Podcasts about IEP

DeAnn Huinker & Melissa Hedges, Math Trajectories for Young Learners, Part 1 ROUNDING UP: SEASON 4 | EPISODE 14 Research confirms that early mathematics experiences play a more significant role than we once imagined. Studies suggest that specific number competencies in 4-year-olds are strong predictors of fifth grade mathematics success. So what does it look like to provide meaningful mathematical experiences for our youngest learners?  Today, we'll explore this question with DeAnn Huinker from UW-Milwaukee and Melissa Hedges from the Milwaukee Public Schools.  BIOGRAPHY Dr. DeAnn Huinker is a professor of mathematics education in the Department of Teaching and Learning and directs the University of Wisconsin-Milwaukee Center for Mathematics and Science Education Research. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels. Dr. Melissa Hedges is a curriculum specialist who supports K–5 and K–8 schools for the Milwaukee Public Schools.  RESOURCES Math Trajectories for Young Learners book by DeAnn Huinker and Melissa Hedges Learning Trajectories website, featuring the work of Doug Clements and Julie Sarama  School Readiness and Later Achievement journal article by Greg Duncan and colleagues  Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11 journal article by Bethany Rittle-Johnson and colleagues TRANSCRIPT Mike Wallus: Welcome back to the podcast, DeAnn and Melissa. You have both been guests previously. It is a pleasure to have both of you back with us again to discuss your new book, Math Trajectories for Young Learners. Melissa Hedges: Thank you for having us. We're both very excited to be here. DeAnn Huinker: Yes, I concur. Good to see you and be here again. Mike: So DeAnn, I think what I'd like to do is just start with an important grounding question. What's a trajectory? DeAnn: That's exactly where we need to start, right? So as I think about, "What are learning trajectories?," I always envision them as these road maps of children's mathematical development. And what makes them so compelling is that these learning pathways are highly predictable. We can see where children are in their learning, and then we can be more intentional in our teaching when we know where they are currently at. But if I kind of think about the development of learning trajectories, they really are based on weaving together insights from research and practice to give us this clear picture of the typical development of children's learning. And as we always think about these learning trajectories, there are three main components.  The first component is a mathematical goal. This is the big ideas of math that children are learning. For example, counting, subitizing, decomposing shapes. The second component of a learning trajectory are developmental progressions. This is really the heart of a trajectory. And the progression lays out a sequence of distinct levels of thinking and reasoning that grow in mathematical sophistication. And then the third component are activities and tasks that align to and support children's movement along that particular trajectory.  Now, it's really important that we point out the learning trajectories that we use in our work with teachers and children were developed by Doug Clements and Julie Sarama. So we have taken their trajectories and worked to make them more usable and applicable for teachers in our area. So what Doug and Julie did is they mapped out children's learning starting at birth—when children are just-borns, 1-year-olds, 2-year-olds—and they mapped it out up till about age 8. And right now, last count, they have about 20 learning trajectories. And they're in different topics like number, operations, geometry, and measurement. And we have to put in a plug. They have a wonderful website. It's learningtrajectories.org. We go there often to learn more about the trajectories and to get ideas for activities and tasks.  Now, we're talking about this new book we have on math trajectories for young children. And in the book, we actually take a deep dive into just four of the trajectories. We look at counting, subitizing, composing numbers, and adding and subtracting. So back to your original question: What are they? Learning trajectories are highly predictable roadmaps of children's math learning that we can use to inform and support developmentally appropriate instruction. Mike: That's an incredibly helpful starting point. And I want to ask a follow-up just to get your thinking on the record. I wonder if you have thoughts about how you imagine educators could or should make use of the trajectories. Melissa: This is Melissa. I'll pick up with that question. So I'll piggyback on DeAnn's response and thinking around this highly predictable nature of a trajectory as a way to ground my first comment and that we want to always look at a trajectory as a tool. So it's really meant as an important tool to help us understand where a child is and their thinking right now, and then what those next steps might be to push for some deeper mathematical understanding.  So the first thing that when we work with teachers that we like to keep in mind, and one of the things that actually draw teachers to the trajectories is that they're strength-based. So it's not what a child can't do. It's what a child can do right now based off of experience and opportunity that they've had. We also really caution against using our trajectories as a way to kind of pigeonhole kids or rank kids or label kids because what we know is that as children have more experience and opportunity, they grow and they learn and they advance along that trajectory. So really it's a tool that's incredibly powerful when in the hands of a teacher that understands how they work to be able to think about where are the children right now in their classroom and what can they do to advance them.  And I think the other point that I would emphasize other than what moves children along is experience and opportunity. Children are going to be all over on the trajectory—that's been our experience—and they're in the same classroom. And it's not that some can't and some won't and some can; it's just some need more experience and some need more opportunity. So it's really opened up the door many ways to view a more equitable approach to mathematics instruction.  The other thing that I would say is, and DeAnn and I had big conversations about this when we were first using the trajectories, is: Do we look at the ages? So the trajectories that Clements and Sarama develop do have age markers on them. And we were a bit back and forth on, "Do we use them?," "Do we not?," knowing that mathematical growth is meant to be viewed through a developmental lens. So we had them on and then we had them off and then we shared them with teachers and many of our projects and the teachers were like, "No, no, no, put the ages back on. Trust us. We'll use them well." (laughs) And so the ages are back onto the trajectories. And what we've noticed is that they really do help us understand how to take either intentional steps forward or intentional steps back, depending on what kids are showing us on that trajectory.  The other spot that I would maybe put a plugin for on where we could use a trajectory and what would be an appropriate use for it would be for our special educators out there and to really start to use them to support clear, measurable IEP goals grounded in a developmental progress. So that's kind of what our rule of thumb would be around a "should" and "shouldn't" with the trajectories. Mike: That's really helpful. You mentioned the notion of experiences and opportunities being critical. So I wanted to take perhaps a bit of a detour and talk about what research tells us about the impact of early mathematics experiences, what impact that has on children. I wonder if you could share some of the research that you cite in the book with our listeners. DeAnn: Sure. This is DeAnn, and in the book we cite research throughout all of the chapters and aligned to all of the different trajectories. But as we think about our work, there really are a few studies that we anchor in, always, as we think about children's learning. And the research evidence is really clear that early mathematics matters. The math that children learn in these early years in prekindergarten, kindergarten, first grade—I mean, we're talking 4-, 5-, 6-year-olds, 7-year-olds—that their math learning is really more important than a lot of people think it is. OK? So as we think about these kind of anchor studies that we look at, one of the major studies in this area is from Greg Duncan and his colleagues, and there was a study published in 2007. And what they did is they examined data from thousands of children drawing information from six large-scale studies, and they found that the math knowledge and abilities of 4- and 5-year-olds was the strongest predictor of later achievement. I mean, 4- and 5-year-olds, that's just as they're starting school. Mike: Wow. DeAnn: Yeah. One of the surprising findings was that they found early math knowledge and abilities was a stronger predictor than social emotional skills, stronger than family background, and stronger than family income. That it was the math knowledge that was predictive. Mike: That's incredible. DeAnn: Yes. A couple other surprising things from this study was that early math was a stronger predictor than early reading. Now, we know reading is really important, and we know reading gets a lot of emphasis in the early grades, but math is a stronger predictor than reading. And then one last thing I'll say about this study is that early math not only predicts later math achievement, it also predicts later reading achievement. So that is always a surprise as we share that information with teachers, that early math seems to matter as much and perhaps more than early reading abilities.  There's a couple other studies I'll share with you as well. So there's this body of research that talks about [how] early math is very predictive of later learning, but we're teachers, we're educators. We like to know, "Well, what math seems to be most important?" So there was a study in 2016 that looked at children's math learning in prekindergarten, 4-year-olds, and then looked at their learning again back in fifth grade. And what was unique about this study is they looked closely at what specific math topics seemed to matter the most. And what they found was that advanced number competencies were the strongest predictors of later achievement.  Now, what are advanced number competencies? So these are the three that really stood out as being important. One was being able to count a set of objects with cardinality. So in other words, counting things, not just being able to recite a count sequence, no. So not verbal rote counting, but actually counting things, putting those numbers to objects. Another thing that they found [that] was really important was being able to count forward from any number. So if I said, "Start at 7 and keep counting," "Start at 23 and keep counting," that that was predictive of later learning. And the reason for that is when kids can count forward from a number, it helps them understand the structure of the number system, something we're always working on. And then the third thing that they found as part of advanced number competencies was conceptual subitizing. Now, what that is, is being able to see a number such as 5 as composed of subgroups, like 5 being composed of 4 and 1 or 3 and 2. So subitizing is being able to see the parts of a number, and that was really important for these 4-year-olds to begin working on for later learning.  All right. One more, Mike, that I can share? Mike: Fire away! Yes. DeAnn: OK. So this last area of research that I want to share is actually really important as we think about the work of teachers in kindergarten and first grade in particular. So what these researchers did is they looked at children's learning at the beginning of kindergarten and then at the end of first grade. So, wow, think of the math kids learn from 5, 6 years old. And they found that these gains in what children can do was more predictive of later achievement than just what knowledge they had coming in. So learning gains, what children do and learn in math in kindergarten and first grade, is predictive of their mathematical success up through third grade. And then another study took it even further and said: Wait a minute, what they learn in kindergarten and first grade even predicts children's math achievement into high school. So there's just a growing body of research and evidence that early math is really important. The math learning of 4-year-olds, 5-year-olds, 6-year-olds, and 7-year-olds really builds this foundation that determines children's mathematical success many years later. Mike: This feels like a really great segue to a conversation about what it means to provide students opportunities for meaningful counting. That feels particularly significant when I heard all of the ideas that you were sharing in the research. I'm wondering if you could talk about the features of a meaningful counting experience. If we were to try to break that down and think about: What does that mean? What does that look like? What types of experiences count as meaningful when it comes to counting? Could you all talk about that a little bit? Melissa: Yeah, that's a great question, Mike. This is Melissa.  So I think what's interesting about the idea of meaningful counting is, the more DeAnn and I studied the trajectory and spent time working with teachers and students, we came to the conclusion that the counting trajectory in particular is anchored, or a cornerstone of that counting trajectory is really meaningful counting. That once a skill is acquired—and we'll talk a little bit more about meaningful counting—but once that skill is acquired, it just builds and develops as kids grow and have more experience with number and quantity.  So when we think about meaningful counting, the phrase that we like to use is that "Numbers represent quantity." And it's just not that kids are saying numbers out loud, it's that when they say "5," they know what 5 means. They know how many that is. They can connect it to a context that they can go grab five of something. They might know that 5 is bigger than 2 or that 10 is bigger than 5. So they start to really play with this idea of quantity. And specifically when we're talking about kids engaging in meaningful counting, there's really key skills and understandings that we're looking and watching for as children count. The first one DeAnn already alluded to, is this idea of cardinality. So when I count how many I have—1, 2, 3, 4, 5—if that's the size of my set, when someone asks me, "How many is it?," I can say "5" without needing to go back and count. So I can hold that quantity. Another one is stable count sequence. So we used to call it rote count sequence. And again, DeAnn referenced the idea that, really, when we're asking kids to count, we're asking more than just saying numbers. So we think about the stability and the confidence in their counting. One of the pieces that we've started to really watch very carefully and think carefully about with our children as we're watching many of them count is their ability to organize. So it's not the job of the teacher to organize the counter, to tell the child how to lay out the counters. It really is the work of the child because it brings to bear counting, saying the numbers, maintaining cardinality, as well as sets them up and sets us up to see where they at with that one-to-one correspondence. So can they organize a set of counters in such a way that allows them to say one number, one touch, one object? And then as they continue to coordinate those skills, are they able to say back and hold onto the idea of quantity?  So the other ideas that we like to consider, mostly because they're embedded in the trajectory and we've seen them become incredibly important as we work with children, is the idea of producing a set. So when I ask a child, "Can you give me five?," they give me five, or are they able to stop when they get to five? Do they keep counting? Do they pick up a handful of counters and dump it in my hand? So all of those things are what we're looking for as we're thinking about the idea of producing a set.  And then finally, even for our youngest ones, we really place a fair importance on the idea of representing a count. So can they demonstrate, can they show on paper what they did or how many they have? So we leave with a very rudimentary math sketch. So if they've counted a collection of five, how would they represent five on that paper? What that allows then the teacher to do is to continue to leverage where the trajectory goes as well as what they know about young children to bring in meaningful experiences tied to writing numbers, tied to having conversations about numbers. So the kids aren't doing worksheets, they're actually documenting something very important to them, which is this collection of whatever it is that they just counted in a way that makes sense to them. And so I think the other part that I like to talk about when we think about meaningful counting is this idea of hierarchical inclusion. It's that idea that children understand that numbers are nested one within each other and that each number in the count sequence is exactly 1 higher than what they said before. So, many times our reference with that is with our teachers are those little nesting dolls. So we think about 1 and then we wrap 2 around it and then we wrap 3 around it. So when we think about the number 3, we're thinking, "Well, it's actually the quantity of 2 and 1 more." And we see that as a really powerful understanding in particular as our children get older and we ask them not just what is 1 more or 1 less, but what is 10 more or 10 less, that they take that and they extend that in meaningful ways. So again, the idea of meaningful counting, regardless of where we are on the trajectory, it's the idea that numbers represent quantities. And the neat thing about the trajectory—the counting trajectory in particular—is that they give us really beautiful markers as to when to watch for these. So we tend to talk about the trajectories as levels. So we'll say at level 6 on our counting trajectory is where we see cardinality first start to kind of show up, where we're starting to look for it. And then we watch that idea of cardinality grow as children get older, as they have more experience and opportunity, and as they work with larger numbers. Mike: That's incredibly helpful.  So I think one of the things that really jumped out, and I want to mark this and give you all an opportunity to be a little bit more explicit than you already were—this importance of linking numbers and quantities. And I wonder if you could say a bit more about what you mean, just to make sure that our listeners have a full understanding of why that is so significant. DeAnn: All right, this is DeAnn. I'll jump in and get started, and Melissa can add on.  As we first started to study the learning trajectory, the one thing we noticed was the importance of connecting things to quantity. Even some of the original levels didn't necessarily say "quantity," but we anchor our work to developing meaning for our work. And we always think about, even when we're skip-counting, it should be done with objects that we should be able to see skip-counting as quantities, not just as words that I'm reciting. So across the trajectory, we put this huge emphasis on always connecting them to items, to things, or to actions and to movements so that it's not just a word, but that word has some meaning and significance for the child. Mike: I think that takes me to the other bit of language, Melissa, that you said that I want to come back to. You said at one point when you were describing meaningful counting experiences, you said, "One number, one touch, one object." And I wonder if you could unpack that, particularly "one touch," for young children and why that feels significant. Melissa: That's a great question. And I'll come at this through a lens of watching many, many children count and working with lots and lots of teachers. When children are counting a set, many times they'll look and they'll go, "1, 2, 3, 4, 5, 6, 7, 8, 9," and then however many are in the collection, they'll just say, "9" by just looking. And one of the things that we've noticed is that sometimes we need to explicitly give permission to children to do what they need to do with that collection to find out how many. Sometimes they're afraid to touch the items. Sometimes they don't know that they can. And we don't come right out and say, "Go ahead and touch them." But we just say, "Gosh, is there another way that you could find out how many?" And what we notice are some amazing and interesting ways kids organize their collections. So sometimes to be able to get to that "one touch, one, number one object," they'll lay them out in a row. Sometimes they'll lay them out in a circle and they'll mark the one that they started with. Sometimes, with our little guys in particular, we like to give them collections where they have to sit things up, so like, the little counting bears. So if the bears are lying down, the kids will be very intentional in, "I set it up and I count it. I set it up and I count it. " And they all, many times, have to be facing the same direction as well. So the kids are very particular about, "How does this fit into the counting experience?" And I would say that's one thing that's been really significant for us in understanding that it really is the work of the child to do that "one touch, one object, one count" in a way that matters to them. And that a teacher can very easily lay it out and say, "Find out how many. Remember to touch one and tell me the number." Then it's not coming from the child. Then we don't know what they know. So that's been a really, really interesting aspect for us to watch in kids is, "How are they choosing to go into and enter into counting that?" And we look at that as problem solving from our youngest, from our 3-year-olds, all the way up, is: "What are you going to do with that pile of stuff in front of you?" And that's an authentic problem for them, and it's meaningful. Mike: I think what jumps out about that from me is the structure of what you just described is actually an experience and it's an opportunity to make sense of counting versus what perhaps has typically happened, which is a procedure for counting that we're asking kids to replicate and show us again. And what strikes me is you're advocating for a sensemaking opportunity because that's the work of the child. As opposed to, "Let me show you how to do it; you do it again and show it back to me," but what might be missing is meaning or connection to something that's real and that sets up what we think might be a house of cards or at the very least it has significant implications as you described in the research. Melissa: One of the things, Mike, that I would add on that actually I just thought about is, when you were talking about the importance of us letting the children figure out how they want to approach that task of organizing their count, is: It's coming from the child. And Clements and Sarama talk about, the beautiful work about the trajectory is that we see that the mathematics comes from the child and we can nurture that along in developmentally appropriate ways.  The other idea that popped into my mind is: It's kind of a parallel to when our children get older and we want to teach them a way to add and a way to subtract. And I'm going to show you how to do it and you follow my procedure. I'm going to show it; you follow my procedure. We know that that's not best practice either. And so we're really looking at: How do we grab onto that idea of number sense and move forward with it in a way that's meaningful with children from as young as 1 and 2 all the way up? Mike: I hope you've enjoyed the first half of our conversation with DeAnn and Melissa as much as I have. We'll release the second half of our conversation on April 9th. This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2026 The Math Learning Center | www.mathlearningcenter.org

Whether you're ready for Spring Break or still have a few weeks until Spring Break, the reality is that there isn't much of the school year left. There are many assessments and IEP meetings that need to be scheduled now. In today's episode, we are talking with a wonderful guest, really getting into the trenches of evaluations and the escalating attendance crisis of the last few years. Join us to learn more!Dr. Dennis Lefevre recently served as the Executive Director of Student Support Services in a small, high-performing school district in southern CA. Prior to that role, he worked in various capacities in public, non-public, and private school settings with thousands of preschool, elementary, and secondary students. He had a front-row seat to the unfolding attendance crisis and became increasingly frustrated by the lack of ownership among school, home, and community. He is now piloting a new kind of evaluation that is an intensive data collection process designed to lower the threshold enough to get students back on campus. As an educational psychologist in private practice, Dr. Dennis started an agency called Back at School, which offers consultations, advocacy, targeted data collection, interventions, workshops, and more to help the attendance crisis.Show Highlights:Understanding the crisis and the disconnect between school districts and parentsPrioritizing the fidelity of “the data” is not the solutionDifferent categories of school team perspectives: those who are competent and conscientious, those who are “just okay,” and those who aren't competent and are just waiting for summer breakThe benefit of school study team meetings in identifying school refusal/avoidance or simple truancyA truism in school attendance: “The longer you're out, the harder it is to go back.”Understanding external and internal behaviors in crafting solutionsWhen the IEP program/curriculum is the root cause of attendance issuesThe facts: 19-25% of students remain chronically absent since COVID (Neurodivergent/special needs students are affected about 3x more than their peers.)Specifics about the MDAE, Multi-Domain Attendance EvaluationResources:Connect with Dr. Dennis Lefevre: WebsiteContact us on social media or through our website for more information on 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 via Facebook, Instagram, X, the IEP Website, or Email.

Send a textAs we have discussed in previous episodes, trained advocates can help protect the rights of kids in IEP meetings and other legal proceedings. Unfortunately, there are times when additional help is required, times when a lawyer is needed. My guest this episode is Paula Yost. Paula is an attorney who is committed to, what she calls, “legal social work,” which is advocating for kids at the intersection of law and education or social service. Paula and I discuss her role, what you can do to avoid needing an attorney, and how you can tell when you do. More information about Paula, her law firm, and her book, Tumbleweeds: How to be an Advocate for Your Children and Yourself in a Failing System, is talkingaboutkids.com. 

In this episode of SLP Coffee Talk, Hallie is serving up some real talk about IEP goal writing—and it might just change the way you look at your entire caseload. If you've ever stared at a goal and thought, wait, why am I even working on this? This one's for you. Hallie introduces the “so what?” test—the one question you should be asking before you write any goal—and breaks down what functional actually means for different students. She's covering how to write curriculum-linked goals without crossing into ELA territory, how to squeeze more mileage out of every session, and why our role as SLPs is way more powerful than we sometimes give ourselves credit for.Bullet Points to Discuss: Why not every language skill on an assessment is worth targeting in therapy.The “so what?” test: the one question that should guide every goal you write.How to define “functional” based on the individual student in front of you.Writing curriculum-linked goals the SLP way—without becoming the ELA teacher.How to use one resource across a mixed group and hit every student's goal at once.Here's what we learned: If you can't answer “so what?” clearly and confidently, that goal might be more fluff than function.Functional isn't one-size-fits-all—a college-bound student needs self-advocacy; a life-skills student needs to know how to tell the bus driver where they're going.Overlapping with academics is fine—just do it through a language lens, not a reteaching one.One good goal can target syntax, vocabulary, comprehension, and organization all at once. Therapy charcuterie board—one activity, all the skills, everyone eats.We're not tutors and we're not ELA teachers—we're the language experts. Writing functional goals is how we step into that power.Learn more about Hallie Sherman and SLP Elevate:  

When you're in an IEP meeting, it's easy to focus solely on the "30 minutes twice a week" and nod along as the school lists off terms like resource room, push-in, or consultation. But here is the hard truth: those aren't just administrative logistics, they are the exact mechanisms that dictate whether your child's intervention will actually move the needle or just fade into the background. In this episode, we're peeling back the layers on service delivery models to understand the "where," the "who," and the "how" of your child's support. We're moving past what's convenient for the school and their schedule, and looking at what the research actually says about effective, systematic instruction. It's time to stop nodding along to terms you don't fully understand and start advocating for the support your child actually deserves, because that's what truly matters. Would you like to understand reports, ask the right questions, and get schools to take you seriously? Together Through Dyslexia 6-month program provides expert mentorship for parents of dyslexics and struggling readers, and you can claim your spot now at https://www.literacyuntangled.com/together-through-dyslexia! My mini-course, From Lost to Empowered: How to Get Your Struggling Reader: The 3-Step Evaluation Request Blueprint for Parents of Struggling Readers, is available now! This 3-step evaluation request blueprint walks you through everything you need to know, from documenting concerns with the right details to writing the evaluation request letter with language that triggers legal timelines, to handling what to do when schools try to push you off, and so much more. You can break through the barriers NOW and get instant access at https://www.literacyuntangled.com/from-lost-to-empowered. Topics Covered: A realistic look at the pros and cons of moving your child to a resource room versus keeping them in the general education classroom [2:21] What these terms actually mean in practice, and why consultation might not be enough for a child who needs intensive, systematic intervention [2:58] Why small group size and skill-matching are the "invisible" details that determine if your child is actually making progress [3:28] Why there is no one-size-fits-all model, and how to identify whether your child needs a quiet, distraction-free space or support with transitions to stay engaged [4:03] A real breakdown of transition time, packing up, and group sharing, and why your child might only be getting 20 minutes of actual instruction [6:29] How to look past the logistics to determine if your child actually needs quiet, intensive support or in-class help to navigate their day successfully [7:57] The way to shift from nodding along to asking powerful, specific questions about group size and missed classroom instruction [10:14] Key Takeaways: "Logistics" like pull-out or push-in services, aren't just details, they are the critical factors that determine whether your child's intervention will actually move the needle. Follow the minutes and always calculate the actual instructional time your child receives. Your child's IEP must be built on their specific learning profile, not staffing convenience for them. When you're ready to work with me, here are 3 ways I can help you: Claim your spot now to Together Through Dyslexia, my 6-month program providing expert mentorship for parents of dyslexics and struggling readers! Subscribe to my Podcast Literacy Untangled Podcast for bimonthly episodes on navigating the dyslexia journey with your kid. Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read. Have a question or want a certain topic covered? Send an email to jennie@literacyuntangled.com or a DM on Instagram. I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. Listen to the episode on Apple Podcasts, Spotify or on your favorite podcast platform. Connect: - Visit my website - Sign up for my newsletter - Follow me on Instagram - Join me on Facebook

Send a textWhat if the strongest form of advocacy didn't sound loud, but felt deeply human? We sit down with Whitney Price, founder and executive director of Unpuzzled Parents Connect, to unpack how empathy, clarity, and community can move mountains for families raising neurodiverse kids. From West Virginia's resource deserts to two-hour doctor trips and long insurance battles, Whitney shows how facts over fury and kindness over shame can open doors that frustration often slams shut.We trace the family journey from the shock of an early autism diagnosis to the quiet heroics of daily advocacy: documenting medical necessity, lining up provider letters, and appealing denials with patience and precision. Whitney shares practical tactics for IEP meetings, healthcare pushback, and those tough moments when a child's sensory needs collide with rigid systems. Along the way, she refuses the false choice between being “nice” and being “effective,” proving that compassion is a strategy, not a soft spot.Connection anchors everything. Whitney explains how a simple support group grew into a nonprofit that trains parents, hosts expert voices, and builds bridges through story and practical tools. We spotlight a powerful school initiative—classroom kits that reached 4,000 students—designed to turn Autism Awareness into Acceptance with honest Q&A, people-first language, and invitations to play. And we tackle two stubborn myths head-on: that autistic kids lack empathy, and that gentle parenting is permissive. Whitney offers nuanced, lived insight on both, plus a vital reminder that self-compassion keeps caregivers steady for the long road.If you care about advocacy, inclusion, and family resilience, you'll find hope and actionable steps here—ways to stay firm without hardening, and to build systems that actually work for kids. If this conversation resonates, follow the show, share it with someone who needs it, and leave a review so more families can find this support.This podcast is a proud member of the Mayday Media Network — your go-to hub for podcast creators. Whether you're just starting a podcast and need professional production support, or you already host a show and want to join a collaborative, supportive podcast network, visit maydaymedianetwork.comDon't forget to subscribe to our newsletter for monthly updates, behind-the-scenes insights, and more content designed to brighten your day."Join the movement of kindness! When you shop The So Do You Collection, you're not just getting inspiring merch—you're helping make a difference. A portion of every purchase supports local and national nonprofits that spread kindness where it's needed most. Explore the

Ever needed extra time, extra support, or a different way of doing something and immediately thought, “Wait… is this cheating?”Yeah. That feeling is way more common than you think.This week, David and Isabelle are back on stage at the Neurodiversity Alliance Leadership Summit in Denver for the second part of their live conversation with Jesse Sanchez, President of the Neurodiversity Alliance. Jesse has been part of this community for years as a mentor, leader, and now the person helping guide the organization forward. The Leadership Summit is where Neurodiversity Alliance mentors and student leaders from across the country gather for training, storytelling, and connection. It's a room full of neurodivergent students learning how to talk about their brains with confidence—and how to help younger kids do the same.In this part of the live conversation, Safia Mohammed, a Brooklyn-based nursing student and Neurodiversity Alliance Student Ambassador who's been part of the community for several years, joins the conversation. She shares her story about something a lot of neurodivergent people wrestle with: the uncomfortable feeling that needing support somehow means you're doing something wrong.Safia talks about her experience first received an IEP (Individualized Education Program) in elementary school. At the time, it felt confusing. She was being pulled out of class for extra help and didn't really understand why. And like a lot of neurodivergent kids, she started wondering something was wrong with her. David and Isabelle unpack why moments like that are so common in the neurodivergent experience, from the stigma around accommodations to the deeply ingrained belief that success only counts if it's hard.If you've ever hesitated to ask for help because you didn't want to feel like you were getting an advantage, this conversation might shift how you think about support and what it's actually there to do.Here's what's coming your way:Safia's story of receiving an IEP and why it felt confusing when she was youngerThe moment that changed how she understood accommodationsWhy so many neurodivergent people feel shame around getting supportHow stigma around accommodations keeps people from advocating for what they need-------Wait, What's That? Here are some of the terms and people mentioned in this episode explained:IEP (Individualized Education Program): A formal education plan used in U.S. schools to provide accommodations and support for students with learning differences or disabilities. These supports can include extra time on tests, alternative learning environments, or additional instructional support designed to help students demonstrate what they actually know.Accommodations: Adjustments made in school or work environments that allow people with learning differences or disabilities to access the same opportunities as others. Examples include extended time on exams, quieter testing environments, or different ways of presenting information.Neurodiversity Alliance (formerly Eye to Eye): An organization where neurodivergent young adults and teens mentor younger neurodivergent kids through art projects and advocacy work. The rebrand reflects what they actually do: build an alliance of humans across the neurodivergent spectrum who know how to tell their full stories, vulnerabilities and superpowers included.OI: A term used by members of the Neurodiversity Alliance community to refer to the organization's annual leadership summit where mentors and student leaders gather for training and connection.-------

Most special education systems operate on this premise: Students with disabilities must master small foundational skills before they are allowed access to academic content.   In practice, this often means students spend years repeating the same goals - decoding, counting, basic worksheets - while their peers move forward into real subjects like science, history, and mathematics.   But what happens when a student with significant disabilities is simply included in a high school physics class?   In this episode of Non Linear Learning, I speak with Sruthi Muralidharan, a high school physics teacher who is testing that question in a public school classroom.   Sruthi teaches general education physics where students with significant cognitive disabilities - including students with Down syndrome - participate alongside their peers in labs, engineering activities, and scientific investigations.   Her work challenges several assumptions that dominate special education today. Sruthi did not begin her career in education. She holds an MS in Physics and a PhD in Electrical Engineering and spent more than ten years working in the semiconductor industry.   In This Episode We discuss: • Why mastery-based IEP goals often keep students repeating the same material year after year • The limitations of self-contained special education classrooms • What happens when students with significant disabilities join general education science classes • Why educators often confuse communication challenges with cognitive limitations • How inclusive classrooms can actually improve regulation and engagement • Why the burden of proving intelligence should never fall on the child   About Our Guest   Sruthi Muralidharan is a high school physics teacher and advocate for inclusive education. She previously worked for more than a decade in the semiconductor industry and holds an MS in Physics and a PhD in Electrical Engineering. Links & Resources Sruthi's Substack on lesson modification and inclusive teaching Vaish's course on making academics possible: Non Linear Education If You Enjoyed This Episode • Share it with a parent, teacher, or school leader • Leave a review on Apple Podcasts or Spotify

“Ask for help. Not because you are weak. But because you want to remain strong.” — Les BrownBrooke Schnittman, MA, PCC, BCC, is a leading ADHD coach with 20+ years in education and coaching. Brooke was diagnosed as an adult and lives it every day in a family of five — including her husband and three children, all with ADHD.After 15 years as a special education teacher and administrator, Brooke founded Coaching With Brooke in 2018 and developed her signature 3C Activation® program. Her team helps students, professionals, and parents cut through the noise, build reliable systems, follow through consistently, and unlock what she calls their ADHD Potential — the focus of her bestselling book of the same name.Named one of Success Magazine's Top 50 Most Influential Women for 2025, Brooke is on a mission to equip the ADHD community with structure, strategies, and accountability — so they can thrive in work, family, and life.In this episode:• The biggest myths about ADHD that keep people stuck• How to create systems that actually work (even when motivation is low)• Practical ways to manage overwhelm and build momentum each day• Why the right tools can help you unleash your full potential

When professionals disagree, school minimizes, and your gut is screaming that something is off, your perspective on your child matters more than any report. If you're raising a high-masking, high-achieving neurodivergent kid, you may be living a split-screen life: "She's doing great here" from school, and daily meltdowns, shutdowns, or refusals at home. It's disorienting and it can make you doubt what you're seeing. In this episode, I talk with Amanda Levin, founder of NeuroSpice Girls, about kids who are both gifted and disabled, socially chatty and autistic, "fine" at school and utterly spent by the time they walk through the front door. We unpack masking, pervasive drive for autonomy, and how school days can be the unseen setup for after-school explosions. We also get honest about advocacy: the missing roadmap for 504s and IEPs, the "hidden menu" of supports no one tells you about, and why so many parents feel like they have to build a case just to get basic help. Amanda shares how she stopped waiting for someone else to fix it, asked her son what he needed, and helped create more accessible religious school programming that works better for all kids. You might walk out of a meeting thinking, "They don't really see my kid." This conversation is meant to steady you and remind you that what you notice at home is real and important. Key Takeaways High masking hides real struggle. Some neurodivergent kids work incredibly hard to "hold it together" at school, then completely unravel at home. That split does not make their struggles less real. Gifted and disabled often coexist. A child can be academically advanced and have significant executive function, sensory, or emotional regulation challenges. Those things live side by side, not in opposition. Invisible disabilities are still disabilities. When there is no wheelchair, no obvious device, or no behavioral disruption at school, systems often downplay needs. Parents are left doing the heaviest lifting behind closed doors. Masking is about survival, not performance. Many autistic and neurodivergent kids suppress their own signals to fit in or avoid negative attention. The cost of doing that all day shows up later as meltdown, shutdown, or "refusal." There is no universal roadmap for services. Amanda's experience highlights how subjective and inconsistent 504 and IEP processes can be. Families often have to hunt for information that should be offered up front. You are allowed to question the system. When school or professionals say, "He's fine here," but home tells a different story, it is reasonable to push back, connect the dots, and insist that what you see matters. Collaboration with your child is a game-changer. Asking, "What would make this more doable for you?" can reveal simple but powerful shifts—shorter commitments, movement breaks, different environments—that reduce demand and increase buy-in. Supports for neurodivergent kids help everyone. The changes Amanda helped create at Hebrew school (shorter time, movement, sensory-aware teaching) are good pedagogy, period. Neuro-affirming design improves access for all kids. Community reduces isolation. NeuroSpice Girls grew out of Amanda's need to talk with people who truly "got it." Peer support and real-time spaces to vent, brainstorm, and share resources make a huge difference for caregivers. Your observations are data. What you see at home, after school, and in everyday routines is not "just your opinion." It is critical information about how your child is actually functioning and what they need to thrive. About Amanda Levin Amanda Levin is the founder of NeuroSpice Girls, a peer support group and social events club for moms of neurodivergent kids in the greater Washington, DC area. She is the mom of a neurospicy fourth grader and a kindergartner, and she brings her background in event planning, government relations, and post–Hurricane Katrina and Rita relief work to building community and practical support for caregivers who are navigating complex systems and big feelings at home. 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

Send a textDo you have questions about the IEP process or even what an IEP is? You are not alone. Thankfully, my guest this episode can help. Vicki Christensen is an experienced, certified IEP advocate. As she describes in her forthcoming book – Uniquely, Fully, Enough: The Neurodivergent Parenting Journey, a Memoir and Handbook – Vicki has seen it all as a parent and as a professional. She and I discuss some of what she has learned and how you can apply the lessons to the kids in your life. More information about Vicki, Blue Glasses Advocacy, and Uniquely, Fully, Enough: The Neurodivergent Parenting Journey, a Memoir and Handbook is talkingaboutkids.com. 

In this episode of SLP Coffee Talk, Hallie chats with Karin Hartunian Koukeyan—a speech-language pathologist with 28 years of experience and founder of SpeechFit—about a topic that might surprise you: public speaking. Karin shares her winding SLP journey from bilingual child interpreter to telepractice pioneer to private practice owner, and dives into why SLPs are uniquely equipped to help clients (and colleagues!) overcome public speaking anxiety. From IEP meetings to parent nights to real estate presentations, this conversation is packed with practical strategies, an eye-opening look at communication coaching as a service offering, and a reminder that it's never too late to color outside the lines in your career.Bullet Points to Discuss: How Karin's multilingual upbringing led her to SLP and eventually public speaking coaching Why SLPs are uniquely qualified to address public speaking anxiety Practical strategies for managing nerves and communicating more effectively How public speaking coaching translates to working with middle and high schoolers Building a communication coaching side hustle or private practice offeringHere's what we learned: Public speaking anxiety affects up to 90% of people—and SLPs are uniquely equipped to help. The pause is your most powerful tool. Say something, let it land, and resist the urge to fill the silence. Frameworks and scripting train the brain to communicate more confidently—whether it's an IEP meeting or a big presentation. Breath work, visualization, and role-playing are go-to strategies for taming nerves before and during a talk. Adding dialogue to a story instantly makes it more engaging—try it with your middle and high schoolers too. Communication coaching is a real and viable private practice offering for clients who need support but don't qualify for traditional services.Learn more about Karin Hartunian Koukeyan: Website: https://www.speechfitslp.com/ Website: https://karin-hartunian-koukeyan.mykajabi.com/sign-up-for-speechfit-slp-courses-8884c4d7-381e-49b9-8f2c-0d41b49592dc Instagram: https://www.instagram.com/speechfitslp/ LinkedIn: https://www.linkedin.com/in/karin-hartunian-koukeyan/ LinkedIn: https://www.linkedin.com/in/karin-hartunian-koukeyan/Teachers Pay Teachers: https://www.teacherspayteachers.com/store/speechfit-slp Learn more about Hallie Sherman and SLP Elevate:  

In this episode of The Curious Incident Podcast, NYC special education attorney Adam Dayan speaks with Lisa Candera attorney and founder of The Autism Mom Coach, about the realities of parenting a child with autism. Drawing on her experience raising a son with severe autism, OCD, and anxiety, Lisa explains why meaningful change often begins with a parent's own self-regulation. She discusses how chronic stress and hypervigilance can leave parents dysregulated and how learning to ground themselves can transform meltdowns, school challenges, and family dynamics. From radical acceptance and managing comorbidities to approaching IEP meetings with clarity and confidence, this conversation underscores a powerful truth: regulated parents become steadier leaders, stronger advocates, and a calming force amid uncertainty.

A cold morning at the playground turns into a gut-level talk about the messy middle of school, support plans, and the daily work of advocating for your child without burning bridges. We open up about what it really feels like to sit across from a table of professionals, push for services, and still honor the reality that teachers are carrying more than ever. If you've ever left an IEP meeting both proud and exhausted, this one will feel like a hand on your shoulder.We walk through the push and pull between general education and special education, and how decisions on paper ripple through a real classroom with real limits. You'll hear why detailed, measurable goals matter, how to ask for clarity without escalating tension, and when to slow the process down so you can think. We share the small moves that add up: putting requests in writing, summarizing meetings with short emails, and tying every ask to educational benefit. There's also practical mindset work—reading body language, naming shared goals, and using gratitude as a bridge, not a bribe.Along the way, we keep it human and unpolished, because parenting and teaching are both living, imperfect work. The goal is not to win against the school; it's to build a team around a child who deserves access, growth, and dignity. If you're seeking real talk about IEPs, parent-school relationships, and advocacy that lasts beyond one meeting, you're in the right place. Subscribe, share this with a parent who needs backup today, and leave a quick review to help more families find honest support.Thanks for listening coffee with a twist.Email me at: coffeewitatwist@gmail.com Note: I don't own copyrights to any music you hear in any of my episodes.

In this episode of the Not Your Average Autism Mom podcast, Shannon Urquiola dives deep into one of the most overlooked — yet powerful — tools in special education: the Parent Input Statement.If you've ever walked into an IEP meeting feeling unprepared, intimidated, or unsure what to say, this episode is for you.Shannon breaks down:• What the Parent Input Statement actually is• Why it legally matters• What should (and should not) be included• How to write about academics, behavior, communication, sensory needs, executive functioning, social skills, anxiety, and transition planning• Why wording matters more than you think• And how working with the right advocate can completely change the trajectory of your child's servicesYou are the only person at that IEP table who has known your child their entire life. Your voice deserves to be documented clearly and strategically.If it's not in writing, it doesn't exist.This episode will help you walk into your next IEP meeting informed, confident, and prepared.

After taking a summer break that stretched into a winter break that stretched into a mid-winter break… I'm finally back at putting out new episodes of the podcast! This week is a soft intro into what to expect this season, and how I plan to avoid the problem of last season.   For more information on how to work directly with me (looking over IEPs, preparing yourself for IEP meetings, getting your kid onto an IEP, etc; or working on how to help your child with dyslexia or dyscalculica succeed, email Kimberlynn@DecodingLearningDifferences.com!

For more information and support, join us at https://thecirsgroup.com In this week's episode, Barbara and Jacie explain why people with Chronic Inflammatory Response Syndrome (CIRS) or mold illness should test their home (and workplaces) and when. They'll dig into why multiple tests are better to understand the full picture rather than relying on a single score, and recommend working with an IEP (Indoor Environmental Professional) for interpretation and creating an action plan. They cover MSQPCR dust testing (ERMI/HERTSMI-2), best sampling practices, testing per room/floor, separate testing for basements/crawl spaces/attics, and using an outdoor control sample as well. They discuss why the mold species matter, where to get tests (LisBiotech), and some other methods your IEP may use to test your home: spore traps/air sampling, tape lifts, swabs, bulk sampling, and cultures. For more information and support, join us at https://thecirsgroup.com Timestamps 00:00 Intro and disclaimer 01:43 Why should you test your home? 02:20 When should you test your home? 04:09 Side note about testing for mold, actinos and endotoxins 05:19 MSQPCR Dust Testing: ERMI, HERTSMI-2 08:26 How to interpret your ERMI or HERTSMI-2 results 11:06 Where to get MSQPCR dust tests 13:15 When should you hire an Indoor Environmental Professional (IEP) 14:36 Other methods of testing: Air Sampling 16:52 Tape Lift testing 18:34 Swab testing 19:09 Bulk Sampling 21:31 Culturable testing 23:21 Next Steps: vetting professional help 25:48 Retest during and after remediation For more information and support, join us at https://thecirsgroup.com HELPFUL LINKS: Order your dust testing: https://lisbiotech.com/ Our interview with Bill Weber: https://youtu.be/RlKjTqVAeNU?si=9VZ4RnafI6Gx2QRp Our interview with Michael Schrantz: https://youtu.be/_BEwFVdpRcY?si=kmMrR9lPBgffrFND The CIRSx course for Medically Important Remediation: https://institute.cirsx.com/course/mir101 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.

Show Notes: slpnow.com/251A caseload of 63 students doesn't tell the full story of your job. School-based SLPs juggle therapy, evaluations, IEP meetings, Medicaid billing, AAC programming, travel time, and more — yet capacity is often measured by one number. In this episode, we unpack the difference between caseload and workload, why “the math isn't mathing,” and how to shift the conversation with clarity and confidence.In this episode, you'll learn:The difference between caseload and workload (and why it matters)Four principles to manage impossible workloadsHow to protect your contract hours without guiltSimple ways to document and make your workload visibleHow to approach administrators with clear, objective dataIf paperwork and planning are part of your overwhelm, check out our free trial at slpnow.com/pod.

In this heartfelt episode, LaNiqua shares her powerful storyof navigating her child's autism diagnosis, overcoming challenges, and transforming her experience into a mission to empower other parents. Discover her insights on advocacy, community building, and finding hope beyond the diagnosis. In this episode, we discuss:00:00 - Welcome and episode introduction02:00 - Recognizing early signs: speech and gut issues06:15 - Initial feelings upon diagnosis and self-blame11:24 - Deep dive into research and understanding autism spectrum disorders15:52 - Dealing with limited school support and advocacy at IEP meetings22:07 - The journey through community challenges and building a support network27:30 - Transitioning from parent to advocate and launching her coachingbusiness33:09 - Overcoming fears of big trips and trusting her son's abilities38:14 - Launching her advocacy book, Birth of an Advocate40:41 - The importance of storytelling and empowering marginalized voices44:30 - Words of encouragement for new moms and parents in the early search foranswers46:21 - LaNiqua's definition of being a badass mom and advocate49:19 - Final thoughts: hope, evolution, and celebrating your child's potential Resources & Links• Available on Amazon - Birth of an Advocate: Living Above the Spectrum • Hummingbird Essentials (Email) hummingbirdessentials@gmail.comConnect with LaNiquaEmpowerment Strategist ~ Author ~ ATD Master Trainer• Instagram – www.instagram.com/laniraee• Facebook – LaNiqua LaNi McCloudIf this episode resonated with you:• Follow the Autism for Badass Moms Podcast on your favorite podcast platform• Leave a review to help other autism moms find this communityInstagram: www.instagram.com/theabmpodcastFacebook: www.facebook.com/theabmpodcastYouTube: autismforbadassmomsRemember:Taking the first step in understanding and advocating for your child is bold and powerful. LaNiqua's story reminds us that with perseverance, community, and self-belief, we can help our children thrive beyond expectations. Share this episode with fellow parents and be inspired to become your own advocate!

In this episode, we sit down with Nancy Duggan, co-founder and executive director of Decoding Dyslexia Massachusetts. We talk about how Nancy's path from parent of a dyslexic child to statewide advocate helped move Massachusetts from “we don't say dyslexia” to mandated screening and the Right to Read law. Nancy explains how grassroots parent organizing, neuroscience research, and relentless policy work combined to drive real change, and why early identification, evidence-based instruction, and intensive, comprehensive intervention (far beyond phonics alone) are non-negotiable for students with dyslexia. Whether you're an educator or a family member, you'll walk away with practical strategies for IEP advocacy and a clear-eyed look at how systems can actually change. Resources mentioned in this episode: Decoding Dyslexia Massachusetts Decoding Dyslexia (national network) International Dyslexia Association (IDA) Mass Reads Coalition 2015 “Say Dyslexia” Letter (OSERS, U.S. Dept. of Education) National Reading Panel Massachusetts Right to Read / High-Quality Curriculum Bill Overcoming Dyslexia by Dr. Sally Shaywitz Wilson Reading System RAVE-O We officially have merch! Show your love for the Together in Literacy podcast! If you like this episode, please take a few minutes to rate, review, and subscribe. Your support and encouragement are so appreciated! Have a question you'd like us to cover in a future episode of Together in Literacy? Email us at support@togetherinliteracy.com! If you'd like more from Together in Literacy, you can check out our website, Together in Literacy, or follow us on Facebook and Instagram. For more from Emily, check out The Literacy Nest. For more from Casey, check out The Dyslexia Classroom. Let us know what you want to hear this season! Thank you for listening and joining us in this exciting and educational journey into dyslexia as we come together in literacy!

Does your child spend their day in the general education classroom, but you suspect they aren't truly included? In this episode of Water Prairie Chronicles, we are unpacking the dangerous myth that "proximity is a program." Just because a student is physically in the room doesn't mean they belong. Join me as we break down the difference between mainstreaming and true inclusion, explore the transformative power of a sensory audit, and learn how to write IEP goals that prioritize social connection over mere compliance. Let's help your child find their place on the dance floor.

Have you ever left an IEP meeting feeling stuck? Maybe you asked for a specific service or accommodation, and the team said no? Or worse, they gave you a vague "let's table that for now?” You're often left feeling like the conversation is over, but I'm here to tell you that's actually not how the law works. In this episode, I'm pulling back the curtain on Prior Written Notice (PWN), the most powerful tool in your advocacy toolkit that nobody tells you about. We're moving past the "just trust us" culture of school meetings and diving into why this legal requirement is your best defense against vague explanations and stalled progress. Whether you are currently facing a denial of services or just want to be prepared for your next meeting, I want to provide the strategic roadmap you need to turn a "no" into a documented trail of accountability. So grab your coffee and your notebook, because it's time to move from "I didn't know that existed" to "I know exactly what to do with this." Would you like to understand reports, ask the right questions, and get schools to take you seriously? Together Through Dyslexia 6-month program provides expert mentorship for parents of dyslexics and struggling readers, and you can claim your spot now at https://www.literacyuntangled.com/together-through-dyslexia! My mini-course, From Lost to Empowered: How to Get Your Struggling Reader: The 3-Step Evaluation Request Blueprint for Parents of Struggling Readers, is available now! This 3-step evaluation request blueprint walks you through everything you need to know, from documenting concerns with the right details to writing the evaluation request letter with language that triggers legal timelines, to handling what to do when schools try to push you off, and so much more. You can break through the barriers NOW and get instant access at https://www.literacyuntangled.com/from-lost-to-empowered. Topics Covered: A clear breakdown of what the Prior Written Notice (PWN) document is and why it is a mandatory legal requirement, not a courtesy [2:04] What specific things makes PWN so powerful [3:48] Key scenarios where this document becomes a game-changer, from evaluation denials to placement changes [5:33] The "hidden" right you have to request this documentation even if the school doesn't offer it or mention it [7:15] How your advocacy shifts once you stop accepting "no" as a conversation ender and start building a documented trail [7:36] Why PWN is the ultimate tool for transparency and accountability, and how it moves you from being one step behind to being a strategic partner [8:43] Key Takeaways: A refusal from the school isn't a closed door; it is simply the point where the documentation must begin. By using Prior Written Notice, you shift the entire conversation away from personal opinions and back to the specific assessments and data that your child's services are legally required to be based on. The Power of the Paper Trail: The most effective advocacy happens in writing. Links & Resources Mentioned: IDEA (Federal Special Education Law) #71 Why You Left That IEP Meeting Feeling Like You Got Played And How to Never Let It Happen Again When you're ready to work with me, here are 3 ways I can help you: Claim your spot now to Together Through Dyslexia, my 6-month program providing expert mentorship for parents of dyslexics and struggling readers! Subscribe to my Podcast Literacy Untangled Podcast for bimonthly episodes on navigating the dyslexia journey with your kid. Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read. Have a question or want a certain topic covered? Send an email to jennie@literacyuntangled.com or a DM on Instagram. I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. Listen to the episode on Apple Podcasts, Spotify or on your favorite podcast platform. Connect: - Visit my website - Sign up for my newsletter - Follow me on Instagram - Join me on Facebook

“Is this autism… or are we missing something?”It's a question so many autism moms quietly wrestle with — especially when behaviors shift, anxiety increases, focus drops, or school becomes harder than it used to be.In this episode of the Not Your Average Autism Mom podcast, Shannon Urquiola dives into one of the biggest conversations happening right now in the autism community:Autism and ADHD overlapAnxiety vs. defianceTrauma responses that look like “behavior problems”When it may be time to push for additional evaluationsAnd how to trust your gut without chasing labelsThis episode is not about collecting diagnoses.It's about lowering the daily struggle.It's about helping your child feel understood and supported.If you've ever wondered whether something feels “different” — not just hard, but different — this conversation will give you clarity, reassurance, and direction. And above all, it will remind you that you are not failing. You are paying attention. And that matters.

Wondering what a neuropsychological evaluation actually tells you – and what to do with the results?In this episode, CHC experts, Joaquin Burciaga, PhD, and Whitney Geller, PhD, break down how neuropsych testing helps clarify a child's learning, attention, memory, language, and emotional regulation – so families can move from questions to a clear plan.You'll discover what a neuropsych evaluation for kids really is (and what it isn't), how it differs from the psychoeducational testing done through schools for IEP or 504 support, and the signs that suggest it might be time to consider one – whether you're navigating ADHD, autism, learning differences, or anxiety. Our experts also share practical guidance on how to cut through the jargon, focus on the summary and recommendations section, and turn that thick report into actionable next steps that actually help your child.Whether you're just starting to wonder if testing might provide answers or you've got a report sitting on your desk that feels overwhelming, this conversation will help you understand what these evaluations reveal and how to use them to advocate effectively for your child.CHC offers free 30-minute consultations to help families decide their next steps.Resources:CHC OnlineCHC's Catherine T. Harvey Center for Clinical ServicesCHC's Resource LibrarySign up for our Virtual Village email list to receive our latest episodes and recent CHC updates. Visit Voices of Compassion online for full show notes including additional resources. Find us on Facebook, Twitter, Instagram and LinkedIn and visit our YouTube channel for videos. Subscribe and leave us a review wherever you listen! We love to hear from you - email us at podcast@chconline.org.Santo Rico by Twin Musicom is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/Artist: http://www.twinmusicom.org/

Have you ever reached the end of a season and realized you're busy, productive… and completely out of rhythm?   As winter wraps up and spring begins in the school year, it's easy to slip from proactive leadership into reactive mode. Evaluations, HR decisions, IEP meetings, staffing conversations, and mounting expectations can create a snowball effect that leaves you feeling overwhelmed, even if you're technically "getting it all done."   Tune in this week as I explore what happens when you move from a success cycle into an overwhelm cycle and the signs it's time for a rhythm reset. You'll learn how to identify the problem behind the problem, how internal chaos often shows up as external clutter, and how small intentional resets can restore clarity, alignment, and momentum.   Find the full episode show notes and transcript, click here: https://angelakellycoaching.com/426   Keep up with me on Facebook: https://www.facebook.com/akellycoaching/

Hey Team! Today, I'm talking with Erika Levine, a special education professional with a clinical background in Occupational Therapy. Erika has made it her mission to simplify the legal and procedural hurdles that keep parents from getting their kids the support they're legally entitled to, drawing from her deep well of lived experience as both a professional and a parent of neurodivergent children. In this episode, we get into the nitty-gritty of advocating for a child who isn't "failing" but certainly isn't thriving. We dive into the legal weight these documents carry, the difference between an IEP and a 504 plan and how we can walk into those meetings with six professionals without feeling like you're the one being sent to the principal's office. Erika also shares some personal history about her own mother's advocacy and why she created "My IEP Hero" to help parents navigate the system. Mentioned in this episode: https://myiephero.app/ If you'd life to follow along on the show notes page you can find that at HackingYourADHD.com/275 YouTube: https://tinyurl.com/y835cnrk Patreon: https://www.patreon.com/HackingYourADHD This Episode's Top Tips Treat the IEP as a legal mandate and understand that it is a legally binding document that schools must adhere to strictly; it is not a set of globalized suggestions, but a tailored plan for a specific child. Remember that the IEP team should include more than just teachers; it includes specialists like OTs, PTs, speech-language pathologists, and psychologists who can address the child's needs. If a school denies services because the child is "fine" academically, parents can request an Individualized Educational Evaluation (IEE) from an outside psychologist, which the school may be required to fund. Remember we want to focus on our children thriving, not just passing by through school.  

Join us in this episode where Nicole Dahl shares her powerful journey as a parent navigating occupational therapy services for her son on the autism spectrum. She opens up about the challenges of understanding the "why" behind therapy activities and the frustration of disconnected communication between providers, teachers, and home.Through Nicole's story, school-based OT practitioners gain invaluable insight into what parents truly need: clear explanations in plain language, collaborative communication between all team members, and practical strategies they can implement at home. She emphasizes that while the journey wasn't always smooth, consistent OT support—combined with strong parent education—transformed her son's trajectory from struggling in isolation to thriving as a high school senior and water polo team captain.Ready to hear how better communication and parent partnership can make all the difference in a child's IEP journey? Listen now to gain perspective that will transform how you work with families and create lasting impact beyond the therapy session.Learning ObjectivesUnderstand the critical importance of communicating the "why" behind OT interventions to parents in accessible, non-clinical language to increase understanding and home carryoverRecognize the value of collaborative communication between school-based OT, outpatient providers, teachers, and parents to create cohesive support systems for studentsIdentify practical strategies for empowering parents as active IEP team members through education, consistent feedback loops, and actionable recommendations they can implement at homeThanks 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!

EPs can feel overwhelming, emotional, and complicated—and that's because they are.In this episode of The Lucky Few Podcast, we kick off our new season, What I Wish I'd Known About…, by talking about IEPs—what we wish we understood from the very beginning, and what we've learned the hard way.Fresh off a multi-hour meeting, we share honestly about the exhaustion, the tension, and the “us vs. them” dynamic that can creep in. We unpack how evaluations drive goals, how goals drive placement, and why learning the language of the IEP changes everything. We talk about inclusion, evolving expectations, and what it looks like to follow our child's lead as they grow.Most importantly, we remind ourselves—and you—of this:Our kids are not problems to fix.The IEP exists to serve them.Whether this is your first meeting or your fifteenth, we hope this conversation helps you feel more steady, more informed, and less alone.SHOW NOTES:For more practical guidance, we've learned a lot from Ashley Barlow and her work at Ashley Barlow Co.. She offers clear, actionable resources to help you navigate IEPs, strengthen your advocacy skills, and understand your rights—all in one place.Check out more IEP Episodes:78. Building Trust (Not Barriers) w/Your Child's IEP Team – IEP advocacy tips.94. IEPs during COVID-19, ft. IEP Lawyers Vickie Brett & Amanda Selogie – IEPs & distance learning.272. What Do We Wish We Knew Before Our First IEP Meeting? – Reflections on early IEPs.270. IEP Success: How to Plan, Communicate, and Collaborate (w/April Rehrig) – Practical IEP strategies.273. Breaking Down Barriers: The Parent's Role In IEP Success (w/Ashley Barlow) – Parent advocacy in IEPs.CONNECT WITH THE PODCASTWEBSITEINSTAGRAMFACEBOOKCONNECT WITH HEATHER AVISWEBSITE: THE LUCKY FEW OFFICIALIG: THELUCKYFEWOFFICALFACEBOOKI LIKE YOU SO MUCHTHIS IS DOWN SYNDROMECONNECT WITH MERCEDES LARAIG: HOORAY4THELARASIG: HUMANLY.TVFACEBOOKCONNECT WITH MICHA BOYETTMICHABOYETT.COMIG: ACEFACEISMYFRIENDIG: MICHABOYETTLISTEN TO THE SLOW WAYDISCOUNT CODEFriends, grab your narrative shifting gear over on The Lucky Few Merch Shop and use code PODCAST for 10% off!HELP US SHIFT THE NARRATIVEInterested in partnering with The Lucky Few Podcast as a sponsor? Email hello@theluckyfewpodcast.com for more information!LET'S CHATEmail hello@theluckyfewpodcast.com with your questions and Good News or Shout Outs for future episodes.

Learn the "Draft IEP" secret to stop predetermination. Get Tonya Wollum's expert scripts for requesting IEP drafts and auditing goals to lead your child's next meeting with confidence.

Have you ever sat in an IEP meeting, a doctor's appointment, or even a family gathering and thought… You're not seeing what I'm seeing?In this episode of the Not Your Average Autism Mom podcast, Shannon Urquiola talks about what it feels like to be the only one who sees your child's struggle — the masking, the shutdowns, the after-school crashes, the 2 a.m. anxiety spirals — while everyone else says, “They seem fine to me.”You'll learn:Why “fine” doesn't always mean regulatedWhat silent dysregulation can look likeHow subtle dismissal can start to make you question yourselfHow to trust your intuition without becoming defensivePractical strategies for advocating calmly and effectivelyWhy does regulating yourself first change everythingIf you've ever felt dismissed, minimized, or alone in your advocacy, this episode will remind you that you are not overreacting — you are paying attention.If you're exhausted from sitting in that “loneliest seat,” check out Shannon's RESET Workshop — designed to help you calm your nervous system, clear the mental noise, and advocate with clarity instead of frustration.

In this episode of The Autism Mom Coach Podcast, Lisa Candera—autism mom, attorney, life coach, and solo parent—reflects on the early days of her son Ben's autism diagnosis and the profound ways autism parenting reshaped her identity, nervous system, beliefs, and leadership.Recording in January 2026, Lisa looks back 16 years to the moment of diagnosis. She shares what it felt like to sit in shock, download the Autism Speaks 100 Day Toolkit, and hear the phrase: “This diagnosis doesn't change who your child is.”While that statement is true, Lisa explores the deeper truth many mothers experience:Autism parenting changes you.This episode dives into how raising a child with complex needs expands emotional capacity, rewires belief systems, strengthens advocacy skills, and transforms the way a mother leads her home.In This Episode, You'll Learn:How an autism diagnosis impacts a parent's nervous system and identityWhy behavior is information—not defiance or “bad behavior”How to shift your mindset at the IEP table and advocate with calm authorityWhat it means to stay in your lane instead of comparing therapies, milestones, and family lifeHow autism parenting develops empathy, resilience, and emotional leadershipWhy protecting your nervous system is foundational for supporting your childLisa shares personal stories about:Confronting early beliefs about “good” and “bad” behaviorSetting ego aside to see struggle underneath escalationAsking for meaningful supports at IEP meetingsPracticing self-compassion as a solo parentBecoming a steady, grounded presence in her householdIf you're an exhausted autism mom wondering how this journey has changed you, this episode will help you see your growth with clarity and respect.Timestamps00:00 – Welcome to The Autism Mom Coach Podcast00:36 – January reflections: The day of diagnosis & feeling numb01:52 – “Autism didn't change him — it changed me”04:25 – How autism strengthened my advocacy skills06:32 – Reframing behavior: Moving beyond “bad kid” narratives07:52 – IEP mindset shift: Asking for supports with confidence09:49 – Staying in your lane: Releasing comparison in autism parenting10:57 – How autism parenting has changed you too13:29 – Next steps: Coaching and consultationReady to Apply This Work?If this episode resonated and you want structured support in building emotional regulation, advocacy confidence, and steady leadership in your home, schedule a consultation call:

We are entering the crazy season when Spring Breaks will be happening all over the country during March and April. This is a friendly reminder to be proactive in scheduling any meetings, tours, tests, and assessments that you would like to have completed before the end of the school year. The year will be winding down before we know it! We don't want to see more students fall behind by multiple grade levels simply because assessments haven't been done in a timely fashion. It's not just academics that warrant an IEP meeting; social and emotional struggles should be documented and addressed as well. Don't be afraid to be the “squeaky wheel” when it comes to advocating for your child's educational services!Show Highlights:When there is a problem, be proactive, not reactive.Don't be afraid to raise the alarm and raise the questions to get support in place for your child.Transition IEP meetings should be robust and address ALL the student's needs.Amanda's tips for IEP meetings for students transitioning to middle or high schoolSpecific problems with providing IEP services and accommodations amid the current teacher shortageHandling RSP hour shortages and makeup times (Ask for the logs to verify the required hours.)Resources:Contact us on social media or through our website for more information on 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.Be sure to connect with us and reach out with any questions or concerns via Facebook, Instagram, X,

 Hallie chats with Tamara Anderson about language and literacy connection and more!In this episode of SLP Coffee Talk, Hallie chats with Tamara Anderson—a speech-language pathologist, education specialist, and passionate literacy advocate—about the powerful connection between language and literacy in our therapy rooms. Tamara shares her journey into literacy specialization, breaks down the difference between what we do as SLPs versus what teachers do, and offers practical tips for assessments, engaging reluctant readers, and supporting multilingual learners. You'll also learn how to make literacy therapy fun with books, games, and culturally responsive practices that honor the whole child. Whether you're wondering if you're "doing it right" with literacy or looking for fresh ideas to bring into your sessions, this conversation is full of insight, real talk, and reminders that connection always comes before data collection.Bullet Points to Discuss: The SLP's unique role in literacyAssessment tools and DIY informal probes you can create today Making literacy fun for students who hate books Multicultural considerations and ethical assessment practices Building holistic services that see the whole childHere's what we learned: SLPs use a therapeutic language lens—targeting morphology, semantics, and syntax, not curriculum standards. Create your own informal probes for vocabulary, directions, inferences, and verbal reasoning. Engagement is everything—use themed books, games, and enthusiasm to hook reluctant readers. Ethical assessment requires case histories and bilingual resources for multilingual learners. Connection over data collection—know your students as whole people, not just IEP goals.Learn more about Tamara Anderson: Website: http://buildingsuccessfullives.com Website: http://andersonmulticulturalbooks.com Instagram: https://www.instagram.com/buildingsuccessfullives/Facebook: https://www.facebook.com/BSLSpeechLanguage YouTube: https://www.youtube.com/channel/UCKUwYkbSnH987kX5qxmBkrQ Speech Therapy PD: https://www.speechtherapypd.com/presenters/tamara-andersonTeachers Pay Teachers: https://www.teacherspayteachers.com/store/tamara-andersonFreebie: WH Questions: The Three Snow BearsLearn more about Hallie Sherman and SLP Elevate:  

What if your private practice could be a platform for change—for your clients and yourself?Today's guest didn't just start a private practice; she built a mission-driven business that blends speech therapy with fierce advocacy. She traded burnout for autonomy and now uses her voice to empower families navigating the complex world of IEPs.I'm so excited to introduce you to Colleen Ashford, a speech-language pathologist and one of the dedicated clinicians inside our Grow Your Private Practice Program. Colleen is the owner and founder of Ashford Speech and Advocacy PC, a mobile and virtual private practice based in Vista, California where she provides evaluations, treatment, consultations, and advocacy at IEP meetings.For Colleen, starting her own practice was about more than flexibility and income—it was about authentic, values-driven work. She has created a unique model that allows her to serve early intervention clients and act as a special education advocate, ensuring families are supported at every step.In this episode, Colleen reveals how leaving the constraints of clinic and school jobs allowed her to design a practice that fits her life, serves her community deeply, and lets her show up as her full, authentic self.Colleen Ashford is a licensed speech-language pathologist and certified special education advocate. After graduating from the University of Illinois with her bachelor's and Illinois State University with her master's, she began her career in a public elementary school with a bilingual program, which fueled her focus on improving her Spanish to better serve her students and families. Love brought her to Southern California, where she worked in multidisciplinary clinics alongside OTs and PTs, learning invaluable lessons about sensory and motor development that inform her holistic approach today.Now in her full-time practice, Colleen's areas of focus include AAC, Autism, Childhood Apraxia of Speech, and parent coaching in early intervention. She is passionate about providing culturally responsive early intervention services to the Spanish-speaking population in her own neighborhood. Always an advocate at her core—and now in title—Colleen equips every parent she serves with knowledge of their educational rights and how to navigate the world of special education. Beyond her community, she brings honest conversations about the IEP process to listeners everywhere through her podcast, Unfiltered IEPs.In Today's Episode, We Discuss:Leaving a "good job" to answer the craving for flexibility and authentic impactThe moment she realized her school-based experience was a superpower for families in needBuilding a hybrid practice with multiple revenue streams, from early intervention to AAC coachingHow embracing systems gave her back her time and freedomColleen is a powerful example of how you can design a practice that aligns with your deepest values. We are so grateful to have her wisdom and passion in our Grow Program. Her journey proves that with the right tools and community, you can build a career that doesn't just sustain you, but fulfills you.Want to build or scale a private practice that fuels your passion and gives you the autonomy you crave—just like Colleen? Discover how our Grow Your Private Practice...

Send a textA lot of bright kids are still stuck on the basics of reading, and too many parents are told to wait—or sold cures that don't work. We sit down with dyslexia therapist Faye Bankler Cressell to unpack what actually helps struggling readers and how families can start real progress at home without losing years to red tape.Faye shares her path from special education to structured literacy, sparked by helping her own child during lockdown. She explains why the science of reading matters, what structured literacy looks like in daily practice, and how to tell evidence-based intervention from high-priced “brain training” that promises big results but delivers little. We get specific about foundational skills—phonemic awareness, sound-symbol mapping, CVC decoding, early syllable work—and how systematic, cumulative lessons rewire reading pathways across phonology, orthography, and morphology.We also talk about the power of telling kids their diagnosis in clear, respectful language. When children know what dyslexia means, shame fades and self-advocacy begins. That confidence scales into high school, college, and the workplace, where naming strengths and supports becomes a strategy for excellence. Faye introduces her Home Reading Coach program, a 13‑week, parent-led course designed to be affordable, practical, and aligned with what research says works. Think printable materials, guided videos, and coaching that help families move from ABC to CVC and into early two-syllable patterns—with measurable wins that build momentum.If you're navigating testing, IEEs, IEP meetings, or just wondering where to begin, you'll find a clear roadmap plus vetted resources and communities like Decoding Dyslexia. You don't need to wait for formal labels to take action; explicit instruction has no downside and a massive upside. Subscribe, share with a caregiver who needs this clarity, and leave a review telling us the one reading question you want answered next.Support the showSJ CHILDS - SOCIALS & WEBSITE MASTER LIST WEBSITES - 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.com YOUTUBE - The SJ Childs Show — https://www.youtube.com/@sjchildsshow - Louie Lou (Cats Channel) — https://www.youtube.com/@2catslouielou FACEBOOK - 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/SJChildsShow INSTAGRAM - https://www.instagram.com/sjchildsllc/ TIKTOK - https://www.tiktok.com/@sjchildsllc LINKEDIN - 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/id1548143291 CONTACT EMAIL - sjchildsllc@gmail.com

You know that sinking feeling in your stomach when you walk out of an IEP meeting, drive home, and realize you aren't actually sure what you just agreed to? You aren't imagining it, you aren't being paranoid, and you definitely aren't alone. For years, I've watched smart, capable parents get talked into "waiting" or backing down. Why? It's because the system has a very specific playbook designed to protect their budget and their schedule and not necessarily your child's needs. Today, I'm exposing the hidden language and tactics used in those meeting rooms. We're talking about how to spot goals that sound professional but measure absolutely nothing, what to do when your advocacy is labeled as "anxiety," and why the phrase "let's see how they respond" is often just a delay tactic dressed up as thoroughness. Trust me, once you see these plays, you can't unsee them and that is the moment you stop being reactive and start being the strategic advocate your child deserves. Would you like to understand reports, ask the right questions, and get schools to take you seriously? Together Through Dyslexia 6-month program provides expert mentorship for parents of dyslexics and struggling readers, and you can claim your spot now at https://www.literacyuntangled.com/together-through-dyslexia! My mini-course, From Lost to Empowered: How to Get Your Struggling Reader: The 3-Step Evaluation Request Blueprint for Parents of Struggling Readers, is available now! This 3-step evaluation request blueprint walks you through everything you need to know, from documenting concerns with the right details to writing the evaluation request letter with language that triggers legal timelines, to handling what to do when schools try to push you off, and so much more. You can break through the barriers NOW and get instant access at https://www.literacyuntangled.com/from-lost-to-empowered. Topics Covered: Why you aren't being paranoid or demanding for asking for the specific interventions your child actually needs [1:52] How to spot professional terminology that hides a complete lack of meaningful data or growth targets [3:38] What to do when the school team tries to make you feel like you're overreacting just to avoid addressing your legitimate concerns [4:25] Why waiting another grading period for in-class interventions is often just a delay tactic the system uses [5:09] A reminder that you should never feel forced to sign paperwork just because the team has "another meeting" to get to [5:58] How walking into an IEP meeting recognizing the "plays" before they're run changes your entire strategy as an advocate [7:29] Key Takeaways: If you leave a meeting feeling confused or second-guessing yourself, it's because the system's "playbook" is working as intended. Just because a goal sounds professional doesn't mean it's effective. If it doesn't have a clear baseline and target, it measures nothing. You are never required to sign paperwork under time pressure. Taking that paperwork home to process it is one of the strongest strategic moves you can make. When you're ready to work with me, here are 3 ways I can help you: Claim your spot now to Together Through Dyslexia, my 6-month program providing expert mentorship for parents of dyslexics and struggling readers! Subscribe to my Podcast Literacy Untangled Podcast for bimonthly episodes on navigating the dyslexia journey with your kid. Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read. Have a question or want a certain topic covered? Send an email to jennie@literacyuntangled.com or a DM on Instagram. I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. Listen to the episode on Apple Podcasts, Spotify or on your favorite podcast platform. Connect: - Visit my website - Sign up for my newsletter - Follow me on Instagram - Join me on Facebook

Rules can feel like constant battles in autism parenting— especially when you're repeating yourself, feeling frustrated, and wondering why things that should be simple just aren't clicking.In this episode of the Not Your Average Autism Mompodcast, Shannon Urquiola breaks down why rules without context often don't work for autistic children — and why that isn't defiance, disrespect, or failure.You'll learn: Why phrases like “you know better” and “because I said so” often backfireHow stress, overwhelm, and regulation impact your child's ability to follow rulesWhy timing matters — and why something that doesn't work now may work laterHow to explain rules in ways your child's brain can actually receivePractical, real-life ways to support rule learning over time without shame or power strugglesIf rules have been exhausting in your home, this episode will feel like a deep exhale — and a new way forward.This episode is a reminder that your child isn't ignoring rules — they're navigating a world full of invisible expectations. Andyour job isn't to enforce harder, but to explain more clearly.

In this episode of All Things ADHD, Larry A. Jones, a retired pediatrician, ADHD coach, and parent of children with ADHD, explores who protects students with ADHD when federal education policy feels uncertain. He explains that key disability protections remain enforceable including IDEA, ADA, and 504 plans—while noting that staffing shifts within federal oversight offices may slow complaint resolution. He then unpacks what this means for families and educators at the state and district level, how to escalate concerns when services are reduced, how to strengthen IEP meetings, and why true collaboration between parents, schools, and support professionals is essential for protecting vulnerable students.    Larry A. Jones, MD, MBA, AACC—known as Dr. Larry—is a pediatrician, father of three sons with ADHD, author, ADHD life coach and international speaker dedicated to helping individuals and professionals move from overwhelm to clarity and confidence. Drawing from clinical expertise and lived experience with ADHD, imposter syndrome, and anxiety, he has a special passion for supporting families and young adults to address generational trauma. In addition he brings his lived experience to medical students, physicians, and other healthcare professionals navigating stress, burnout, and identity challenges. Dr. Jones is the coauthor of Falling Through the Ceiling and the founder of TASTE of Success Coaching, where his mission is “turning ADHD from stigma to stability.”  

In this episode of All Things ADHD, Larry A. Jones, a retired pediatrician, ADHD coach, and parent of children with ADHD, explores who protects students with ADHD when federal education policy feels uncertain. He explains that key disability protections remain enforceable including IDEA, ADA, and 504 plans—while noting that staffing shifts within federal oversight offices may slow complaint resolution. He then unpacks what this means for families and educators at the state and district level, how to escalate concerns when services are reduced, how to strengthen IEP meetings, and why true collaboration between parents, schools, and support professionals is essential for protecting vulnerable students. Larry A. Jones, MD, MBA, AACC—known as Dr. Larry—is a pediatrician, father of three sons with ADHD, author, ADHD life coach and international speaker dedicated to helping individuals and professionals move from overwhelm to clarity and confidence. Drawing from clinical expertise and lived experience with ADHD, imposter syndrome, and anxiety, he has a special passion for supporting families and young adults to address generational trauma. In addition he brings his lived experience to medical students, physicians, and other healthcare professionals navigating stress, burnout, and identity challenges. Dr. Jones is the coauthor of Falling Through the Ceiling and the founder of TASTE of Success Coaching, where his mission is “turning ADHD from stigma to stability.”

This week on Sunday Night Teacher Talk, CJ and his wife Jen dive into the tough realities of leaving the classroom, balancing motherhood and identity, and why some teachers need to take a mental health day—guilt-free. They also cover strategies for teaching mixed-level classes (especially in therapeutic or IEP settings), how to bounce back after long breaks, why leadership visibility matters, and how to find joy during the midyear slump. Bonus: CJ reveals a new classroom resource and what he's reading lately.✉️ FREE Weekly Teaching TipsStay updated & get exclusive strategies in my newsletter

Today's show is all about navigating the school system when your child has disabilities—and how to do that with clarity, confidence, and a whole lot more support. My guest is Stacey Shubitz, author of the new book Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future. In this episode, Stacey shares her journey as both an educator and a parent, and we dig into what parents really need to understand about special education, effective communication with schools, and the IEP process. She offers practical, empowering strategies for advocating for your child, managing the complexity of the system without losing yourself, and finding moments of joy and meaning along the way, even if (or when) the path feels overwhelming. About Stacey Shubitz  Stacey Shubitz is a certified literacy specialist and former fourth- and fifth-grade teacher in the New York City Public Schools and a public charter school in Rhode Island. Since 2009, she has been a literacy consultant, supporting teachers with writing instruction. Stacey has also taught graduate literacy education courses at Lesley University and Penn State–Harrisburg. She is the Chief of Operations and Lead Writer for Two Writing Teachers, a leading resource for writing instruction since 2007. She also co-hosts the Two Writing Teachers Podcast. Stacey earned an M.A. in Literacy Education from Teachers College, Columbia University, and an M.S.Ed. in Childhood Education from Hunter College. She has published several books about writing instruction, including Welcome to Writing Workshop and Craft Moves. Stacey's most recent book, Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future, was published by Guilford Press in January 2026. In this book, she shares her experiences as both a parent and an educator, equipping families with real-life stories, inclusive resources, and the knowledge to advocate for their children confidently. Stacey lives in Pennsylvania with her husband and children. Things you'll learn from this episode  How Stacey's dual perspective as an educator and parent strengthens her advocacy for families in special education Why educating yourself about your rights, school processes, and the IEP system is essential for effective advocacy How partnerships with teachers — built through clear, ongoing communication and regular check-ins — support your child's success Why building a support network helps parents navigate the overwhelm of special education How practicing consistent self-care and finding joy in small moments protects parents from burnout Why celebrating every bit of progress, no matter how small, helps families stay grounded and encouraged Resources mentioned Stacey Shubitz' website Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future by Stacey Shubitz Parenting Training & Information Centers Two Writing Teachers Blog Two Writing Teachers Podcast Stacey Shubitz's Substack Stacey Shubitz on Instagram Stacey Shubitz on LinkedIn The Kids Who Aren't Okay: The Urgent Case for Reimagining Support, Belonging, and Hope in Schools by Dr. Ross Greene Strength-Based Assessments with Dr. Jade Rivera (Tilt Parenting podcast) The Strength-Based Assessment Lab at Bridges Graduate School of Cognitive Development Learn more about your ad choices. Visit podcastchoices.com/adchoices

Paperwork doesn't just take time. It takes up mental space. In this episode, we're kicking off a 4-part series to help you reduce paperwork overwhelm by building a simple planning system that supports your deadlines (and your sanity). You'll learn how to map out what's coming, spot your busiest months, and create realistic weekly goals so you're not carrying every IEP and eval in your head at once.In this episode, you'll learn how to:Do a quick paperwork inventory to identify your biggest stress pointsAudit upcoming IEPs/evals by month to plan ahead with confidenceSet weekly paperwork goals that reduce decision fatigue and mental loadProtect focus time using simple schedule boundariesTry the SLP Now free trial at slpnow.com/pod to access the Paperwork Course + workbook and start building your system.

In our final episode of 2025, we spoke with Dr. Doug Bolton about innovative solutions for students experiencing dysregulation. We received a lot of feedback on that episode and had already planned a follow-up episode about the shift in perspective we are seeing in student behavior. We are thrilled to welcome him back to learn from him about student behavior and regulation. Join us for another conversation with Dr. Bolton!Dr. Doug Bolton is a clinical psychologist who has always been drawn to working with kids who experience behavioral problems. Knowing that being in schools gives him the best vantage point from which to help kids, Doug became a school psychologist and later a principal at a therapeutic school. He is currently a consultant working with families to help vulnerable kids become more resilient. From his unique perspective and extensive experience, he wrote the book Untethered.Show Highlights:Recognizing rhythms to the school year, especially as a new semester beginsThe correlation between mental health issues and the school year (for students AND teachers)Our system is stressing everyone out because of the over-focus on test scores.A focus on test scores makes us lose the connective tissue of learning and community.Our best learning requires emotional regulation and connection in relationships.What we know about deep learning and where it happensThe value of a teacher who is willing to put ego aside and TRY to implement the IEP accommodations for a studentBrain breaks are essential for emotional regulation.Music, art, recess, and vocational planning are brain breaks that help decrease stress hormones.Proactive breaks vs. reactive breaks (Not all breaks are equal!)Being curious about misbehavior (“Misbehavior is stress behavior.”)Disruptive students are dysregulated students.Key takeaways from Dr. Bolton about the power of belonging, connected relationships, and emotional regulationConnect with us on social media with your questions for Dr. Bolton for a future episode!Resources:Connect with Dr. Doug Bolton: Website and

Beyond the Sessions is answering YOUR parenting questions! In this episode, Dr. Emily Upshur and I talk about...   - What body doubling actually is and why your child may focus better simply because someone is nearby. - Why getting started on tasks (homework, getting dressed, chores) is often harder than the task itself for kids with ADHD. - How to be intentional about helping reduce procrastination, distraction, and emotional overwhelm for your child. - How to use body doubling in ways that build independence over time, instead of creating power struggles or burnout. - Real-life, low-effort examples of body doubling that don't require special systems, tutors, or more on your plate.   If your child struggles to get started, loses focus easily, or can only seem to work when someone is sitting with them, this episode offers a strategy to support them in a way that feels sustainable and actually works.     REFERENCES AND RELATED RESOURCES:  

What does it really mean to become unshakable when life starts testing you before you can even put words to what you are feeling? In this deeply personal episode of the Becoming Unshakable podcast, I sit down with my daughter, Gabriela, for a conversation I have long wanted to record. As her mom, I have watched her journey from the very beginning, through medical uncertainty, learning challenges, therapy rooms, and moments that could have easily shaken her sense of self. As a listener, you get to hear Gabriela tell her story in her own words, with honesty, reflection, and a quiet strength that continues to move me. Gabriela shares what becoming unshakable means to her, not as a destination, but as a grounded sense of peace, confidence, and presence. We talk openly about growing up with heart conditions, speech therapy, sensory processing differences, IEP support, and the emotional weight of feeling different at school. She reflects on how those early experiences shaped her resilience, empathy, and, eventually, her voice. There is a powerful moment when she talks about winning a speech competition in middle school, a full-circle reminder that growth does not always follow a straight line. Our conversation also looks forward. Gabriela offers thoughtful insight into Gen Z, what helps her generation feel valued at work, and why compassion, flexibility, and genuine care matter more than stereotypes. We explore self-leadership, boundaries, rest, and the importance of unlearning people-pleasing. She also reflects on her current role as a missionary at UC Berkeley, supporting others as they find community, meaning, and confidence in unfamiliar seasons of life. This episode is a reminder that unshakability is often built quietly, through perseverance, support, and learning how to care for yourself along the way. I hope Gabriela's story encourages you, especially if you are navigating change, doubt, or a season that feels heavier than expected. As you listen, I would love to know, what part of her journey resonated most with you, and where are you finding your own strength right now?  

Hallie and Tricia Detig chat about high school speech therapy.In this episode of SLP Coffee Talk, Hallie sits down with Tricia Detig — creator of Thoughtful Talk and a high school SLP working with resource and life skills students. Tricia shares her journey from middle school to high school, getting real about the differences. She talks about building rapport with older students, ditching lectures for hands-on activities, and making therapy meaningful through real-world experiences like running a coffee cart and back-to-back drawing challenges. Plus, she dives into push-in services, student buy-in, and why working with secondary students is a "hidden gem." If you're in the high school world or thinking about it, this one's packed with practical tips and real talk.Bullet Points to Discuss: The vibe shift from middle to high school (and cracking that "too cool" shell) Building rapport and getting buy-in with older students Push-in vs. pull-out—how it's decided Why hands-on beats lectures (coffee carts > worksheets) Bringing job readiness into everyday therapy Getting students involved in their own IEP meetings Why secondary is a "hidden gem" worth exploringHere's what we learned: High schoolers aren't hard—they just need you to meet them where they are. Hands-on beats worksheets every time (especially for carryover). Functional skills like coffee carts teach more than homework help ever will. Progress looks different with older students—focus on life skills, not just data.Students in their IEP meetings changes everything (even if they just listen). Secondary isn't scary—it's a hidden gem once you adjust. Ask questions and lean on your team—secondary SLPs stay forever for a reason.Learn more about Tricia Detig: Website: https://www.thoughtfultalk.com/ Instagram: https://www.instagram.com/thoughtful.talk/ TikTok: https://www.tiktok.com/@thoughtfultalk.llc Teachers Pay Teachers: https://www.teacherspayteachers.com/store/thoughtful-talk-llc-formerly-detig-dialect Speech Therapy Goal Bank for Middle School [grades 6-8]Learn more about Hallie Sherman and SLP Elevate:  

What was your biggest Takeaway from this Episode! I would Love to hear from you!In this powerful Part 1 conversation, Empowering Women in Conversations host Anita Sandoval, LPC, is joined by Gladys A. Cortez, MS, LPC-S, RPT, CRC, TF-CBT, EMDR-Trained, to explore the hidden cost of people-pleasing in parenting — especially when advocating for neurodivergent children within school systems.Many parents stay quiet in IEP, ARD, and 504 meetings because they don't want to be labeled “difficult,” “emotional,” or “that parent.” But what happens when silence costs a child the support they are legally entitled to?In this episode, Anita and Gladys unpack how people-pleasing shows up in advocacy, why guilt and fear keep parents silent, and how education — not confrontation — is the foundation of effective advocacy. This conversation centers on shifting from emotional reactivity to informed, values-based advocacy that protects children and empowers families.This episode is especially for:Parents navigating IEP, ARD, or 504 meetingsPeople-pleasers who struggle to speak up in systems of authorityFamilies raising neurodivergent childrenParents wanting to model healthy self-advocacy for their children✨ In This Episode, You'll Learn:Why people-pleasing can unintentionally harm childrenThe difference between emotional reactivity and effective advocacyHow guilt, fear, and social conditioning silence parentsWhy advocacy is rooted in education, not confrontationHow knowing your rights changes the power dynamic in school systemsWhy advocacy is about long-term impact — not short-term comfort

We are joined in this episode by Stacey Shubitz, K-6 literacy consultant, a former elementary school teacher, and the co-founder of the Two Writing Teachers blog and podcast. Her forthcoming book, Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future, empowers parents to navigate the special education system. In this episode, we talk openly about what it really takes to support a child with learning challenges in today's school system. Drawing from decades of experience on both sides of the table, Stacey shares why she wrote Make the School System Work for Your Child with Disabilities and what she wishes someone had told her when she was first trying to make sense of evaluations, IEP meetings, and endless paperwork. Our conversation centers on some of the practical mindset shifts that can help change everything for families, with Stacey explaining why leading with a child's strengths and not just their needs is so important for confidence and motivation. She also addresses disability language head-on, discussing why it is that naming disability isn't limiting but instead opens doors to services, legal protections, and access that families often don't realize they're entitled to. Throughout the episode, we highlight how knowledge of data, timelines, rights, and documentation can shift the power dynamic and help parents advocate more effectively. We offer some concrete guidance on when to push for evaluations, why waiting too long can do a lot of harm, and how to ask for progress data without feeling confrontational. Stacey also shares what makes IEP meetings feel collaborative instead of adversarial, from simple preparation strategies to small human touches that ease tension. Communication comes up again and again: how approaching teachers with curiosity, clarity, and respect can lead to better outcomes for kids! Stacey also speaks candidly about burnout, emotional exhaustion, and why joy isn't optional but protective. This conversation offers reassurance, realism, and a clear-eyed look at how parents can show up informed, empowered, and grounded while advocating for their children. Show Notes: [2:32] - Hear how Stacey's experiences with IEPs inspired her to help other parents. [4:04] - Stacey describes leading with strengths, not just challenges or disabilities. [6:03] - Highlighting positives alongside challenges helps children see themselves as capable. [9:42] - Stacey argues that children should know their rights and services so that they can advocate for themselves. [12:49] - It's so important for parents to monitor progress, request data, and push for evaluations when their child isn't advancing. [14:58] - Stacey adds that it's also essential to advocate firmly and request evaluations when interventions aren't producing results. [16:20] - Preparing for meetings with clarity, human touches, and understanding who's present can help make discussions more productive. [19:44] - Coming to meetings prepared with documents in advance helps balance power and supports advocacy. [23:04] - Stacey discusses how reviewing IEPs in advance can help ensure more effective teacher interactions. [25:00] - Approaching teachers with curiosity and gathering accurate information helps promote calm, productive conversations around school. [28:18] - Stacey gives an example of how being open about personal struggles allows teachers to provide better support for children. [30:33] - Stacey asserts that assuming positive intentions about teachers helps lead to collaboration and avoids unnecessary conflict. [32:07] - Stacey wishes that she had known sooner how important it is to read the procedural safeguards book to understand parental rights and timelines. [34:12] - Stacey expresses that she has learned that intentionally curating joy and connection can help prevent burnout. [37:05] - Joy is a legitimate form of intervention. Links and Related Resources: Stacey Shubitz - Make the School System Work for Your Child with Disabilities: Empowering Kids for the Future Episode 164: 5 Keys to Productive IEPs with April Rehrig Episode 238: Dismantling DEI and the Department of Education: How Changes Impact Your Child with Vickie Brett & Amanda Selogie Episode 246: Accommodations, Modifications, or Remediation? How to Know What Your Child Really Needs with Amy Cushner   Connect with Stacey Shubitz: Stacey's Website Email: stacey@staceyshubitz.com Stacey's Substack Two Writing Teachers Website  

The World's #1 Personal Development Book Podcast!  In today's episode, we have the pleasure to interview Karen Mayer Cunningham, author of The Epic IEP: A Powerful Playbook for Parents, Educators, and Advocates Navigating the Special Education Process.Karen is a nationally recognized special education advocate, speaker, and mediator with nearly three decades of experience at the IEP and 504 table. Known as The Special Education Boss®, she's helped families and school teams all over the country navigate IDEA, Section 504, and disability law so kids with exceptionalities get the services and support they deserve.In this episode, you'll learn why special education, when delivered with fidelity, can change a child's entire future, how to walk into IEP meetings informed and prepared instead of overwhelmed and outnumbered, and practical ways parents and educators can work together—rather than against each other—to create truly “epic” IEPs that set kids up to thrive.We hope enjoy this incredible conversation with Karen Mayer Cunningham.To Learn More about Karen and buy her book visit: The Book: https://a.co/d/atoeF7gWebsite/Socials: https://www.instagram.com/specialeducationboss/https://specialeducationacademy.com/https://www.youtube.com/c/SpecialEducationAcademyhttps://www.facebook.com/specialeducationacademyhttps://tiktok.com/@specialeducationboss____________________________________________Join the world's largest non-fiction Book community!https://www.instagram.com/bookthinkers/The purpose of this podcast is to connect you, the listener, with new books, new mentors, and new resources that will help you achieve more and live better. Each and every episode will feature one of the world's top authors so that you know each and every time you tune-in, there is something valuable to learn. If you have any recommendations for guests, please DM them to us on Instagram. (www.instagram.com/bookthinkers)If you enjoyed this show, please consider leaving a review. It takes less than 60-seconds of your time, and really makes a difference when I am trying to land new guests. For more BookThinkers content, check out our Instagram or our website. Thank you for your time!

Dr. Aimee Piller joins the OT Schoolhouse Podcast to explore how school-based occupational therapists can apply their sensory expertise within a Multi-Tiered System of Support (MTSS). She shares practical strategies for moving beyond traditional IEP-based services to support entire classrooms at Tier 1 and small groups at Tier 2, helping OT practitioners maximize their impact while managing their caseloads more effectively.Learning ObjectivesIdentify the three tiers of MTSS (Multi-Tiered System of Support) and how occupational therapy services can be effectively integrated at each tier to support students with sensory processing needsDescribe assessment strategies for evaluating sensory processing patterns at population, group, and individual levels within the MTSS frameworkImplement evidence-based sensory interventions at Tier 1 and Tier 2 levels, including strategies for training paraprofessionals and monitoring progress through data collectionWhether you're new to school-based practice or looking to expand your service delivery model, this episode offers actionable insights on implementing tiered sensory interventions. Listen now to discover how you can support more students while staying within your professional scope and managing your time effectively.Click here to view the full show notes for episode 192Thanks 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!