, activities and all the little things that come with raising our amazing kiddos. But what about planning for 10, 20 or 30 years from now? That part can feel a little more overwhelming.  In this episode of the T21Mom podcast, Mary chats with Mary McDirmid, on of the authors of Care, Protect, Grow: Empower Your Family Through Special Needs Financial Planning.  Mary talks about why financial planning looks different for families raising a child with a disability and, most importantly, how we can take those first steps without feeling completely overwhelmed.   As parents, one of our biggest worries is "what is going to happen to my child when I'm no longer here?"  We may never be able to completely erase that worry-but having a thoughtful plan in place can help us feel a whole lot more prepared.   And if you haven't started yet, don't panic.  You don't have to have everything figured out today. Find Mary's book here: https://www.amazon.ca/Care-Protect-Grow-Financial-Planning/dp/1394334664 https://www.wiley.com/en-us/shop/general-finance-investments/care-protect-grow-empower-your-family-through-special-needs-financial-planning-p-9781394334667 Book a consult with Mary here:   https://calendly.com/marymcdirmid/all-needs-planning-introduction-clone-1

This episode is a throwback to one of the most popular episodes in the history of this podcast, originally recorded as a live presentation I gave in 2022 at the Miami Sudbury Democratic School. I am releasing it again during September, a month I am dedicating to school and education content, because I keep hearing from teachers, therapists, and parents who are still looking for language to explain what they are seeing in the classroom.In this presentation I walk through the nervous system mechanism underlying PDA, the two most common paths PDA children take through school systems, and five observable characteristics that often appear regardless of whether a child is more externalized or internalized, age, or a formal diagnosis.Key TakeawaysWhy Seventy Percent of PDA Children Cannot Access Any School: Two Paths | 00:03:49 The first path is a child who appears completely fine at school, does not qualify for an IEP or a 504, and whose teachers and administrators do not see what the parents are describing at home. But things are escalating at home, basic needs are being impacted, and the parents eventually pull the child from school feeling like no one believes them. The second path is a child whose high social communication skills lead professionals to call them high functioning, and when the behavioral expression of the disability appears, they are labeled as a defiant behavioral problem rather than a child with a nervous system disability. Both paths end in the same place: outside the school system.The First Observable Characteristic: Equalizing Behavior | 00:13:26 Equalizing is what the body does when the nervous system has perceived a loss of autonomy and is trying to get back to a place of safety and equality. In a classroom it can look like reflexively touching something after being told not to, changing the rules of an activity, starting a worksheet in the middle, writing words backwards, walking away, putting a head down, or reducing meaningful speech. In a home it can look like targeting a sibling, knocking things over, or saying stop talking every time a parent speaks. What matters most is the adult response in that moment.The Second and Third Characteristics: Masking and Undivided Attention | 00:18:08 Masking in PDA takes two forms: the learned social imitation most people understand, and what I call autonomic nervous system masking, where a child is experiencing full fight, flight or freeze internally while appearing calm externally. This is the primary reason PDA goes unrecognized and why parents are disbelieved: the child can look completely typical everywhere except at home, where they feel safe enough for the threat response to surface. The third characteristic is the need for a safe nervous system, meaning these children often cannot engage independently without a co-regulator nearby. My son needed us to draw what was in his brain for months, sitting next to him in an undivided way, before he could return to drawing himself.The Fourth Characteristic: The Cumulative Nature of Nervous System Activation | 00:25:17 The ABC framework of antecedent, behavior, consequence does not apply to PDA because the actual causal moment is not the thing that happened right before the meltdown. It is the ten things that happened across the past day, week, or month, each of which registered a small loss of autonomy, building until a small trigger tips the child over. In my son's Montessori school, when a hard moment happens, we never ask what happened right before. We ask what has been accumulating.Why Viewing PDA as a Nervous System Disability Changes Everything About Accommodation | 00:00:00 The most important shift I can offer any teacher, therapist, or parent is to put on the nervous system and autonomy lens first, before the sensory lens, before the social communication lens, and before the behavioral lens. When we understand that a child moving toward the campfire after being told to stay back, or refusing to eat the more we encourage them, is the survival drive for autonomy overriding other survival instincts, the accommodation becomes clear: reduce the perception of lost autonomy, provide nervous system safety, and trust that the behavior is not defiance but a subconscious nervous system response to perceived threat.Relevant ResourcesParadigm Shift Program — My signature program where the full accommodation framework, including the autonomy and nervous system safety tools introduced in this presentation, are practiced live across twelve weeks of coaching.Mentioned in this episode:Free Live WorkshopI'm offering a free live workshop this month: "Supporting your PDA child or teen through burnout without breaking yourself in the process."Free Live Workshop Registration

In this episode of Regulated & Relational, Ginger Healy and Tracy Leonard welcome nationally recognized special education advocate, speaker, author, and trainer Karen Mayer Cunningham, also known as The Special Education Boss®.With over 30 years of experience supporting students with disabilities, families, educators, advocates, and school systems, Karen brings a unique blend of expertise, humor, and compassion to the conversation. As a USA Today National Bestselling Author of The Epic IEP™, Karen has become a leading voice in helping families and professionals navigate special education services and achieve meaningful outcomes for students.Our hosts explore with Karen the importance of collaboration, advocacy, communication, and student-centered supports within the special education process along with practical insights for families and educators who sit at the IEP and 504 table for creating stronger relationships and better educational outcomes for children.Karen's mission is simple but powerful: when we get it right for the child, we get it right for everyone.Quotes:“All kids are RA - Ridiculously Amazing” KMC“The hardest people to teach are adult learners” KMCOfficial WebsiteSpecial Education AcademySpecial Education Boss® with Karen Mayer CunninghamApple Podcasts: Special Education Boss® Podcast on Apple PodcastsSpotify: Special Education Boss® Podcast on SpotifyBuzzsprout (official podcast site): Special Education Boss® PodcastOfficial Book WebsiteThe Epic IEP™   Official AcademyThe Epic IEP™ AcademyFacebook: Special Education Boss®Instagram: @specialeducationboss TikTok: @specialeducationbossYouTube: Special Education AcademyLinkedIn (Karen Mayer Cunningham): Karen Mayer Cunningham on LinkedInLinkedIn (Company): Special Education Academy

Presented by Pamela Wimbish, Experienced Educator, Director of Special Education, Birmingham City Schools (AL)Moderated by Evan Spellman, Former Educator, Current Product Director, Level DataThis edWeb podcast is sponsored by Level Data.The edLeader Panel recording can be accessed here.At the heart of every Individualized Education Plan (IEP) are educators working hard to provide the instruction, intervention, and support a student needs to thrive in school. Documentation and compliance matter, but they can't come at the expense of the instruction and intervention that drive student outcomes. Finding the right balance between the two is one of the biggest challenges special education leaders face.During this edWeb podcast, Pamela Wimbish, Director of Special Education for Birmingham City Schools (AL), shares how her district built sustainable systems and processes to strengthen IEP compliance and simplify documentation, freeing up more time and attention for instruction, intervention, and student growth.You learn:Key steps and decision points for building systems that support both compliance and targeted interventionHow to build staff buy-in for standardizing service tracking and progress monitoring across a districtHow to leverage technology to create sustainable practices that reduce compliance risk while keeping the focus on instructionHow to strike a sustainable balance between compliance and instruction as a district evolvesListeners leave this session with a practical framework for strengthening IEP documentation and tracking, closing compliance gaps, and keeping instruction and intervention at the center of the work. This edWeb podcast is of interest to PreK-12 school and district leaders, special education leaders, MTSS/RTI leaders, intervention specialists, and education technology leaders.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In Episode 152 of Let's Talk Learning Disabilities, Laurie interviews Amber (BaconBearzz), a YouTube content creator known for covering true crime stories centered on scams and manipulation, who opens up about her own late ADHD diagnosis -- which came only after a 2023 breakdown triggered by a cascade of family crises, including her daughter's sudden vision loss and her autistic son being found a half mile from his school. Amber shares how her undiagnosed ADHD had manifested throughout her life as anxiety, OCD-like hyper-vigilance, and an inability to finish tasks, and how her journey navigating her son Max's autism diagnosis - including IEP meetings, speech therapy, and the guilt of initially wondering if she caused his autism - actually became a mirror that helped her recognize the same patterns in herself.Resources:That's My Opinion! YouTube Channel: https://www.youtube.com/@baconbearzzContact info for the podcast: letstalklearningdisabilities@gmail.comE-Diagnostic Learning Website: https://ediagnosticlearning.comFacebook: https://www.facebook.com/eDiaglearning/Twitter: @diaglearningLinkedIn: https://www.linkedin.com/company/diagnostic-learning-services/Instagram: @diaglearning

Thank you Elwyn Hudson, Cheryl

This week on The Neurodivergent Experience, Jordan and Simon are joined by the show's in-house therapist and Mindful Mondays host Ashley Dupuy for four Reddit stories exploring therapy, parenting, disability, neurodivergence and the complicated line between support and autonomy.First, a father questions why his teenage daughter needs to continue therapy when, in his eyes, she should have already dealt with her trauma. The conversation explores why healing doesn't work to somebody else's timetable, the importance of trusting the therapeutic process, and what happens when financial concerns collide with a young person asking for help.Then, a parent wonders whether speech therapy is really worth paying for when their fast-talking nine-year-old can technically be understood. Jordan, Simon and Ashley discuss communication differences, the danger of defining support purely around whether other people find someone inconvenient, and why “there's nothing wrong with her” doesn't necessarily mean there's nothing she could benefit from support with.The third story introduces a much more complicated question: can too much support hold a neurodivergent child back? A parent declines an IEP for their six-year-old autistic daughter after feeling that her previous school was “coddling” her. The discussion looks at independence versus accommodation, learned helplessness, individualised support, parental fear about the future and why the answer doesn't have to be either support them with everything or make them cope alone. Finally, the conversation turns to a raw TrueOffMyChest post from a parent who loves her significantly disabled son but hates what their lives have become. It opens up a difficult discussion around caregiver exhaustion, grief, resentment, guilt and the uncomfortable feelings parents and carers may experience but feel they are never allowed to say aloud. Plus, Ashley introduces From Mask to Map, her new eight-week programme exploring late neurodivergent discovery, identity, masking, nervous-system regulation and finding out who you are underneath the roles you've learned to play. https://www.integrativeiom.co.uk/from-mask-to-map*The stories discussed in this episode are public Reddit posts. Titles may be shortened for readability, and all opinions expressed are those of the original posters.• AITA for telling my daughter to limit her therapy sessions• AITA for not wanting to waste money on speech therapy for my daughter• AITA for declining an IEP for my child?• My son has significant disabilities, and I hate that this is my lifeOur Sponsors:

This week on The Neurodivergent Experience, Jordan and Simon are joined by the show's in-house therapist and Mindful Mondays host Ashley Dupuy for four Reddit stories exploring therapy, parenting, disability, neurodivergence and the complicated line between support and autonomy.First, a father questions why his teenage daughter needs to continue therapy when, in his eyes, she should have already dealt with her trauma. The conversation explores why healing doesn't work to somebody else's timetable, the importance of trusting the therapeutic process, and what happens when financial concerns collide with a young person asking for help.Then, a parent wonders whether speech therapy is really worth paying for when their fast-talking nine-year-old can technically be understood. Jordan, Simon and Ashley discuss communication differences, the danger of defining support purely around whether other people find someone inconvenient, and why “there's nothing wrong with her” doesn't necessarily mean there's nothing she could benefit from support with.The third story introduces a much more complicated question: can too much support hold a neurodivergent child back? A parent declines an IEP for their six-year-old autistic daughter after feeling that her previous school was “coddling” her. The discussion looks at independence versus accommodation, learned helplessness, individualised support, parental fear about the future and why the answer doesn't have to be either support them with everything or make them cope alone. Finally, the conversation turns to a raw TrueOffMyChest post from a parent who loves her significantly disabled son but hates what their lives have become. It opens up a difficult discussion around caregiver exhaustion, grief, resentment, guilt and the uncomfortable feelings parents and carers may experience but feel they are never allowed to say aloud. Plus, Ashley introduces From Mask to Map, her new eight-week programme exploring late neurodivergent discovery, identity, masking, nervous-system regulation and finding out who you are underneath the roles you've learned to play. https://www.integrativeiom.co.uk/from-mask-to-map*The stories discussed in this episode are public Reddit posts. Titles may be shortened for readability, and all opinions expressed are those of the original posters.• AITA for telling my daughter to limit her therapy sessions• AITA for not wanting to waste money on speech therapy for my daughter• AITA for declining an IEP for my child?• My son has significant disabilities, and I hate that this is my lifeOur Sponsors:

What does it look like when a school actually meets a PDA child where they are, without behavior charts, compliance goals, or pressure to perform? In this episode I speak with three remarkable people: Melissa Petro, a cultural journalist and mother of an eight-year-old PDA son who fought for years to secure him a free and appropriate education; Chela Crane, Executive Director of Otto Specht School in New York, where Melissa's son Oscar is now thriving; and Suchi Swift, a Waldorf teacher at Otto Specht who works directly with Oscar.Together we cover Oscar's journey from expulsion at preschool and eight months of homeschooling through burnout, to the slow, non-linear process of rebuilding trust and regulation at a school that does not measure success through compliance. We also talk about what public school teachers can take from this model, what one family went through in fighting for private school placement, and what it actually looks like when a PDA child gets back into their thinking brain consistently and begins to lead their own learning.Key TakeawaysExpelled at Preschool, Eight Months of Homeschool, and What Burnout Looked Like | 00:03:45 Melissa's son Oscar was expelled from preschool after behavior charts, smiley face stickers, and compliance-based interventions produced aggression and shutdown rather than regulation. By the time he left school, his toileting had regressed, he had stopped eating, he had become aggressive with his sister, and he was nonverbal in the moments he most needed to communicate. Eight months of homeschooling followed, during which Melissa was simultaneously fighting the school district and caregiving for her son as his sole accommodation. One thing I want parents to hear in this story is what I see consistently across the families I work with: the behaviors that get a child expelled are the nervous system in survival mode, not the child.The Legal Fight for FAPE and Why It Is So Opaque | 00:08:51 To secure reimbursement for a private placement, a family must prove in court that the district failed to design an appropriate IEP, failed to find a public program that meets it, and then find a private program that does. Parents who succeed are often compelled to sign NDAs, which keeps the process invisible to other families who need it most. Melissa describes being accused of educational neglect for not following a behavioral prescription she knew in her gut did not fit her son. The fight for a free and appropriate public education, which every child is legally entitled to in the United States, is one of the most traumatizing experiences I hear about from families navigating this system.What the Otto Specht School Does Differently: Rhythm, Observation, and No Compliance Goal | 00:18:23 Suchi describes shifting her morning attendance routine from a desk task to a chalkboard drawing, which Oscar began arriving early to complete, drawing detailed tiger lilies to mark his presence. Chela names the single biggest difference in their model: success is never measured as compliance. Regulation and engagement come first, always, and academic skill development can only follow once those foundations are present. There are no behavior charts, no incentive systems, and no pressure on teachers to cover content regardless of where a child's nervous system is on a given day.How Oscar Got There: Trust, Time, and Self-Directed Exposure | 00:39:57 For the first year and a half, Melissa was not sure it was working. Oscar still had school refusal every day. The school allowed him to bring his snake and his kitten as transitional objects. But over time he want from leaving the room during music class to sitting on the side and drawing, then joining in, and then performing a solo in the school play. He could not ride a bike, and Melissa dropped the idea entirely at home, but then when he was ready Suchi taught him at school. He is now a musical theater kid who loves bike riding! What I see in that arc is what I try to help parents understand: self-directed, intrinsically motivated exposure at the pace the nervous system is ready for produces genuine skill and genuine joy. It cannot be rushed.What Teachers and Administrators Can Take From This, Even in Public Schools | 00:52:41 Suchi offers two practical starting points for any teacher: make attendance creative rather than procedural, and get to know every child's pet by name. Chela names the reframe that changes everything in any setting: behavior is information, not defiance. When we stop trying to change the behavior and start asking what the behavior is telling us, the nervous system underneath becomes visible and workable. Both teachers acknowledge that public school constraints are real and not the fault of individual teachers. But even within those constraints, one small shift toward curiosity and away from compliance as the primary metric can change the experience of a PDA child in that classroom.Relevant ResourcesOtto Specht School Website — The school featured in this episode, offering a Waldorf-based, neuro-affirming educational program for children who learn differently in New York. Families and educators are welcome to reach out directly.Otto Specht School on Instagram — Follow Otto Specht School for ongoing content about their educational model, student life, and approach to neurodivergent learners.Melissa Petro — Melissa's website, where she writes about PDA advocacy, educational exclusion, and the emotional toll of parenting a neurodivergent child. She is also reachable on Instagram and Facebook at Melissa Petro.Understanding PDA — Free class where I teach the nervous system disability framework and the felt safety and window of tolerance concepts that underlie the Otto Specht model described in this episode.Paradigm Shift Program — My signature program where the accommodation framework, cost-benefit decision making, and advocacy tools Melissa describes using are taught across twelve weeks of live coaching.Mentioned in this episode:Paradigm Shift Program Enrollment Now OpenEnrollment in our proven effective program is open for a limited time. Learn more here.Paradigm Shift Program

Edtech Throwdown Episode 223: Survey Says! The Top 5 AI Power Moves for TeachersWelcome to the EdTech Throwdown. This is Episode 223 called Survey Says! The Top 5 AI Power Moves for Teachers. In this episode, we're putting 100 educators on the board to reveal the game-changing ways teachers are using artificial intelligence to personalize learning, crush admin work, and transform the classroom. This is another episode you don't want to miss, Check it out.Segment 1:School is back in session, AI bots are escaping their sandboxes to destroy the world, tech is being banned from classrooms, and we are playing Family Feud Segment 2:Survey Says! We asked 100 teachers: "What's the biggest mistake educators make when using AI to plan lessons?" Here are the top 5 answers:#1Copy-Pasting Without Editing (Treating the rough AI draft as a final, ready-to-teach lesson) 38#2Giving Lazy or Vague Prompts (Asking for a lesson without specifying grade, time, or standards) 26#3Not Fact-Checking the AI (Letting "hallucinations" and wrong answer keys reach students) 18#4Leaking Student Privacy / PII (Typing real student names or IEP data into public models) 11#5Assuming Standards Alignment Is Accurate (Blindly trusting fake Common Core/state tags) 7Survey Says! We asked 100 students: "What is the top reason you HATE AI-generated classroom activities?" Here are the top 5 answers:Top 5 answers are on the board!RankAnswerPoints#1Feels Robbed of Human Connection & Effort (Knowing the teacher spent 5 seconds making a task they have to spend hours on) 36#2Double Standards & Hypocrisy (Teachers using AI to build assignments while banning students from using it) 24#3Boring, Generic "Robotic" Writing (Bland reading passages, repetitive questions, and lack of teacher personality) 19#4Unclear or Broken Logic (Glitching instructions, incorrect answer keys, or weird "hallucinated" facts) 12#5Irrelevant & Miscalibrated Difficulty (Tasks that miss the actual grade level or feel like pointless busywork) 9Edtech Throwdown: Vote on twitter @edtechthrowdown and under the pinned post on the profile.Segment 3: Where to Find EdTech ThrowdownDo us a few favors:Subscribe to the Edtech Throwdown PodcastApple PodcastsSpotifyAmazon PodcastsStitcher YouTube Twitter FacebookWrite us an Apple Podcast Review!Tell your friends aboutwww.edtechthrowdown.comTell your friends about the Teach Better Podcast NetworkSubscribe to our Podcast Channels and Socials

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.

Send us Fan MailYou can have a full calendar of friends, family, and appointments and still feel completely alone as a parent. That's where this conversation lands: the kind of honest, practical talk that helps you breathe again and take the next step.We're joined by Vicky Christensen, a special education advocate and the author of Uniquely, Fully Enough. Vicky shares her family's neurodivergent parenting journey, including raising a son with an extremely rare chromosome disorder and a younger son with ADHD inattentive type and auditory processing challenges. We unpack what it feels like to walk into an IEP meeting surrounded by professionals and realize you need a plan for advocacy, not just hope. We also talk about how finding your village actually happens, from parent groups to local providers to the first person who says “I get it” without judgment.We dig into visible disability versus invisible disability, why kids can be underestimated at a glance, and what real inclusion looks like for nonspeaking students, including respectful communication and the role of AAC. You'll also hear concrete guidance on finding credible autism resources without getting lost in the noise, plus what happens after aging out of the school system and how families build meaningful community life and support.If you found this helpful, subscribe, share it with one parent or educator who needs it, and leave a review so more families can find these stories and tools.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

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:  

The Arc of Aurora's individual advocates are here to answer all of your burning questions around your student's IEP! Join Jeff Fernengel and Petri Brill for a myth busting and clarifying conversation around special education for students with intellectual/developmental disabilities (IDD). Their combined decades of experience will give you invaluable insights into how you can handle your child's education to help them succeed.

Send us Fan MailABA on Tap is proud to present Jennifer Kraft (Part 2 of 2):A single line in the wrong plan can change a child's whole trajectory: “increase compliance.” We dig into what it looks like to replace that mindset with support that actually removes barriers, starting with augmentative and alternative communication and the broader world of assistive technology.We talk with Jennifer Kraft about why you are never too young or too old to start AAC, and why it is devastating when someone only gets the right device and the right team in adulthood. We walk through the practical reality of access, including the IEP process, insurance requirements, and how SLPs and physicians often become the documentation gatekeepers for prescriptions and funding. If you have ever searched “how to get an AAC device,” “assistive technology evaluation,” or “AAC through Medicaid,” you will leave with a clearer picture of what to ask for and where to look.Then we zoom out past speech devices into everyday assistive technology that changes lives: weighted bowls and spoons, pencil grips and slant boards, hearing supports, magnification tools, adapted computer mice, and the creative problem solving mindset behind it all. From there, we get real about school-based ABA consultation: building rapport with teachers, setting boundaries, observing the whole classroom system, picking targets that can actually work in a busy environment, and navigating the hard truth that sometimes school politics override good data.If you care about neuro-affirming ABA, assent and safety, and helping clients become who they are, not who someone else thinks they should be, this conversation is for you. Subscribe, share this with a colleague, and leave a review with your biggest AAC or school collaboration question.Support the show

Jonny Reinhardt talks with Berrien RESA Superintendent Eric Hoppstock and Melissa Troup about What happens during an IEP? What is Diagnostic Testing? and more! See omnystudio.com/listener for privacy information.

Does your child have an IEP or 504 plan and you still feel completely lost walking out of every school meeting? You are exactly who this episode is for.Lisa Richer is a neurodivergent success partner, advocate, and founder of Journey to Bloom. She grew up undiagnosed neurodivergent, raised two neurodivergent boys, and has spent years helping parents, professionals, athletes, and organizations move from stuck to success through her Clarity, Confidence, and Courage Journey Map.In this episode, Lisa breaks down what IEPs and 504 plans actually mean in practice, why most general education teachers are not trained to implement them the way parents assume, when it makes sense to bring in an advocate versus an attorney, and why showing up curious instead of combative in school meetings changes everything.She also shares how she works with organizations to build neurodiversity-informed cultures from the inside out, and why a single training is never enough to create the kind of lasting change that actually moves people forward.This is one of the most practically useful conversations I have had on this podcast, and I think it is going to reach a lot of parents who really need it.00:00 Introduction to Lisa Richer and Journey to Bloom 01:00 What a neurodivergent success partner actually does 02:00 How a blurred video background taught Dali something about neurodiversity 03:00 The series of events that led Lisa to start Journey to Bloom 04:00 How Lisa works with parents and organizations 05:00 The virtual work headache revelation and connecting the dots 06:00 Neurodiversity is the prism lighting the table 07:00 The Clarity, Confidence, and Courage Journey Map explained 08:00 The RIPE Ideas framework: reflect, implement, practice, evaluate 09:00 When should parents reach out and is it ever too early or too late? 10:00 IEP and 504 advocacy: how Lisa helps parents navigate the school system 11:00 What it means to have a qualifying diagnosis for an IEP versus a 504 12:00 Why parents feel friction in IEP meetings and how to overcome it 13:00 The truth about whether you can bring someone else to an IEP meeting 14:00 What general educators are and are not trained to do with IEPs 15:00 Why showing up curious instead of combative changes everything 16:00 Recording meetings, bringing lawyers, and knowing your rights 17:00 When an attorney makes sense and when it does not 18:00 Why Lisa's approach is different from what most advocates offer 19:00 The importance of aligning the right lawyer with the right advocate 20:00 Why every case is one of one and what that means for your child 21:00 The parallel between IEP advocacy and bullying prevention 22:00 How Lisa works with organizations around neurodiversity 23:00 Leadership workshops, employee resource groups, and quarterly sessions 24:00 The RIPE Ideas pathway for organizations 25:00 Why a one-time training is not enough to create lasting change 26:00 Lisa's work with Chewy and leading through a neurodiversity lens 27:00 How long organizations should commit to see real results 28:00 Summer is the best time to start, not wait 29:00 What happens when organizations ignore neurodivergent voices 30:00 How to reach Lisa and access her free book chapterFree book chapter: https://journey2bloom.myflodesk.com/cyfreechapter Website: https://journey2bloom.com Instagram: https://www.instagram.com/journey2bloom/ LinkedIn: https://www.linkedin.com/in/lisaricher/ Facebook: https://www.facebook.com/LisaLazarRicher YouTube: https://www.youtube.com/@Journey2bloomConnect with Dali and learn about DaliTalks: https://www.dalitalks.com/linktree Follow DaliTalks on IG and LinkedIn @DaliTalksListen on: YouTube: https://youtube.com/@DaliTalksPodcast Spotify: https://open.spotify.com/show/4T1R5GFmU4gXWyC9eqKEGS?si=3b59804a244f4c62 Apple Podcasts: https://podcasts.apple.com/us/podcast/the-dalitalks-podcast/id1613524529

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.

Supporting students with disabilities requires more than following a plan. It requires trust, communication, and strong partnerships between families and schools.       In this episode, I talk with Youness El Fehdi, author and parent advocate, about his experience navigating the education system as the father of a child with autism. We discuss the importance of collaboration between parents, teachers, and school leaders, how to approach IEP conversations from a place of partnership rather than blame, and why parents bring valuable insight that can help educators better support their students.                                       Find the full episode show notes and transcript here: https://angelakellycoaching.com/452           Keep up with me on Facebook: https://www.facebook.com/akellycoaching/        Check out Youness's website: https://elfehdiauthor.com/

Getting kids ready for school is about so much more than supplies, routines and academics. It's also about helping them feel confident, supported and understood, especially when they experience learning or the classroom differently.In this episode, Andryanna is joined by Suzanne Decary, Senior Vice President of Programs at CNIB, to explore how parents can look beyond grades or behaviour and get curious about what a child may actually need to thrive. From sometimes-overlooked vision challenges to individualized learning supports, inclusion, belonging and self-advocacy, this conversation offers practical ways to help kids feel supported at school and more confident speaking up for what they need.In this episode:• What kids really need to feel ready to learn, participate and belong;• Looking beyond behaviour and grades when something isn't working;• How vision challenges can sometimes show up in unexpected ways;• Supporting children who learn or experience the classroom differently;• Building confidence when a child needs additional support;• Individualized learning, accommodations and creating more inclusive classrooms;• How parents and teachers can work together to better understand a child's needs;• Helping kids understand their needs and learn to speak up for themselves;• Practical ways to support kids as they head into a new school year.CONNECT WITH SUZANNE & LEARN MORE ABOUT CNIB:CNIB Back-to-School ResourcesOn InstagramWebsiteCONNECT WITH ANDRYANNA:⁠⁠⁠⁠⁠⁠Get your FREE Back to School Routines - Visual Task Charts for Kids⁠⁠⁠⁠⁠⁠Get your copy of The Juggle is Real: Authentic Self-Care Planner Vol. 2 ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠HERE⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠!⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ On ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Email: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠hello@andryanna.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Keywords: back-to-school, school readiness, helping kids thrive at school, child confidence, learning differences, inclusive education, self-advocacy, parent advocacy, IEP support, school accommodations, children's vision health, vision and learning, low vision, student belonging, parenting, CNIB, blind, deafblind, low vision, The Juggle is Real

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

Braxton was in kindergarten when the pandemic interrupted his first year of formal reading instruction. But his mother, Kristie, soon realized there was more to his struggles. Donell Pons talks with Kristie about the years Braxton spent “hanging on,” his eventual dyslexia identification, and what changed when he finally received targeted support—just as he prepares to enter middle school.Show NotesToday's middle schoolers were just beginning their education when the pandemic disrupted classrooms across the country. For some students, that interruption came at a critical point in learning to read—and years later, foundational reading needs may still be following them into the secondary grades.Braxton was one of those beginning readers.He started kindergarten in fall 2019. When COVID closed his school the following spring, he spent the final two and a half months of kindergarten at home. That was when his mother, Kristie Nelson, a former kindergarten teacher, began noticing that something wasn't right. Braxton struggled to identify letter names and sounds, and Kristie ultimately decided to have him repeat kindergarten.But the pandemic wasn't the whole story. Kristie remembered concerns dating back to preschool, and as Braxton moved through elementary school, he continued to struggle with reading even as he found ways to compensate. He made progress. He worked hard. He was “hanging on.” And because he was never dramatically behind, the underlying problem remained difficult to see. But by fifth grade, the work had become harder and those compensatory strategies were no longer enough.In this episode of Literacy Talks, Donell Pons talks with Kristie about the journey that ultimately led to Braxton being identified with dyslexia. Kristie shares the signs she learned to recognize, how his school responded, and what began to change once instruction could target his specific needs.The results have been encouraging. With focused work on phonics and other foundational skills, Kristie reports substantial improvement in Braxton's reading accuracy. Perhaps even more telling, a child who had found reading difficult and exhausting began asking to read aloud.Now another transition is coming: middle school.Instead of spending most of his day with one teacher who understands how he learns, Braxton will move among multiple teachers and face increasingly complex reading and writing demands. An IEP, targeted intervention, and continued support will be critical as he enters sixth grade.Braxton's story is his own. But it also raises a much larger question: How many students are entering middle school with unfinished foundational reading needs—and what will it take to ensure those needs don't follow them any further?This conversation is Part 1 of The Braxton Story, a Literacy Talks series following Braxton and his family through the transition to middle school. We'll check back during his sixth-grade year to hear about his progress, the challenges that emerge, and what his experience can teach us about supporting older struggling readers.In this episode:How the pandemic interrupted the end of Braxton's first kindergarten yearThe early reading difficulties Kristie noticed before and after that disruptionHow Braxton compensated for reading difficulties through the elementary gradesWhy increasing academic demands made his struggles harder to overlookHow learning about dyslexia helped Kristie recognize what she was seeingWhat happened when his school identified his needs and targeted instruction accordinglyWhy putting an IEP in place mattered before the transition to middle schoolWhat Braxton's experience can teach us about the unfinished reading needs students may carry into the secondary grades

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  

The Unspoken Barrier: Is Mental Health Stigma Hurting Your Outreach? Episode Overview In this episode of the Ministry Architects Podcast, hosts Renee and Anthony Rogers sit down with Dr. Steve Grcevich (known to many as "Dr. Steve"), a child and adolescent psychiatrist, researcher, author, and President/Founder of Key Ministry. Dr. Steve shares research on how hidden disabilities, ADHD, anxiety, depression, and mood disorders impact lifetime church attendance and spiritual engagement. He offers practical strategies for pastors and ministry leaders of all kinds to build universal design principles and social ramps that welcome underserved families into their ministry context. Key Insights: The Underserved Mental Health Population Many church leaders invest in traditional mission fields, yet miss the vast mission field living right in their backyards. The Scope of the Issue: Mental health challenges impact 1 in 3 households in North America. Approximately 21% of the school-age population in the U.S. has a diagnosable mental health or behavioral condition. Impact on Family Church Attendance: Autism: Reduces family church attendance likelihood by 84% Depression: Reduces church attendance likelihood by 73% Disruptive Behavior Disorders (ODD/Conduct Disorder): Reduces church attendance likelihood by 55% Anxiety Disorders: Reduces church attendance likelihood by 45% ADHD: Reduces church attendance likelihood by 20% Impact on Adult Spiritual Disciplines: Adults experiencing self-identified anxiety or depression symptoms are 50% to 60% less likely to attend weekly worship services and show significantly lower rates of regular prayer and Bible reading. "You don't need to send a missionary to a third-world country to find people who need to know Jesus, because these families with these mental health struggles are literally living within the shadows of our steeples." - Dr. Steve Grcevich Understanding Hidden Disabilities vs. Visible Needs A primary barrier to church growth and discipleship among families with mental health challenges is how church culture responds to invisible conditions. The Judgment Gap: When a child demonstrates disruptive behavior or emotional outbursts, communities often assume a lack of parental discipline or spiritual commitment rather than recognizing a developmental or mental health need. "People in the church think they can tell when a disability ends and bad parenting begins." - Parent testimony shared by Dr. Steve Individuals with anxiety or depression are frequently told to "just pray more" or are told their condition is purely a sin or lifestyle issue, driving them away from the local church. Those living with anxiety tend to avoid programs or environments that put them at risk of being publicly singled out for their differences. To make people with invisible needs feel welcomed in a church congregation, they need to know they can trust others not to look at them differently. Universal Design & Social Ramps for Ministry Rather than forcing individuals to self-identify or join segregated programs, effective churches implement Universal Design: adjusting the environment, culture, and expectations so that everyone benefits without needing special accommodations. DO vs. DON'T for Church Culture DON'T: Treat mental health as a taboo topic or purely a spiritual failure Overwhelm visitors at the front door with hyper-enthusiastic greeters Assume disruptive behavior is just poor parenting Force people to self-identify to get support DO: Speak openly from the pulpit about mental health to destigmatize the conversation Use a buddy or partner system, or host guides, to help people navigate new environments comfortably Train youth and children's volunteers to handle big emotions and behavioral needs with grace Integrate social ramps and accommodations into regular ministry 5 On-Ramps for Mental Health Outreach & Inclusion Dr. Steve outlines five actionable steps that pastors, ministry staff, and volunteers can implement to connect with those in their care and community. 1. Personalized Invitations & Relational Buddies Encourage those in your care to invite friends, neighbors, or co-workers experiencing mental health struggles to specialized sermon series. Action: Have the inviter accompany their guest to breakfast or lunch before or after the service to ease social friction and lower perceived risk. 2. Community Educational Events Host informational nights on current topics like youth mental health, social media impacts, or anxiety management. Action: Use resources like Jonathan Haidt's book The Anxious Generation as a bridge to invite local school administrators, civic leaders, and neighbors who might hesitate to attend a Sunday worship service. 3. Biblically-Based Peer Support Groups Establish specialized, short peer support groups within your small group infrastructure. Action: Partner with vetted organizations (e.g., Mental Health Grace Alliance, Fresh Hope, or Anchor International) to train lay facilitators at little to no cost. 4. Practical Care & Outward Support Provide direct relief to reduce burnout among caregivers and families managing complex behavioral or trauma needs. Actions: Set up a respite ministry for parents raising children with severe emotional or behavioral challenges Train volunteers to serve as IEP/504 advocates for families navigating public school systems Maintain a vetted referral list of licensed Christian mental health professionals Consider budgeting funds to cover initial counseling sessions for people in your community 5. Specialized Focus on Children & Student Ministries Early engagement in children's and student ministry is the single greatest predictor of lifetime church involvement. Action: Train kids' and student ministry leaders to welcome children presenting big behaviors and intense emotions using resources like Kim Botto's book Boundless Hope. Action Checklist for Church Leaders & Ministry Staff Use this checklist to evaluate and upgrade your church's marketing, culture, and outreach strategies: Pulpit Engagement: Plan a sermon series or explicitly include prayers for those struggling with anxiety, depression, and mental health during regular worship services Volunteer Coaching: Train volunteers and ministry staff on social cues, hospitality, and de-escalation for individuals with hidden disabilities Resource Development: Build a referral network of professional therapists and community mental health services Peer-Led Support: Launch a peer support group program integrated into your church's small group structure Event Hosting: Schedule a community panel or seminar focused on family mental health and wellness Resources & Links Mentioned in This Episode Recommended Reading & Research Mental Health and the Church: A Handbook for Ministry Leaders by Dr. Steve Grcevich Boundless Hope by Kim Botto (International Network of Children's Ministries) The Anxious Generation by Jonathan Haidt Religion and Disability Research Paper by Dr. Andrew Whitehead Ministry Organizations & Support Networks Key Ministry (Contact Dr. Steve directly at steve@keyministry.org) Mental Health Grace Alliance Fresh Hope Anchor International Upcoming Conferences & Events Key Ministry Regional Tour Stops: Fall events in Nashville, Jacksonville, and Phoenix National Disability and the Church Conference: March 9-11 at Kingsland Baptist Church (Houston/Katy, TX area)   MinistryArchitects

You are not just invited to the IEP meeting. You are part of the team. In this episode, I'm joined by Vicki Christensen, founder of Blue Glasses Advocacy, special education advocate, and parent of two children with IEP experience, for a conversation about helping parents understand their role in the IEP process. Vicki shares that her own advocacy work began after sitting in an IEP meeting for her son Luke, surrounded by professionals, services, goals, assessments, and more information than any parent could reasonably absorb in the moment. Everyone was kind. Everyone seemed well-intentioned. But she left thinking, "I sure hope they do what is right for my son." And as she says in this conversation, that is not how a parent should have to leave an IEP meeting. We talk about why special education can feel like a foreign language, especially for parents who are new to the process. There are acronyms, present levels, services, accommodations, goals, eligibility categories, assessments, and progress reports. The people inside the system may use these words every day, but that does not mean parents should be expected to understand all of it without support. So we talk about asking questions. We talk about cutting yourself some slack. We talk about asking for draft documents or assessments ahead of time, making a simple bullet point list of questions and concerns, and sending that list to the team before the meeting. Nothing fancy. Just enough to help you walk in with a little more clarity. One of the biggest reminders in this episode is that parents are part of the IEP team. Not observers. Not visitors. Part of the team. The student is in the middle, and the adults are around that student, bringing different kinds of expertise. Teachers, therapists, specialists, and administrators may know the classroom, the testing, the services, or the law, but nobody knows your child the way you do. That does not mean the meeting has to become parents versus school. Vicki talks about the importance of keeping the conversation student-centered, collaborative, and focused on what the child needs. Parents can be assertive without being aggressive. They can ask hard questions without burning bridges. They can respect the professionals in the room while also bringing their own knowledge of their child into the conversation. We also get into the IEP document itself, including present levels, goals, accommodations, services, and progress. Vicki explains why more goals are not always better, why goals need to be specific and measurable, and why parents can ask for the work samples or data behind progress reports. If a goal says a child reached 80% accuracy, it is reasonable to ask 80% of what, measured how, and under what conditions. And yes, we talk about emotion too. Parents often apologize for crying or tearing up in IEP meetings, and Vicki is very clear that there is no need to apologize. This is your child. Of course it can feel emotional. The goal is not to become a robot in the meeting. The goal is to stay regulated enough to understand what is being said, ask questions, and participate meaningfully. This episode is practical and reassuring. It is a reminder that parents do not need to know everything before they walk into the room, but they do deserve to understand what is being said. They deserve to ask questions. They deserve support. And they belong at the table. Key Takeaways Special education can feel like a foreign language, especially when parents are new to the IEP process. Parents do not need to know every acronym before they walk into an IEP meeting. Asking questions is not a problem. It is part of meaningful participation. Parents and guardians are part of the IEP team, not outside observers. The student should stay at the center of the conversation. Parents bring essential knowledge because nobody knows the child the way they do. Before an IEP meeting, parents can ask for draft documents, assessments, and progress information ahead of time. A simple bullet point list of questions and concerns can make the meeting more productive. IEP goals should be connected to present levels, areas of need, accommodations, services, and measurable progress. Work samples and data matter because goal progress should be supported by actual evidence. About Vicki Christensen Vicki Christensen is the founder of Blue Glasses Advocacy and the mother of a 21-year-old with global developmental delays who proudly wears blue glasses. Drawing on both professional training and firsthand experience, Vicki helps parents and guardians navigate the special education system with greater confidence, clarity, and understanding. She holds a Special Education Advocacy Certificate from the University of San Diego and is a member of the Council of Parent Attorneys and Advocates. Vicki also co-founded the Special Education Advisory Committee in her local school district, organizes inclusive community events, and was honored with the North County Consortium for Special Education 2023 Collaborative Parent Award. Through Blue Glasses Advocacy, Vicki equips families with practical tools and strategies for navigating the Individualized Education Program, or IEP, process and building positive, collaborative relationships with school teams. Her approach combines advocacy expertise, empathy, and a deep understanding of the challenges and triumphs that come with raising and supporting a neurodivergent child. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet, toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Complicated Kids Resources and Links

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.

The UNC researcher behind the Black Empowerment and Autism Network on bias, access, and building care systems that actually fit families. Autism research has historically been built on a narrow slice of the population. Dr. Brian Boyd argues that gap is not just an academic problem. It shows up as later diagnoses, thinner services, and worse outcomes for the families who were never in the data. In this episode, Dr. Boyd joins host Jeff Skibitsky to talk about founding the Black Empowerment and Autism Network (BEAM), now close to 70 members across research, medicine, and clinical practice, and what it takes to build systems of care that respond to the families in front of them. What we cover Why a two-year-old whose first word was "pentagon" shaped two decades of research on focused interests How BEAM started as career advice and became an international support network, including Black autistic researchers The three places disparities show up: access, quality of experience, and outcomes Why Black autistic children are twice as likely to carry a co-occurring intellectual disability diagnosis What culturally responsive support actually looks like in practice, starting with cultural humility Practical advocacy for families who feel dismissed in an IEP meeting or a doctor's office How underfunded, understaffed systems push providers toward cookie-cutter care What researchers owe communities before they ever collect a data point Why Dr. Boyd is still hopeful right now About Dr. Brian Boyd Dr. Brian Boyd is the William C. Friday Distinguished Professor in the UNC School of Education and Director of the Frank Porter Graham Child Development Institute at UNC Chapel Hill. His work focuses on evidence-based practices, racial disparities, implicit bias, and how schools and service systems can better support autistic people and their families. He founded the Black Empowerment and Autism Network (BEAM). ............................................................... 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.

☀️ 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:

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

"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.  

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.