Podcasts about Special education

“Demand avoidance”, poor generalization, prompt-dependence, and social skills challenges seem like isolated issues. But often they're not. Many times they're tied to executive functioning challenges. That's why when I describe “executive dysfunction”, I cluster it into five broad areas:Attention, Learning Challenges, Behavioral Issues, Organization, and Social SkillsUsually, this is the point that the lightbulb goes on for a lot of clinicians and educators in the room as they realize executive functioning is the common sticking point behind many of their students' challenges.When I support clinicians in designing executive functioning intervention frameworks, I start with explaining the external signs. Things like:✅ Refusing to do even the simplest of tasks, and putting more effort into avoiding the work than it would take to actually do it✅Behaviors that seem disproportionate to the situation, melt downs over things that barely phase their peers✅ Always appearing to be several steps behind✅ Not “reading the room” during functional tasks, and requiring tons of prompts✅ Lack of awareness of how they're coming across to othersIn episode 266 of De Facto Leaders, I do a deep dive into these five external signs that tie back to executive functioning challenges. In this episode, I mention the Task Execution and Planning Protocol, which gives school clinicians an intervention strategy that takes students from “demand avoidance” and prompt dependence to independence during daily academic and functional tasks. You can learn more about the Task Execution and Planning Protocol here: https://drkarendudekbrannan.com/taskexecutionIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

Traditional grading systems encourage students to focus on final grades, sometimes at the expense of learning. In this episode, Jessamyn Neuhaus, Ashley Cambareri, and Cole Bailey discuss challenges associated with traditional and alternative grading systems. Jessamyn is the Director of the Center for Teaching and Learning Excellence and Professor in the School of Education at Syracuse University. She is an historian and editor of Teaching History: A Journal of Methods. Jessamyn has published extensively in scholarly publications in the areas of history, pedagogy, and cultural studies. She is a recipient of the SUNY Chancellor's Award for Teaching. Jessamyn is the author of several books, including Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers, Snafu Edu: Teaching and Learning When Things Go Wrong in the College Classroom and she is the editor of Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning. Ashley graduated in May as an honors student with a degree in Inclusive Elementary and Special Education from the School of Education at Syracuse University, and will begin her new job as a 5th-grade teacher this September. Cole is a student in the Renée Crown Honors Program at Syracuse University, studying International relations. Ashley and Cole were students in Jessamyn's Honors class on “Problems with Grades.” Show notes and the transcript for this episode may be found at http://teaforteaching.com

Are you a grandparent navigating the chaos of raising neurodivergent grandchildren, feeling like you're exceeding your emotional limits every single day? Do you find yourself craving just one uninterrupted breath, struggling to reconcile the clinical language of “disorder” and “correction” with the vibrant, complex reality of your family? Are your own sensory needs clashing with those of the children in your care, leaving you feeling both isolated and unseen?Jennifer Brunton, is an autistic mother and grandmother, and primary caregiver to two brilliant, intense, neurodivergent toddlers. Her projects encompass books, talks (including Keynotes), thought leadership and other articles, and consulting. She is coauthor of The #ActuallyAutistic Guide to Advocacy. She's worked as a writer and editor at Forbes, Random House, Mirabella, and Bristol-Myers Squibb, as well as for a range of individual, corporate, and academic clients.Welcome to “Grandparents Raising Grandchildren,” where we break down old, pathologizing walls and build a house rooted in acceptance, honesty, and shared challenge. Here, you'll find solidarity from other grandparents who understand what it is to stretch past capacity, expert insight on neuroaffirming advocacy, and real tools for adapting your household—headphones, comfort chickens, and micro-adjustments included. Together, we reframe compliance as compassion, and disorder as difference.Join me on this journey as we create new blueprints for our families, root out stigma, and uplift each other. In community, we honor the survival—and the leadership—of kinship caregivers like you, dismantling isolation with every honest story shared.Send us Fan MailI want to know how you're doing. Is the podcast giving you what you need? What support are you missing most right now? Send me a Direct Message on Facebook or Instagram or email me directly at laurabrazan@grandparents-raising-grandchildren.org. I read and reply to every message because this community is built on supporting each other! Every single one of us raising our grandchildren has a story worth telling. And your story truly matters. What is one thing you wish our community did more of that we aren't doing yet? You can connect with us on Facebook, Instagram, and through the fan mail link. They're all right here in the show notes and on our website.Thank you for tuning into today's episode. It's been a journey of shared stories, insights, and invaluable advice from the heart of a community that knows the beauty and challenges of raising grandchildren. Your presence and engagement mean the world to us and to grandparents everywhere stepping up in ways they never imagined.Remember, you're not alone on this journey. For more resources, support, and stories, visit our website and follow us on our social media channels. If today's episode moved you, consider sharing it with someone who might find comfort and connection in our shared experiences.We look forward to bringing more stories and expert advice your way next week. Until then, take care of yourselves and each other.Want to be a guest on Grandparents Raising Grandchildren: Nurturing Through Adversity? Send Laura Brazan a message on PodMatch, here: https://www.podmatch.com/hostdetailpreview/grgLiked this episode? Share it and tag us on Facebook @GrandparentsRaisingGrandchilden Love the show? Leave a review and let us know!CONNECT WITH US: Website | Facebook 

Special education teachers provide instruction tailored to the needs of students with disabilities to help them realize their full potential, keeping many of these children from falling through the cracks in our education system. But what happens when there are not enough teachers to go around? There is a nationwide shortage of special education staff, and some local school districts are feeling it. Guest host Julie Philipp examines how schools are addressing the problem, and how St. John Fisher University is working to help fill the gap. In studio: Kathy Broikou, Ph.D., associate professor and chair of the Inclusive Childhood Education and Literacy Programs at St. John Fisher University Debra Luna, recruitment and retention specialist at Wayne-Finger Lakes BOCES Emma Spelman, graduate student in the Inclusive Childhood Education Program at St. John Fisher University and apprentice at Wayne-Finger Lakes BOCES Eric Vaillancourt, director of teaching, learning and accountability for the Bloomfield Central School District ---Connections is supported by listeners like you. Head to our donation page to become a WXXI member today, support the show, and help us close the gap created by the rescission of federal funding.---Connections airs every weekday from noon-2 p.m. Join the conversation with questions or comments by phone at 1-844-295-TALK (8255) or 585-263-9994, email, Facebook or Twitter. Connections is also livestreamed on the WXXI News YouTube channel each day. You can watch live or access previous episodes here.---Do you have a story that needs to be shared? Pitch your story to Connections.

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

Learning to read is one of the most important skills a child develops - but teaching reading requires more than simply exposing children to books. It requires an understanding of how the brain learns to read and the evidence-based practices that help learners build strong foundations.Host Lynn McLaughlin welcomes Mary-Anne Mouawad, Founder and Director of The Reading Clinic and a literacy educator with more than 25 years of experience supporting children, youth, and adults on their reading journeys. Mary-Anne shares her passion for the Science of Reading and explains why explicit, systematic, sequential, and multisensory instruction matters. They explore how readers develop skills, why some learners struggle, and what parents and educators can do to provide meaningful support.In this episode, you'll discover:

Jane Fischer is a wife, mother of three adult children, and grandmother of four. She has been married to her husband, Al, for more than fifty years. She taught elementary school before deciding to stay at home and raise her children. After twenty years, she earned a Master's Degree in Special Education from Montclair University, with certifications as a Teacher of the Handicapped, and a Learning Consultant. Jane felt strongly that children with special needs have an opportunity to attend religious school so she spearheaded the formation of a special class in her Temple. Suzy was the first child to be Bat-Mitzvah in the class. Jane is very involved with Jespy House, a nonprofit organization that enables adults with intellectual and Developmental Disabilities to lead independent lives. Jane and Al purchased a home in 2004 for Suzy and four other Jespy clients, which enabled them to live an "independent" life with the necessary support. Today, Suzy lives in a condo with adult supervision. In episode 697 of the Fraternity Foodie Podcast, we find out about Jane's journey from elementary school teacher to special education advocate and now author of the new book "If You Knew Suzy", why Suzy's story has the power to change the way people think, what Jane means when she says "predictions are not promises", what she would tell someone who feels like life isn't going according to plan, what advice she would give siblings of someone with disabilities, how students can make their campus more welcoming for students with disabilities, advice for students who want to become advocates but don't know where to start, how not to experience burnout as a caregiver, and what Suzy would want our college students to know. Enjoy!

Waiting lists for special educational places are growing, but the Department of Education has yet to share the latest figures for children left without a place for the new school year starting in around 2 weeks' time.Darren O'Rourke, Sinn Féin TD and the party's Spokesperson on Education and Youth, joins Ciara to discuss.

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

What does it mean to be “normal”? In this clip, Michael talking about redefining the meaning of “normal” and what he wishes neurotypical and autistic people understood about each other. Michael Gilberg, a special education and disability rights attorney. Having grown up with undiagnosed Asperger's Syndrome, Michael draws from his personal experiences in order to help his clients with first-hand insights and empathy. Welcome to Autism Tips & Tools, where we highlight the best practical guidance from previous episodes of Autism Knows No Borders. Whether you're a self-advocate, a family member, or a service provider, there's something here for you! This conversation with Michael Gilberg was originally released on February 25, 2021. Would you like to know what Jamiel would have done differently in the early years of his son's diagnosis? Click the link below for the full conversation and be sure to subscribe to hear more from people connected to autism inspiring change and building community.  Special Education and Disability Rights, with Michael Gilberg Let's work together to transform how the world relates to autism. ----more---- We appreciate your time. If you enjoy this podcast and you'd like to support our mission, please take just a few seconds to share it with one person who you think will find value in it too. Follow us on Instagram: @autismpodcast Join our community on Mighty Networks: Global Autism Community Subscribe to our YouTube channel: Global Autism Project We would love to hear your feedback about the show. Please fill out this short survey to let us know your thoughts: Listener Survey

On Monday's show: Students at HISD go back to class today, with many students at other districts around Greater Houston beginning a new school year this week as well. We discuss the first day of school and other education developments with Houston Public Media's Bianca Seward.Also this hour: HISD made significant changes to how it will handle special education in the new school year. And they weren't exactly popular moves. We take a closer look at how the changes might affect parents and students.Then, we visit local gardener Erandi Treviño of Verandi Secret Garden to learn how to transition your yard to native plants to save water, reduce upkeep, and help local wildlife.And Jonathan Alexander of the Houston Chronicle talks about the Texans' offseason, personnel changes, training camp, and preparation for preseason play, which begins Aug. 13 against the Chargers.Watch

Ireland's primary schools are to reopen at the end of August. But once again this year many autistic children who were promised a school place for September will remain at home. Aisling spoke to Labour's spokesperson on health and TD for Dublin Central Marie Sherlock.

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

Please join us for “Neuroaffirming Advocacy: Dr. Destiny Huff Joins Us to Discuss Her New Book on Navigating Special Education.”Dr. Destiny Huff, LPC, is an Autistic and ADHD therapist, special education advocate, author, and parent of two neurodivergent learners. She supports families and professionals in developing neuroaffirming, strengths-based practices that center access, autonomy, regulation, and meaningful participation. Through consulting, training, and advocacy, Dr. Huff works to challenge ableism and create more inclusive educational and mental health systems.Support the show

In this episode of Restorative Works!, host Claire de Mezerville Lopez welcomes Dr. Layla Dehaiman, assistant professor of special education at the University of New Mexico, to explore how school communities can become more equitable, inclusive, and transformative. Fresh from defending her doctoral dissertation with distinction, Dr. Dehaiman shares insights from her research examining how educators experience and make sense of restorative practices, offering a powerful counter-narrative to traditional implementation studies.  As a seasoned restorative practitioner, Dr. Dehaiman explains why restorative work is more than a collection of strategies: it's a philosophical shift that challenges educators to rethink discipline, relationships, and community. She discusses her research on school discipline, the school-to-prison pipeline, and the importance of centering educator voices as schools strive to build more just learning environments. The conversation also explores the role of mindfulness, co-regulation, and educator wellness. Dr. Dehaiman introduces practices like "Warm-Hearted Wednesdays" and explains why helping educators regulate their own nervous systems is essential for supporting students through challenging moments.  Dr. Dehaiman earned her doctorate in Special Education from Syracuse University, where her scholarship focused on restorative practices, equity in school discipline, and inclusive education. In her professional career in education, she has collaborated extensively with school districts, state education agencies, and institutions of higher education to design, implement, and evaluate comprehensive teacher preparation and induction programs. She has mentored and coached pre-service and early-career teachers and developed curriculum for teacher residency and certification pathways. Her work has centered on the implementation of restorative practices, social-emotional learning, mindfulness, and other holistic approaches to behavioral support, with an emphasis on fostering equitable and sustainable school environments. She was named a recipient of the 2026 Career Achievement Award, part of the Paul Bartlett Ré Peace Prize, for her work supporting students with restorative practices. Administered through the UNM Foundation, the prize honors individuals whose work advances harmony, healing, and nonviolent approaches within their communities.  Tune in for more practical insights to create more inclusive schools and remind us that investing time in relationships today creates stronger communities tomorrow. 

In this episode of Learning Can't Wait, Hayley Spira-Bauer is joined by Alex Meis, Vice President of Attendance Strategy at ParentSquare, and Dr. Anny Iacono, Director of Student Services and Special Education at Nuview. Together, they explore the growing challenge of chronic absenteeism and explain why improving attendance is fundamentally about building relationships rather than enforcing compliance. The discussion highlights how Nuview transformed attendance outcomes through empathetic communication, customized family support, community partnerships, and a person-first approach, resulting in district-wide attendance improvements and stronger engagement with families.

Are you a former teacher considering homeschooling, or perhaps a parent struggling to make math fun for your kids? In this episode of the Homeschool Yo Kids podcast, Jae sits down with mother-daughter duo Mary and Bobbie to explore the unique journey of transitioning from the classroom to the kitchen table. Learn how to navigate different learning styles and build a foundation for academic success that fits your family's unique lifestyle.

If your school's intervention system feels like an endless treadmill, this episode is a must-listen. Dr Sarah Brown (President of System Impact Consulting) and Dr Stephanie Stollar (Creator of the Reading Science Academy) join the podcast to dismantle the most common mistakes schools make with Multi-Tiered Systems of Support (MTSS).     In this episode, you will learn why the MTSS pyramid is actually a map of school resources rather than a tool for sorting students. Stephanie reveals the dangers of the "screen to intervene" trap, explaining why we must evaluate core Tier 1 instruction before pulling kids into intervention groups. We also discuss why expecting teachers to overhaul their practice without structural support ignores the reality that adults go through an acquisition stage of learning too. Get ready to shift your focus from admiring the problem to taking definitive instructional action. Resources mentioned: MTSS for Reading Improvement by Dr Sarah Brown and Dr Stephanie Stollar MTSS for Reading Improvement - Free Reproducibles Routines for Reading Results (upcoming second edition of Teaching Struggling and At-Risk Readers) Effective Universal Instruction book by Bradley C. Niebling, Kimberly Gibbons and Sarah Brown StephanieStollarConsulting.com System Impact Consulting You can connect with Sarah: Linkedin: @sarah-brown-ph-d-9177b516 Website: systemimpactconsulting.com   You can connect with Stephanie: Twitter/X: @SStollar6 Facebook: @StephanieStollarConsulting Linkedin: @stephanie-stollar Website: stephaniestollarconsulting.com   You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Linkedin: @brendan-lee-kft Website:learnwithlee.net Substack: knowledgeforteachers.substack.com/   About Sarah Dr. Sarah Brown is a consultant and co-author of the books, Effective Universal Instruction, MTSS for Reading Improvement, and Routines for Reading Results. She empowers schools through her MTSS Data Academy. She's served in a variety of educational roles, including Bureau Chief leading Special Education and MTSS implementation for Iowa, Special Education Director, Professional Learning Administrator, and School Psychologist. Dr. Brown is passionate about empowering systems to improve outcomes for every learner. She splits her time between the midwest and the southwest and her greatest accomplishment to date is toilet-training her cat, Oliver.   About Stephanie Stephanie is passionate about using MTSS as the framework for helping all students become skilled readers. She is the co-author of the books MTSS for Reading Improvement, Promoting Effective MTSS Implementation, Reading Assessment Done Right and Routines for Reading Results.    Stephanie is creator of the Reading Science Academy, co-creator of MTSS CollecAve, and serves on the boards of the Evidence Advocacy Center and the International MTSS Association.    Her past roles include Assistant Professor, Vice President of Professional Learning at Acadience Learning, and School Psychologist. Stephanie believes that supporting all educators to have deep knowledge about reading is foundational to high achievement for every student.   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast

Have you ever looked at your child's behavior and wondered, "Why is my child acting this way?"What if the behavior that worries you the most is actually your child's way of asking for help?In this episode of the Timpanogos Hypnotherapy Podcast, Yoli Simons explores the hidden messages behind children's behavior and shares what years of experience working with children and families have taught her.As a Special Education teacher, Clinical Hypnotherapist, and martial arts instructor, Karen has learned that behavior often tells a story. Children do not always have the words to express stress, fear, frustration, or emotional overload—so sometimes they communicate through their actions.In this episode, Karen shares real-life stories that reveal:• How a child's confidence can change when the messages they hear change • Why children sometimes react before they have the ability to explain their emotions • The importance of balancing compassion with structure and responsibility • How parents can create stronger communication and trust with their children • How hypnotherapy can help children develop calm, confidence, and healthier emotional patternsChildren do not need perfect parents. They need parents who are willing to listen, learn, and grow with them.Because children are not problems to solve.They are people to understand.If this episode helps you see your child's behavior from a new perspective, share it with another parent who may need this message.For more information or 1 one 1 help, go to TimpHypno.com and schedule a free consultation with Yoli. I'm skilled and confident hypnotherapist with a proven track record of 20 years helping children and adults create powerful, lasting change across a wide range of challenges. With 28 years in special education and 7th Degree Black Belt in Kung Fu San Soo, 15 years Tai chi instructor.  This podcast blends mental health education with story telling, humor, and a touch of subconscious sparkle. From anxiety and stress to behavioral  patterns and emotional healing, I tailor my approach to each individual, ensuring they receive personalized and compassionate support.  I don't specialize in just one niche, my work spans many areas. I'm dedicated to helping people unlock their full potential and move forward, no matter where they're starting from.You can reach out at: • Timphypno.com • Email us at:  Yoli@timphypno.comTimpanogos Hypnotherapy on Facebook Timpanogos Hypnotherapy on Instagram •Thanks for listening!Hypnotherapy for children and Adults.  

Many school teams AREN'T actually working on executive functioning when they think they are.As a result, they're being more flexible and accommodating than ever, giving students a chance to process after behavioral escalations…Yet they're seeing students continue to be dysregulated. In some cases, it's getting worse. The same thing goes for helping kids stay organized and manage work. Kids refuse to use organizers and lists, forget to use them when it's relevant, or require a ton of adult prompting when they actually ARE using them.In my free training, I share why these things happen. This free training, which I've recently updated, is called “How to Be Evidence-Based and Neurodiversity-Affirming With Executive Functioning Support”.In the training, I cover three common mistakes school teams make when implementing “executive functioning interventions”. In episode 264 of De Facto Leaders, I share two of those three mistakes. When you listen to this episode, you'll discover:✅ Why students sometimes seem MORE dysregulated when asked to talk about melt downs or why they made a poor choice.✅ The relationship between executive dysfunction, anxiety, and time perception.✅ Why students aren't more organized, even though you've giving them organizing tools like lists and plannersPlus, I share two case studies, including:✅ The student who was melting down during passing period, and why giving him more time to process his feelings was the last thing he needed (and how we supported him)✅ The student who could make himself throw up whenever we asked him to do a non-preferred task who became MORE distrustful of adults the more flexible we were.In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation). In this training, I cover the following:✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.You can sign up for this training here: https://drkarendudekbrannan.com/efleadershipIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

July is Disability Rights Month, so we are taking the time to recognize passionate Louisiana activist April Dunn. Born with both fetal alcohol syndrome and cerebral palsy, Dunn was passionate about increasing educational opportunities for people with disabilities, even advocating for the passage of the April Dunn Act in 2014. She passed away in early March of 2020 after testing positive for COVID-19. Pamela White is the Regional Director of Special Education for GEO Academies. She joins us to discuss how Dunn increased educational pathways for people with disabilities.Warren Easton Charter High School in New Orleans has a new leader, but he's certainly not a new face on campus. Dr. Kendall "Dr. Mac" McManus-Thomas is a Warren Easton graduate, former teacher, coach and administrator who now returns to his alma mater as principal. He joins us now to talk about his long journey with the school, his experience evacuating during Hurricane Katrina and his vision for the future of the institution. __Today's episode of Louisiana Considered was hosted by Sara Henegan. Our managing producer is Alana Schreiber, and our assistant producer is Aubry Procell. Our engineer is Garrett Pittman.You can listen to Louisiana Considered Monday through Friday at noon and 7 p.m. It's available on Spotify, the NPR App, and wherever you get your podcasts. Louisiana Considered wants to hear from you! Please fill out our pitch line to let us know what kinds of story ideas you have for our show. And while you're at it, fill out our listener survey! We want to keep bringing you the kinds of conversations you'd like to listen to.Louisiana Considered is made possible with support from our listeners. Thank you!

Dr. Julie Ray Roberts, CCC-SLP, BCBA-D, is a nationally recognized Speech-Language Pathologist and Board Certified Behavior Analyst–Doctoral with a Ph.D. in Special Education specializing in autism intervention. Since 2002, she has dedicated her career to helping individuals with complex communication needs—particularly those with autism and intellectual disabilities—develop meaningful communication and achieve greater independence. Based in the Houston, Texas area, Dr. Roberts is the founder of AAC Studio, Inc., where she empowers parents to become active leaders in their child's augmentative and alternative communication (AAC) journey. By integrating speech-language pathology (SLP), applied behavior analysis (ABA), and AAC, she provides comprehensive services including individualized therapy, parent coaching, professional training, social groups, and customized AAC setup and design.In 2011, Dr. Roberts developed an innovative communication approach designed to help individuals with autism communicate more effectively. She is currently completing the SVO Power Manual, scheduled for publication in 2026, to make these evidence-informed strategies more accessible to families, educators, therapists, and clinicians worldwide.A passionate advocate for disability inclusion, Dr. Roberts founded the Profound Autism Ally and Global Disability Alliance communities on Facebook and actively supports fundraising initiatives for programs serving widows and orphans in Uganda. Website:https://www.drjulierayroberts.com/?utm_source=ig&utm_medium=social&utm_content=link_in_bio&fbclid=PAb21jcATVenxleHRuA2FlbQIxMQBzcnRjBmFwcF9pZA81NjcwNjczNDMzNTI0MjcAAae6Adw-HwVpCCikIoPCI6ELj0c2m_WPAazn65lw0gVM_PO0uku0Gi0af4zk4w_aem_Bxukj03NXFNcM9xSxubIQQInstagram:https://www.instagram.com/drjulierayroberts?igsh=MWJ3YW5uNTdobGh5MA==Profound Unfiltered Podcast:https://youtube.com/@profoundlyunfiltered?si=6QLZJ2m2GvBWJWJF

Imagine moving every year (or more)! Finding a new dentist, a new doctor, a new playground, the best spot for coffee, a haircut, a new school, a new friend! Now, visualize having all of these tasks and a child with special needs who needs supportive services right away. We sat down with the legal analyst and the director of research from Partners in PROMISE to talk about what the data really says about military-connected special needs families, and why every number in that research represents a family figuring out how to make it work, again and again. Behind every policy gap and every statistic is a parent who's become an expert in something they never signed up for. Come for the research. Stay to witness the incredible lengths these families go to, providing emotional stability and educational continuity for their children. Show Notes: This podcast is made possible through generous funding by the USAA Foundation.   This show is mixed by Concentus Media in Temple, Texas, USA.   Resources:   Partners in PROMISE https://thepromiseact.org/   Partners in PROMISE Data & Reports https://thepromiseact.org/our-data/   Military Child Education Coalition https://militarychild.org   Our Guests: Crystal DeVoss Mahany, MA, MPS Crystal has worked as a paralegal, advocate, policy researcher, and legal analyst in Special Education Law, and has taught courses on Special Education as a Civil Right and Disability as a Tenet of Diversity. A founding member of Partners in PROMISE, she serves as Adjunct Faculty at George Washington University. As a military spouse and mother to two military-connected sons with special needs, Crystal is a fierce advocate with a focus on Civil Rights, Disability Rights, and Special Education Law.   Dr. Jenna Kremkow Jenna is an associate professor in the Department of Communication Sciences and Disorders at Elmhurst University, where her research focuses on the experiences of military families with children with autism and the use of technology to improve communication outcomes for these families. She holds an MS and PhD from Penn State with an emphasis in autism and augmentative and alternative communication, and has worked clinically as a speech-language pathologist in schools, clinics, and early intervention settings. Her goal is to use data-driven research to support policy changes that improve special education services for military families.    

Helping learners become truly independent means more than fading prompts. It means knowing when to step back so confidence, problem solving, and self-management can grow. While it's natural to want to help, too much adult guidance can unintentionally create dependence that limits opportunities at home, school, work, and in the community.We explore the difference between prompt dependence and people dependence, and why building independence should always be part of the teaching plan from the very beginning. We also share practical strategies for replacing adult prompts with natural supports such as visual schedules, checklists, calendars, timers, self-monitoring systems, and environmental cues that learners can rely on long after direct support has faded.Along the way, we discuss why allowing safe opportunities to struggle is an important part of learning, how collaboration with families and teams supports successful fading, and why thoughtfully reducing support helps learners develop the confidence and skills they need for greater autonomy. Independence is not about removing support. It's about creating systems that evolve with the learner and promote lasting success.What's Inside: Why prompt fading is only one part of building independencePractical tools that reduce reliance on adult supportStrategies for promoting confidence through thoughtful fadingMentioned in This Episode:Episode 105: Hierarchy of Prompting in ABASelf & MatchHowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

In this episode, Hannah sits down with Taylor, a Special Education teacher at Little Light House, to explore a foundational approach to supporting Autism. Taylor walks parents through four key needs to check when dysregulation occurs: hydration, a full belly, rest, and health. She also unpacks the concept of sensory rest and why it looks different for neurodivergent children. If your child frequently struggles with dysregulation, this episode gives you a simple, powerful place to start. Every kid deserves the chance to just be a kid.At Little Light House, that belief drives everything we do. We provide tuition-free education and therapeutic services, rooted in Christ-centered care, for children with special needs and the families who love them.Learn More: https://www.littlelighthouse.orgLet's stay connected:Facebook: https://www.facebook.com/llhtulsaInstagram: https://www.instagram.com/llhtulsaBe part of the story:Give: https://www.littlelighthouse.org/give-helpJoin THECREW: https://www.littlelighthouse.org/the-crew

Glenna Wright-Gallo is the Vice President of the Office of Strategic Research and Policy at Everway, a global neurotechnology software company. She has previously served as the Assistant Secretary for Special Education and Rehabilitative Services at the U.S. Department of Education. Glenna is also a person with a disability, a parent, and a former state Director of Special Education. Her extensive experience across educational roles at state and federal levels positions her as an influential figure in shaping inclusive education policies and practices.In this riveting episode of Think Inclusive, Tim Villegas speaks with Glenna Wright-Gallo about the pressing need to shift from a compliance-focused model to outcomes-focused education within special education systems. Glenna brings a wealth of knowledge from her extensive career in education advocacy, emphasizing the importance of aligning educational practices with the intent of IDEA (Individuals with Disabilities Education Act) to create systems that genuinely serve all learners. This episode delves into how educational structures, often hampered by outdated schedules and siloed learning environments, can truly realize the promise of inclusive education by focusing on system-wide solutions rather than ad-hoc heroics. Complete show notes and transcript: https://mcie.org/think-inclusive/shifting-focus-from-compliance-to-outcomes-in-education-with-glenna-wright-gallo-1336/

Get ready to get deep into the realm of Special Education. As a general ed teacher, I've had a love-hate relationship with how best to work with special education students and the teachers who support them. While I understand the necessity, the implementation in a general education classroom often felt awkward and overwhelming. I'm sure I'm not alone in this. I'm also sure our special education teachers have similar grievances when dealing with general ed teachers.So I decided to do a deep dive to better understand the history of our SPED programs, how they are supposed to work, and whether they are really benefiting the students they serve. This deep dive was too big to fit into a single episode, so Jen and I decided to create several episodes to give this topic the time it deserves. Welcome to Episode one:The History of Special Education (SPED)In this episode of Transparency in Teaching, Jen and I dive deep into the history of special education (SPED) in the United States. We start with a light-hearted conversation about Jen's rigorous walking routine, but quickly transition into the main topic: the evolution of special education. In this episode we discuss:Early Days of Special Education:Initially, children with disabilities were often institutionalized or kept at home with no formal education.Wealthier families could afford private tutors or specialized schools, but most families had limited options.Legislative Milestones:A series of laws from 1958 to 1968 began addressing the needs of children with disabilities, but these were piecemeal efforts.Notable acts included the Captioned Films Act (1958), the Training of Professional Personnel Act (1959), and the Elementary and Secondary Education Act (1965).Major Legal Cases:Brown vs. Board of Education (1954): Although primarily about racial desegregation, it laid the groundwork for arguments against segregating children with disabilities.PARC vs. Commonwealth of Pennsylvania (1971): This case established that children with intellectual disabilities had the right to public education.Mills vs. Board of Education of D.C. (1972): Extended the right to free public education to all children with disabilities, regardless of the cost.The IDEA Act:The Education for All Handicapped Children Act (1975), later renamed the Individuals with Disabilities Education Act (IDEA), guaranteed a free appropriate public education (FAPE) to all children with disabilities.This act has been reauthorized multiple times but has not been updated since 2004.Current Challenges:The IDEA Act is outdated and needs reauthorization and updates to address current educational needs and funding issues.The Americans with Disabilities Act (1990) further ensured accessibility in public spaces, including schools.Jen's Perspective: She is struck by how long it took for meaningful changes to occur and empathizes with the struggles of parents both past and present.Anne's Perspective: She is concerned about the IDEA Act's outdatedness and the lack of recent updates to address current educational challenges.We wrap up by encouraging listeners to reflect on the history of special education and its impact on today's educational landscape. We also tease the next episode, which will delve into the current state of special education, including enrollment numbers and costs.Listeners are invited to share their thoughts and experiences related to special education on our website, TransparencyInTeaching.com, where they can also find past episodes and blog posts.Key Points Discussed: Reflections and Takeaways:Conclusion:Call to Action:

You've been told that social skills interventions are ableist.But you've also been told that we need to prepare students for real-world expectations. You have teachers and administrators coming to you with concerns about behavior, participation, and social interaction, and you're expected to address it.Then you're told to make your intervention more “functional.” To collaborate more. To focus on generalization.And somehow, all of that responsibility gets funneled into a 20-minute social skills group.What are you supposed to do when you know that a short, isolated session isn't going to result in meaningful carryover?The issue isn't that social skills intervention is a bad idea. The problem is we're using the wrong model to support them. When we think of "social skills intervention" as beginning and ending within a siloed therapy session, we'll continue to see poor skill transfer.A therapy session with students is ONE layer. We can keep that layer, but we need to add more layers to it to bridge the gap.In this video, I walk through how to shift from relying on one intervention bucket (a.k.a. the isolated social skills group) to building a service delivery model that frames social skills as "executive functioning for human interactions".This episode was created based on a video I previously published on YouTube. You can view the original video here: https://youtu.be/vdpzfG5l6woIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

The best outcomes happen when we stop working in silos and start learning from each other.I recently had the chance to be a guest on Dr. Selena J. Layden's podcast, and I knew I wanted to share our conversation with you because it highlights something I'm deeply passionate about, meaningful collaboration between speech-language pathologists and BCBAs. When we recognize each other's expertise and work together, we create better outcomes for the students we serve.We talked about my journey from school-based speech therapy into the world of ABA, how those experiences shaped ABA Speech, and why I believe communication and behavior support are strongest when they are aligned. We also explored common misconceptions between our professions, practical ways to build trust with colleagues, and why curiosity and open communication can go a long way.One of my favorite parts of our discussion was sharing what I wish every school-based BCBA understood about speech-language pathology. Our training is incredibly broad, and many of us continue developing our expertise long after graduate school. The same is true for BCBAs, which is why ongoing learning and collaboration matter so much.Whether you're an SLP, BCBA, educator, or part of an interdisciplinary team, I hope this conversation encourages you to build stronger partnerships that help every student communicate and thrive.#speechtherapy #autismWhat's Inside:Why speech therapy and ABA are stronger togetherSimple ways to build meaningful collaboration in school settingsWhat I wish every school-based BCBA knew about speech-language pathologyHow mutual respect and ongoing learning improve student outcomesMentioned In This Episode:Grab Say it With MeThe Behavior Education ConnectionEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

On Tuesday's show: We get the latest on rainy weather in the forecast and the potential for flooding. And we learn about a TEA investigation of HISD's plans to consolidate some special education services in the district.Also this hour: We continue our weeklong series examining the state of several areas of life in Greater Houston by discussing the state of politics here.Then, we reflect on the role religion has played in shaping the state of Texas over its history with Joseph Locke, author of One State Under God: A History of Religion in Texas. Locke will discuss the book on July 16 at Brazos Bookstore.And retired astronaut Anna Lee Fisher talks about time with NASA. She was in the first astronaut class that included women, and she was the first mother to go to space. Her experience is chronicled in the first part of a new PBS documentary series Once Upon a Time in Space, which airs tonight at 8 on Houston Public Media, TV 8.Watch

In this inspiring episode, we sit down with Upperman High School Teacher of the Year Leann Walker to discuss her journey from non-traditional college student to award-winning special education teacher. Walker shares what drew her to a CDC classroom, how real-world learning experiences help prepare students for life beyond high school, and why building relationships is at the heart of effective teaching. She also reflects on the importance of inclusion, the impact of peer mentorship, and the joy of helping students develop the confidence and independence they need to succeed in school, the workplace, and everyday life. Listen To The Local Matters Podcast Today! The UC Now · News Talk 94.1

Governor Kathy Hochul signed the nation's first executive order to temporarily suspend the expansion of large AI data centers. WFUV News, Tahlia Pearson, has more on how this order will help New Yorkers with taxes. Pre-K classrooms in New York City will receive special education programs that were previously only available to grades K through twelve. WFUV's Sonia Weliwitigoda has more on the announcement. Just off of 2nd Ave on a quiet side street in the East Village, sits an NYPD parking lot that will soon be turned into 131 affordable housing units. WFUV's Lainey Nguyen spoke with New Yorkers to see how they feel about the project and affordable housing in NYC. Bryant Park's summer movie nights kicked off last night. Seats on the lawn are first-come, first-serve. WFUV's Livia Regina took us to the race to get a spot. Host/Producer: Xenia Gonikberg Editor: Nathan Ray Reporter: Tahlia Pearson Reporter: Sonia Weliwitigoda Reporter: Lainey Nguyen Reporter: Livia Regina Theme Music: Joe Bergsieker

In this episode of the Curious Incident Podcast, NYC special education attorney Adam Dayan is joined by former impartial hearing officer and education attorney Peter Albert, who provides listeners with an insider's perspective on the special education due process system. Drawing on decades of experience representing both school districts and families, Peter explains what hearing officers look for when deciding cases, why districts often resist providing services, and how parents can effectively advocate for their children. Together, they discuss the importance of storytelling, parent testimony, and independent evaluations that focus on a child's unique needs to build the strongest possible case.

The Department of Education has been criticised for bringing forward the special education deadline by a month from October to September, and announcing it online in the middle of the school holidays.Parents, teaching staff, the Irish Primary Principals' Network (IPPN) and opposition TDs have all railed against the announcement made last Tuesday.Joining Shane to discuss is Jen Cummins, Social Democrats TD and Education Spokesperson.

Kalshi's new plan to prevent political campaign staffers from betting on their own campaigns is hardly foolproof. The disability community has concerns about moving special education oversight from the Education Department to the Department of Health and Human Services. Influencers are questioning the guidance to throw away leftover breast milk in a bottle after two hours.See pcm.adswizz.com for information about our collection and use of personal data for sponsorship and to manage your podcast sponsorship preferences.NPR Privacy Policy

Michael Moynihan, Minister of State for Special Education and Inclusion

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

Outline and Show NotesShow Title: What SPED Needs from You with Liz CaponeGuest: Liz CaponeTeaser:It's pretty typical for new assistant principals to be given fairly substantial responsibilities, related to special education, especially in terms of attending IEP meetings. This is fine if the assistant principal has a background in special education, but when they don't, it can present complex and meaningful challenges in today's episode will explore, at least at a surface level what it means to be a good and capable steward for special education, students, families, and their teachers.Sponsor Spot 1:If you love travel, but your student trips are starting to feel a little… copy-and-paste, it might be time to level up.That's why I recommend Kaleidoscope Adventures.They've been planning educational travel for more than 30 years. And the best part? No cookie-cutter itineraries. Every trip is built around your program, your budget, and your goals.Whether you're dreaming of a trip to Universal's EPIC Universe, a history-filled journey to Washington, D.C., or even an international adventure, Kaleidoscope Adventures can help you plan a trip your students will never forget.Get inspired today at mykatrip.com. Kaleidoscope Adventures - Travel Beyond ExpectationsShow Intro:It's not too early to think about summer. No. not the vacation, the learning that can happen. The team at Summer Pops are educators with a passion for preventing the backwards summer slide in math, and Summer Pops is a unique and engaging approach to summer enrichment. I encourage you to connect with Summer Pops for free workbook samples. Go to summerpopsworkbooks.com to get your free copy and of course, the link is in the show notes.Guest Bio:Liz Capone, M.S. is the co-founder of PD Ninja, which provides custom K-12 PD for buildings and districts. She is a former Special Education teacher who taught every grade level from pre-K to 12 in settings ranging from inclusion, self-contained, ESY, and a locked residential treatment center. Liz has also worked nationally as an expert witness in education and family law cases involving children with special needs.Warmup questions:We always like to start with a celebration. What are you celebrating today?Is there a story that will help listeners understand why you are doing what you do?Sponsor Spot 2:I want to thank IXL for sponsoring this podcast…Everyone talks about the power of data-driven instruction. But what does that actually look like? Look no further than IXL, the ultimate online learning and teaching platform for K to 12. IXL gives you meaningful insights that drive real progress, and research can prove it. Studies across 45 states show that schools who use IXL outperform other schools on state tests. Educators who use IXL love that they can easily see how their school is performing in real-time to make better instructional decisions. And IXL doesn't stop at just data. IXL also brings an entire ecosystem of resources for your teachers, with a complete curriculum, personalized learning plans, and so much more. It's no wonder that IXL is used in 95 of the top 100 school districts. Ready to join them? Visit ixl.com/assistant to get started.Closing questions:What part of your own leadership are you still trying to get better at?If listeners could take just one thing away from today's podcast, what would it be?Before we go, is there anything else that you'd like to share with our listeners?Where can people learn more about you and your work…Summary/wrap upFind an expert and don't assume it is the teacher, leverage that expertise to support the teacherRelationships, check ins, self-care (for the T)Facilitate discussions on role claritySpecial thanks to the amazing Ranford Almond for the great music on the show. Please support Ranford and the show by checking out his music!Ranford's homepage: https://ranfordalmond.comRanford's music on streaming services: https://streamlink.to/ranfordalmond-oldsoulInstagram: https://www.instagram.com/ranfordalmond/Facebook: https://www.facebook.com/ranfordalmond/Sponsor Links:IXL: http://ixl.com/assistant Kaleidoscope Adventures: https://www.kaleidoscopeadventures.com/the-assistant-principal-podcast-kaleidoscope-adventures/CloseLeadership is a journey and thank you for choosing to walk some of this magical path with me.You can find links to all sorts of stuff in the show notes, including my website https://www.frederickbuskey.com/I love hearing from you. If you have comments or questions, or are interested in having me speak at your school or conference, email me at frederick@frederickbuskey.com or connect with me on LinkedIn.If you are tired of spending time putting out fires and would rather invest time supporting and growing teachers, consider reading my book, A School Leader's Guide to Reclaiming Purpose. The book is available on Amazon. You can find links to it, as well as free book study materials on my website at https://www.frederickbuskey.com/reclaiming-purpose.html Please remember to subscribe, rate, and review the podcast.Remember the secret to good leadership:Be intentional in choosing how you will show up for othersBe fully presentAsk reflective questionsAnd then just listenDon't overcomplicate it, the value is in the listening.Have a great rest of the week!Cheers!Guest Links:PDninja.com Frederick's Links:Email: frederick@frederickbuskey.comWebsite: https://www.frederickbuskey.com/ LinkedIn: http://www.linkedin.com/in/strategicleadershipconsulting Daily Email subscribe: https://adept-experimenter-3588.ck.page/fdf37cbf3a The Strategic Leader's Guide to Reclaiming Purpose: https://www.amazon.com/dp/B0CWRS2F6N?ref_=pe_93986420_...

Hey there, Nick here at Human Restoration Project. We took the longest break in our podcast's history last month, and I hope you were able to take a break, too. We're back for biweekly releases through the summer starting today with Dr. Sarah Benson. Sarah is Associate Professor in Inclusion and Disabilities at the University of Birmingham campus in Dubai where she teaches students from around the world as Head of Subject group for the School of education and lecturer for inclusion and special needs programs."Inclusion" has become a word everyone nods along to but almost no one defines the same way, And since so much of special education has historically been about sorting and labeling kids in relation to an imaginary average. I was so curious to ask Sarah, what does genuine inclusion require of us, and of schools, and what would it mean to restore the humanity of a special education system that was built to put kids into buckets?Sarah and I also talked a bit about HRP Australia, which is a real thing you can check out at humanrestorationproject.au. HRP Australia is headed by Vaughan Cleary, former Learning and Teaching Head and Senior Deputy Principal at Assumption College in Kilmore, Victoria, and I'll be headed down there at the end of this month to visit schools and experience Australian education firsthand.Also a quick reminder that we're reading Pedagogies of Collapse: A Hopeful Education for the End of the World as We Know it for our HRP Summer Book Club, and there's still time to join us. You can learn more at humanrestorationproject.org/book-club.Episode notes:HRP AustraliaHRP Summer Book Club - Pedagogies of Collapse‘I'm Determined' at James Madison University

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

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

Rebroadcast of episode 188, Building Strong Special Education Parent Partnerships. Originally released February 25, 2025.The Classical Academies is committed to supporting students with special needs through flexible, personalized special education programs. Program Specialist Regina Darling shares insights on creating collaboration between families and educators, addressing key challenges such as navigating the special education system, maintaining open communication, and ensuring IEPs (Individual Education Plans) adapt to each student's evolving needs. She emphasizes the importance of assuming the best intentions, fostering strong communication, and creating adaptable IEP plans to support student success best.

The Trump administration announced earlier this month the Department of Health and Human Services will take over responsibility of the special education office from the Department of Education. The Office of Special Education and Rehabilitative Services oversees programs to support students with disabilities and accommodations for public education. Supporters of the move say it makes sense since the areas often overlap. But the move has drawn criticism from disability advocates, including Minnesota-based PACER Center, which advocates for educational opportunities for children with disabilities. The interim executive director of PACER Gretchen Godfrey spoke to Minnesota Now host Nina Moini to talk about what this shift could mean.

In Episode 148 of Let's Talk Learning Disabilities, Laurie speaks with Francesca Corbis and Melanie Roy from K Altman Law, a nationally recognized special education and disability rights law firm, who walk through the most common pitfalls families encounter in the IEP and 504 process - including the critical distinction between medical and educational diagnoses, the subjectivity of "educational need," the danger of template-driven dropdown goals without clear baselines, and the painful strategic reality that outside tutoring can actually undermine a child's eligibility case.Resources:K Altman Law Website: https://www.kaltmanlaw.comAdvocacy Circle: https://www.kaltmanlaw.com/special-education-services/the-advocacy-circleFrancesca's Contact Information: francescakorbas@kaltmanlaw.comMelanie's Contact Information: melanieroy@kaltmanlaw.comContact info for the podcast: letstalklearningdisabilities@gmail.comE-Diagnostic Learning Website: https://ediagnosticlearning.comFacebook: https://www.facebook.com/eDiaglearning/Twitter: @diaglearningLinkedIn: https://www.linkedin.com/company/diagnostic-learning-services/Instagram: @diaglearning

Are we really “overteaching” phonics, or should there be a hard stopping point where it's not taught past a certain grade?Are current stories trending on popular news outlets aligned with best practices for supporting dyslexic learners?Is the public becoming more educated on how we learn to read, write, and spell?I invited my colleague, Lori Josephson, an author, consultant, and former teacher to discuss these questions. In this episode, we discuss:✅ Common literacy “urban legends”, including “Dyslexia is seeing words backwards” and “look at the picture and guess the word”✅ Why phonics gets a bad wrap and where the Science of Reading is often misunderstood✅ Handwriting, keyboarding, and how they relate to neural connections✅Making instruction more effective by integrating language, print, spelling, and executive functioning instead of siloing.Lori Josephson is an Author, Dyslexia Specialist, and Educational Consultant who is a  Fellow of the Orton-Gillingham Academy, a retired Wilson Language Trainer, and holds a Master's Degree in Special Education-Learning Disabilities. She has had the privilege of teaching hundreds of struggling students how to make sense of print and text, as well as the honor of working with thousands of teachers training them how to teach and reach their students using methods based upon the complex brain processes involved in attaining literacy, the body of knowledge referred to as the Science of Reading. Her recently published book, “Calling All Neurons! How Reading and Spelling Happen”, explains how the human brain attains literacy in a fun, easy to understand manner where specialized neurons take the stage to provide this explanation. Lori serves as a Moderator of the wildly popular Facebook Group, Science of Reading-What I Should Have Learned in College, and is on the Advisory Council of The Northern Ohio Branch of The Dyslexia Association.You can connect with Lori in the following places:o Website: lorijosephson.com o LinkedIn: https://www.linkedin.com/in/lori-josephson/o X: @lorijosephson2o Facebook: Lori Josephsono Instagram: @calling_all_neuronso Medium: https://lorijosephson.medium.com/o Substack: @lorijosephson686067We mentioned the following resources in this episode:Lori's book, “Calling All Neurons! How Reading and Spelling Happen”: https://lorijosephson.com/calling-all-neurons-how-reading-and-spelling-happen/The Cost of Over-Teaching Phonics by “Liana Loewus”: http://bit.ly/4eIKJAQHas Technology “Broken” an Education System That was “Just Fine”? by Natalie Wexler: https://nataliewexler.substack.com/p/has-technology-broken-an-education“Don't Blame Technology” by Holly Korbeyhttps://hollykorbey.substack.com/p/dont-blame-technologyThe Digital Delusion: How Classroom Technology Harms our Kids' Learning-And How to Help Them Thrive Again: https://www.amazon.com/Digital-Delusion-Classroom-Technology-Learning/dp/B0G5622DQQIn this episode, I mentioned Language Therapy Advance Foundations, my program that gives speech pathologists a scalable framework for building language skills needed to thrive in school, social situations, and daily life. You can learn more about the program here: https://drkarenspeech.com/languagetherapyI also mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership Learn more about today's sponsors, Playworks, IXL and Renaissance:Learn more about Renaissance:As a global leader in education technology operating in more than 110 countries, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student. Learn more at renaissance.com.We're proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.If you're a school or district leader struggling with the challenge of chronic absenteeism, as so many are across the U.S., you may not realize that structured recess is a research-backed approach to keep kids in school. In fact, a UC Berkeley study of Title I schools found that those partnering with Playworks had significantly lower chronic absenteeism rates. Further, Mathematica research demonstrated that Playworks schools spent 27% less time transitioning from recess back to learning, saving teachers valuable instructional time. These results are possible for your students, too. Learn how Playworks can help you improve student-educator relationships, belonging, and attendance by signing up for a quick no-obligation conversation. We're also thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Enjoy a short preview of our latest full-length Book Club episode.  Want to hear the whole thing and get 2.0 CEs for FREE? Subscribe to our Patreon today at the premium $10+ levels for that plus other bonuses! As more and more behavior analysts spread out from private clinics into the world of public school education, it becomes pretty obvious how little most of us know about the needs and challenges required of working with teachers, students, and administrators. But what if I told you there was a book that could give you a crash course to turn your understanding of behavior analytic principles into applicable plans for meaningful work in schools? Would you be more excited if the author himself told you that? We wrap up the 2025/26 Book Club season with a 10-year-anniversary discussion of Dr. Merrill Winston's "Adventures in Special Education and Applied Behavior Analysis." And it's a doozy! We've got over an hour chatting with Dr. Winston himself about the wackiness of schools, whether his book should be required reading for BCBAs entering public school settings, and the the role of AI in the future of this work. Plus the ABA Inside Track Book Club crew gives their personal takes on the book while sharing some of their favorite excerpts. Rob says this episode is a MUST for BCBAs starting out in schools and a great refresher of all the lessons us veterans learned after muddling through our first years. The full episode is available for 2.0 LEARNING CEUs. Patrons at the $10 and up level, as part of your subscription, you'll be able to earn these CEs for no charge! Subscribe to our Patreon today! Content discussed in this episode: Winston, M. (2016). Adventures in special education and applied behavior analysis. Sloan Publishing.

What if educating your people so well that they could leave was exactly the point? At Your Health, that's not a risk to manage — it's the philosophy that built an entire learning ecosystem. In this episode, Jamie talks with Aubrey Wall, who came to Your Health from a background in education and now leads Your Health University, the organization's learning management system and continuous-development engine. Aubrey brings an educator's eye to a fast-evolving healthcare environment, where best practice changes by the day and meeting patients where they are demands that staff never stop learning. Here's what you'll hear: Why a healthcare company runs 12-month, Department of Labor–registered apprenticeships — including programs in management, value-based care, population health, and hospice aide preparation How gamification is being built into nurse instruction (straight from Aubrey's dissertation research) The difference between Your Health University (your classroom) and the Hub (your resource library) How LinkedIn Learning delivered roughly $4.2 million in CEUs to staff last year Meeting Leah — the new AI assistant that helps employees find exactly the right course If you've ever believed growing your people is a cost rather than the whole point, this conversation will change how you think. Press play, then go ask Leah a question. www.YourHealth.Org

Fan Mail: Tell Wendy how you're saying yes to yourself!In this episode, Wendy sits down with Karen Mayer Cunningham, special education advocate and author of Epic IEP, a framework that transforms the complicated federal special education law into actionable steps. After years of doing 500 IEP meetings annually, Karen realized her greatest pain in motherhood had become her biggest calling: helping families navigate special education when the system feels impossibly complicated.They explore:What it means to advocate WITH schools, not against them, and why that partnership mattersWhy children with disabilities have capacity, but they need the right intervention and support to reach equityThe scope of need: why individual advocacy alone isn't enoughKaren's approach is fundamentally collaborative: she works alongside teachers, administrators, and families because she knows they're all navigating a system that's overwhelming for everyone. Her conviction is simple: when we start seeing each other as partners working toward the same goal, that's when children actually get what they need. Connect with Karen:Get her book, The Epic IEP: amazon.com/Epic-IEP-Educators-Advocates-Navigating/dp/1637635125?tag=syty-20SpecialEducationAcademy.comInstagram: instagram.com/specialeducationboss________________________________________________________________________________________Connect with Wendy:LinkedinInstagram: @wendy.harropFacebook: Phineas Wright HouseWebsite: Phineas Wright House PWH Farm StaysPWH Curated Experience and TravelInterested in being a guest on the show? Send your pitch to podcast@phineaswrighthouse.comPodcast Production By Shannon Warner of Resonant Collective Want to start your own podcast? Let's chat!If this episode resonated, follow Say YES to Yourself! and leave a  5-star review. It helps more women in midlife discover the tools, stories, and community that make saying YES not only possible, but powerful.

As the summer weather turns its bright face towards New England, we find ourselves wrapping up another year of book club...just in time to start planning for NEXT YEAR'S BOOK CLUB!! Get your phone loaded with all the podcasts you need for the beach with this month's new episodes. First, we open up a themed grab bag with articles all related to participants with dual-diagnoses. Then we dig into the details of concept formation with Dr. Catherine Williams to find out exactly how you should really be teaching new things. Last, get prepared for your annual medical check-up with an episode all about medical toleration procedures. And as if that wasn't enough, Patrons gain access to our Summer Book Club pick, "Adventures in Special Education and Applied Behavior Analysis" featuring an interview with Dr. MerrilI Winston in addition to our regular book club shenanigans. If you work in the school setting (or are getting ready to work in the school setting) you do not want to miss out. Interested in selecting all of next year's Book Club selections? Then be sure to fill out our new poll to let us know what we should be packing in our summer go-bags for next year's episodes. Articles for June 2026 (DUAL DIAGNOSIS) A Very Dual-Diagnosis Grab Bag (Summer 2026 Grab Bag) Nussbaum, N.L. (2012). ADHD and female specific concerns: A review of the literature and clinical implications. Journal of Attention Disorders, 16, 87-100. doi: 10.1177/1087054711416909 Kurtz, P. F., Chin, M. D., Robinson, A. N., O'Connor, J. T., & Hagopian, L. P. (2015). Functional analysis and treatment of problem behavior exhibited by children with fragile X syndrome. Research in Developmental Disabilities, 43, 150-166. doi: 10/1016/j.ridd.2015.06.010 Lambert, J. M., Parikh, N., Stankiewicz, K. C., Houchins‐Juarez, N. J., Morales, V. A., Sweeney, E. M., & Milam, M. E. (2019). Decreasing food stealing of a child with prader-willi syndrome through function based differential reinforcement. Journal of Autism and Developmental Disorders, 49, 721-728. doi: 10.1007/s10803-018-3747-y Conceptual Learning w/ Dr. Catherine Williams Williams, C.L., St. Peter, C.C., Perone, M., Aguilar, M., Cederberg, B.A., Gregersen, D.J., & Richardson, E.J. (2025). Using must-have and can-have features to improve conceptual learning. Journal of the Experimental Analysis of Behavior, 124, e70037. doi: 10.1002/jeab.70037 Williams, C.L. & Roop, J.C. (2025). Instruction consisting of a rule and set of examples and nonexamples reliably teaches concepts. Journal of the Experimental Analysis of Behavior, 124, e70061. doi: 10.1002/jeab.70061 Medical Toleration Cuvo, A., Raegan, A., L., Ackerlund, J., Huckfledt, R., & Kelly, C. (2010). Training children with autism spectrum disorders to be compliant with a physical exam. Research in Autism Spectrum Disoders, 4, 168-185. doi: 10.1016/j.rasd.2009.09.001 Dowdy, A., Tincani, M., Nipe, T., & Weiss. M. J. (2018). Effects of reinforcement without extinction on increasing compliance with nail cutting: A systematic replication. Journal of Applied Behavior Analysis, 51, 924-930. doi: 10.1002/jaba.484 Slifer, K. J., Avis, K. T., & Frutchey, R. A. (2008). Behavioral intervention to increase compliance with electroencephalographic procedures in children with developmental disabilities. Epilepsy Behavior, 13, 189-195. doi: 10.1016/j.yebeh.2008.01.013 Adventures in Special Education and Applied Behavior Analysis Book Club (feat. Dr. Merril Winston) Winston, M. (2016). Adventures in special education and applied behavior analysis. Sloan Publishing.

Special education teachers are using artificial intelligence to manage crushing paperwork. Could it help instructors spend more time with their students?Millions of students qualify for special education and they need qualified  teachers to help them.But burnout for these teachers has caused many to leave the profession – one reason –  the paperwork Now, a growing number of special educators are using A-I to speed up that paperwork and some research shows that despite the risks – it could help them spend more time with students.For sponsor-free episodes of Consider This, sign up for Consider This+ via Apple Podcasts or at plus.npr.org. Email us at considerthis@npr.org.This episode was produced by Tyler Bartlam. It was edited by Steven Drummond, Nirvi Shah and Courtney Dorning. Our executive producer is Sami Yenigun.See pcm.adswizz.com for information about our collection and use of personal data for sponsorship and to manage your podcast sponsorship preferences.NPR Privacy Policy