Inclusive Education Project (IEP) Podcast

Today’s episode is Part 2 of our conversation with Santanna Ficken, a mental health practitioner who proudly identifies as a disabled, autistic/ADHDer with multiple neurodivergencies. Santanna is a passionate advocate with MnNEAT (Minnesota Neurodivergent Education, Advocacy, and Therapy Services), which focuses on building trust and relationships in the neurodivergent community while advocating for social justice for all disabled people. Today’s episode is focused on how IEPs can be improved to be neurodiversity-affirming. Join us to learn more!Show Highlights:Understanding what it means to be neurodiversity-affirmingIEPs for neurodiverse students should respect autonomy, validate differences, assume competence, adjust expectations, encourage self-advocacy, adapt to systems/environments, and honor ALL forms of communication.The goal in IEPs should NOT be to change or “fix” the student!Examples of trauma for students caused by the IEPSantanna’s experience in school as a neurodivergent studentThe process of rewriting IEPs to be neurodiversity-affirmingIEP data misses a lot of relevant information about the student’s experience.What Santanna would like school administrators to knowLinks/Resources:Connect with Santanna Ficken and MnNEAT: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s episode is Part 1 of our conversation with Santanna Ficken, a mental health practitioner who proudly identifies as a disabled, autistic/ADHDer with multiple neurodivergencies. Santanna is a passionate advocate with MnNEAT (Minnesota Neurodivergent Education, Advocacy, and Therapy Services), which focuses on building trust and relationships in the neurodivergent community while advocating for social justice for all disabled people. Join us to learn more!Show Highlights:Santanna’s background in advocacy and support for neurodivergent children and their familiesAbleism—what people should know about this form of discriminationUnderstanding the three types of ableism: institutional, internalized, and interpersonalThe IEP process is clearly systemic ableism, as Santanna explains. Our focus on “fixing” a disability is wrong. The difficulties in trying to redirect IEP conversations to ensure that every child has an affirming educational experience with accessibilityWhat Santanna wants every school team to knowThe need for plain language in IEPs that focuses on supporting the childLinks/Resources:Connect with Santanna Ficken and MnNEAT: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

June is here! That means many school districts are on summer break, and many more are in the last week or so of the school year. Wherever June finds you, we are glad you’re with us for this exciting episode.We have mentioned bullying on the show many times, but we’ve never dedicated an episode to it. We welcome Alain Pelletier, a professional youth speaker on the topic of bullying. He has been fully engrossed in this topic for several years, and he shares with us how he finds a connection with youth on bullying through theory and emotion.  Show Highlights:The emotional process around understanding bullying: utilizing empathy and sympathyWhat parents should know about bullyingAlain’s process when he speaks to children about bullyingAlain’s story of “the kid in the back of the room”“How can we stop bullying?” is the wrong question.The most critical emotional education of your children takes place in their first 12 years.Links/Resources:Connect with Alain Pelletier: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are honored to visit again with Dr. Alexander Tan to discuss the integrity of evaluations and assessments of English-language learners. This topic aligns perfectly with our goal of helping all parents better understand the IEP process. Are we providing culturally- and linguistically-responsible evaluations? Do parents of different cultural backgrounds understand the numbers and data that we are using? Join us to learn more in today’s episode! Dr. Alexander Tan is a board-certified clinical neuropsychologist and supervisor at Children’s Hospital of Orange County (CHOC). His expertise is in the assessment of neurological and neurodevelopmental disorders in children and adolescents. He is an internationally recognized expert and frequent speaker about topics such as autism, ADHD, learning disabilities, and mental health. He recently joined us for Episode 310: A Holistic View of Language and Cultural Context. Show Highlights:Dr. Tan’s role in the assessment process: to inform and educate the parentsThe value of conversations in context to equip and empower the parentsCultural and language differences can impact the integrity of assessments at the most foundational levels.The feedback session is the most important part of any evaluation.A holistic perspective of contributing factors and inconsistencies in evaluations is essential.The overriding question in my role is, “Are we as evaluators painting an accurate picture of this student and their needs?”Dr. Tan emphasizes the four major guidelines in test/evaluation fairness for diverse populations: maximizing comfort in evaluations, minimizing biases in tests and test items, maximizing accessibility in testing, and maximizing the validity of our interpretationsLinks/Resources:Connect with Dr. Alexander Tan: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

It’s a busy, busy time of year as schools are finishing up! We wanted to get this episode in before the end of May, which is Mental Health Awareness Month. Our guest today helps us understand the need for a more comprehensive and relevant curriculum focused on skill-building and emotional awareness instead of reacting to students’ mental health needs “after the fact.” Doesn’t it make more sense to support “mental wellness” than to simply address “mental illness”? That’s the idea behind Clayful! Join us to learn more!Maria Barrera is the founder and CEO of Clayful, a company that began as a way to address the mental health crisis in a more preventative way. Clayful offers supportive tools and resources to help students become more resilient and emotionally aware before they get to their breaking point. Maria is committed to addressing the youth mental health crisis, and her dedication to training a diverse mental health workforce and establishing partnerships with schools have impacted thousands of students across the country. Show Highlights:The need for more targeted interventions and skill-building in schoolsThe origins of Clayful to address students’ needs during the pandemicThe challenge in supporting students with behavior regulation issuesLabels and language have POWER!The gist of CA Assembly Bill 2173: to change the language from “emotional disturbance” to “emotional disability”Clayful’s work in destigmatizing the need for emotional supportClayful allows students to connect with a coach on a weekly basis to develop a “protective layer.”The mental health crisis is here! We need to partner together to help as many young people as possible!Links/Resources:Connect with Maria Barrera and Clayful: Website and EmailContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We recently had the chance to speak at the BOOST Conference about our podcast, the IEP system, and special education in general. The BOOST Conference is an annual event to inspire youth, learning, and change. Many different educational professionals attend the conference in Palm Springs, California, to participate in classes, workshops, and networking events, and to explore the latest in technology and innovation related to education. Join us to hear this live presentation and the Q & A session!Show Highlights:An overview of the IEP podcastWhat is an IEP? What are IEP meetings?The importance of collaboration in the entire IEP processIndividualization, not comparison, is most helpful in the IEP process.The vital need for parents to talk to the teachers before the IEP meeting95% of the conflict in IEP meetings is due to a communication breakdown.Links/Resources:Find out more about the BOOST Conference: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are pivoting from our normal education-centric topics today to take a broader view of the financial side of raising a child with a disability. We want to make sure that families, and people working with these families, have all the resources and tools for a well-rounded toolkit for supporting their kids. We welcome James Lange to the podcast to share his practical insights and expertise.James Lange is a CPA, a state attorney in Pennsylvania, and the author of nine best-selling financial books. He is a nationally recognized IRA, 401(k), and retirement plan distribution expert. As a result of his daughter’s disability, James developed a passion for helping parents who need to provide sufficient care for a disabled child even beyond their own lifetime. He explains how he and his wife are providing for their daughter’s future and what parents of a disabled child should do right now to ensure the financial future of their child. Show Highlights:James’ plan to provide for his daughter for the rest of her lifeJames’ mission to help parents of children with disabilities optimize their financial assetsThree steps to take right now for your disabled child: Get your child qualified for government benefits in the SSI or SSDI. (James explains the #1 mistake most parents make in applying for these benefits.)Get your estate planning done appropriately with the proper trust or conservatorship option. (Don’t rely on “Joe Schmo Attorney” for this!)Get the Roth IRA conversion strategy done right by a financial professional. (The difference in doing this correctly and incorrectly can amount to a huge difference in available funds for your child.) Best resources for parents to use in their education and planning:Get James’ FREE book, Retire Secure for Parents of a Child with a Disability. Click here!Sign up for Expert Advice for Parents of Children with Disabilities: A Virtual Summit, June 18-20, 2024. Click here for more information about this FREE event!Links/Resources:Connect with James Lange: Disabled Child Planning,  Pay Taxes Later, and LInkedInContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are joined today by a special guest, Michael Hingson, host of the Unstoppable Mindset podcast. We have shared a lot of time on each other’s podcasts and learned a lot from Michael’s perspective on special education, especially what he experienced in the very early days of special ed.  Join us to learn more about Michael’s life and work!Michael Hingson has a unique story. With a master’s degree in physics, Mike is an educator, best-selling author, inspirational speaker, and disability advocate–and he is blind and a 9/11 World Trade Center survivor. When his premature birth called for a pure oxygen environment, his retinas were irreparably damaged, and he has been blind ever since. His parents were urged to institutionalize him because “no blind child can ever amount to anything or contribute to society”---or so the doctors said. His parents refused and gave him every chance to learn, sending him to public schools throughout his life. He earned his physics degree and secondary education teacher credential, going on to become an accomplished salesman and sales manager. He is a coveted keynote speaker and the author of the bestseller, Thunder Dog: The Story of a Blind Man, His Guide Dog, and the Triumph of Trust. Show Highlights:Mike’s story: science, sales, the early days of disability law, and a life of advocacyMichael’s learning process with guide dogs and white canesMichael’s 9/11 experience at the World Trade Center which led to his book, Thunder Dog“Disability does not mean a lack of ability.”We will have Mike back very soon for Part 2 of this conversation, in which we will discuss his involvement in technology development to help many people with disabilities of all kinds. Stay tuned!Links/Resources:Connect with Michael Hingson: Website, Unstoppable Mindset podcast, and Thunder Dog bookContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

It’s a very busy time of year for everyone involved in IEP meetings, for sure! In today’s episode, we are discussing IEP meetings and the roles of compassionate educators who want to look beyond strict compliance to genuinely meet the needs of students with disabilities and special needs. Join us for the conversation!Andrew Goff taught early childhood special education in five different least restrictive environments for 12 years. He took this unique insight into his doctoral program, from which he graduated in 2017. As he moved into the community college system in Colorado, he is currently the lead instructor at Colorado Northwestern Community College, not far from Steamboat Springs. Based on his life as an educator, he has written the memoir, Love Is a Classroom and is a fierce advocate for “inclusion–early, everywhere, and always.”Show Highlights:Andrew’s unique perspective on IEP meetings after teaching across early grade levels and into the college systemThe key to effective IEP services is to start early and not wait until the teenage years.Andrew’s book—and the emotions it stirred up in himThe need for more training for educators in compassion and creativityThe value of teaching assistants in creating a compassionate community in the classroomA focus on compliance puts special education in a restrictive box.What Andrew wishes teachers and parents knew before going into IEP meetingsLinks/Resources:Connect with Andrew Goff and his work: Website, Love Is a Classroom book, Love Is a Classroom podcast, podcast on Spotify, Instagram, Facebook, and YouTubeContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s episode is Part 2 to our recent solo episode about English language learners. We are focusing on the bigger picture of language as only one part of a child’s entire cultural context affecting performance on all educational and neuropsychological evaluations. Join us to learn more from today’s guest!Dr. Alexander Tan is a board-certified clinical neuropsychologist and supervisor at Children’s Hospital of Orange County (CHOC). His expertise is in the assessment of neurological and neurodevelopmental disorders in children and adolescents. He is an internationally recognized expert and frequent speaker about topics such as autism, ADHD, learning disabilities, and mental health. Show Highlights:Dr. Tan’s background and how he came to the work he does today in private practice and at CHOCUnderstanding language, cultural context, neurodiversity, and why there are limitations and problems with inappropriate assessment methodsBilingualism—a multifaceted construct that always requires “digging deeper”Dr. Tan’s experience with parents’ frustrations at evaluations that don’t show a fair and accurate representation of their childA neuropsychological evaluation that is culturally and linguistically responsive can help avoid major risks.ALL aspects of a child’s culture must be considered in evaluations, including language, nonverbal communication, values, economics, etc. Links/Resources:Connect with Dr. Alexander Tan: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

Are you paying attention to the calendar? As we find ourselves in the last few weeks of the school year, this is your friendly reminder to act fast for the annual transition IEP meetings that should be happening. In today’s episode, we are discussing the power of “stay put” as it applies to keeping things the same in IEP accommodations and services while being in disagreement with a proposed change. Join us for a closer look!Show Highlights:“Stay put” is not just for due process cases but is one of the most important parental legal rights.The federal law is consistent but state-to-state nuances depend on consent status.Understanding how stay-put reverts to the last consented-to IEPReal-life examples of stay-put scenariosOur recommendations for a partial consent/partial stay-putUnderstanding the word placement as it’s used in IEP languagePotential exceptions to the stay-put ruleLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today's show is a replay of a very popular and informative episode that we hope you'll enjoy.Today’s topic has popped up recently in some of our cases, and it’s an important one to cover because it is under-supported and often overlooked in the IEP world. We are discussing the ELL designation, which stands for “English Language Learner.” Join us to learn when a child should be designated as an ELL, how things should progress from there, and what the school district’s obligations are when that designation is given. Show Highlights:A student’s ethnicity can prompt false assumptions that come with an ELL designation (which can mean different things in different cases).Understanding the differences in an ELL designation, an ESL designation, and a dual immersion programA student’s language proficiency impacts their ability to learn in different environments–and the IEP should reflect this fact.A student’s primary language can have unique nuances that are very different from English, which greatly affects testing, evaluations, and assessments. Considerations about inherent racial bias in assessments–and why they should be done in a student’s native languageLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Welcome to a very special episode! Karen Odell-Barber with Neurologics was a recent guest on our show, so we returned the favor by appearing on her podcast,  Tackling Brain Health. We are excited to share that episode today. You’ll learn more about our journeys, the origins of our law firm and podcast, and the important work that calls to us on behalf of students and families. Join us!Show Highlights:The varied paths that led Amanda and Vickie to be special education attorneys after meeting in law schoolSpecial education law: “The wild, wild west”Karen’s personal experience in being diagnosed with a profound learning disabilityAmanda and Vickie’s approach in helping families, filing for due process, and working with school teamsThe reality of trying to get needed accommodations for students–and why Vickie and Amanda are doing things differentlyThe difference between a special ed attorney and an advocateAmanda and Vickie’s message to parents about the services and role of a special ed attorneyIn identifying and securing accommodations, early intervention is the key!The problems when teachers don’t understand the law and make assumptions about studentsExamples of students who can benefit from the help of a special ed attorneyLinks/Resources:Check out the Tackling Brain Health podcast with Karen Odell-Barber!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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are in the season of Spring Break and Easter, which means transition IEP meetings should be happening. If you have procrastinated, it’s not too late! If your child is transitioning from preschool to kindergarten, from sixth grade to middle school, from middle school to high school, or even beyond high school into a vocational program, you’ll learn valuable information in today’s episode. Join us!Show Highlights:Be proactive in scheduling transition IEPs and annual/triennial meetings.The importance of assessing your student’s current accommodations for proper implementation and effectivenessExamples of accommodationsSpecifics in accommodations are necessary so the interpretation of the IEP words “as needed” isn’t left up to the teacherThe problems with vaguely worded accommodationsBest practices for meetings that generate specific and solution-oriented IEPsAny modification or accommodation that works for your student should be written into the IEP. Links/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are learning more and more all the time about how our brains function and what it means to be neurodiverse. In this episode, we explore cutting-edge technologies in the field of brain optimization, which has huge implications in special education. Join us to learn more!We are joined by Karen Odell-Barber, the founder and CEO of Neurologics, a technology company that does brain mapping and optimization of the brain producing permanent cognitive repair. This optimization leads to an additional 15 functional IQ points for every person who does optimization, regardless of age, along with a wild improvement in memory. As a traumatic brain injury survivor with a severe learning disability, Karen is passionate about brain health and helping people improve their lives. Show Highlights:Neurologic technology was developed at NASA’s Jet Propulsion Laboratory and incorporates psychometric testing measures.The significance of adding functional IQ points through brain optimizationWhy brain function is the foundation of everything we doKaren’s work with addicted people A child can utilize a higher-functioning brain and still have learning differences.Karen’s message: “Brain optimization can have a huge impact on learning and life.”Karen’s examples of how even a 40-point jump in functional IQ points is possible with brain optimization!How “pruning” occurs in the brain at ages 6-7, 14, and 19-25—and what that meansThe hurdle of getting schools to use science and technology in special educationLinks/Resources:Connect with Karen Odell-Barber and Neurologics: Website, YouTube, and Tackling Brain Health podcastContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s topic has popped up recently in some of our cases, and it’s an important one to cover because it is under-supported and often overlooked in the IEP world. We are discussing the ELL designation, which stands for “English Language Learner.” Join us to learn when a child should be designated as an ELL, how things should progress from there, and what the school district’s obligations are when that designation is given. Show Highlights:A student’s ethnicity can prompt false assumptions that come with an ELL designation (which can mean different things in different cases).Understanding the differences in an ELL designation, an ESL designation, and a dual immersion programA student’s language proficiency impacts their ability to learn in different environments–and the IEP should reflect this fact.A student’s primary language can have unique nuances that are very different from English, which greatly affects testing, evaluations, and assessments. Considerations about inherent racial bias in assessments–and why they should be done in a student’s native languageLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

On our very first episode of 2024, we were joined by Dan Jordan to discuss the transition to college and accommodations for students with IEPs and 504 Plans. Dan joins us for Part 2 to that conversation to educate us on the student’s responsibility. We are taking a close look at the actual steps students need to take as they transition past high school and what we should realistically expect college freshmen to do on their own. Join us to learn more!Dan Jordan worked for ten years as a therapist on a college campus, providing information about accommodations for students with disabilities, and he now works in a college counseling center. Because his son has numerous learning disabilities, Dan understands the world of special education and learning accommodations both from a parental and professional perspective. Show Highlights:Why a student has to decide if they are going to ask for accommodations in college or not (Dan’s advice: Ask for them anyway!)How accommodations can provide a sense of familiarity in the transition to an unfamiliar environmentHow students have to account for how they use unstructured time in college and have support in placeDan’s advice about choosing a college and considering academic coaching and servicesHow students have to ask for accommodations and ask the right questions about testing, scheduling, policies, etc. Why students need practice at an early age in self-advocacy and speaking up for themselvesLinks/Resources:Connect with Dan Jordan: Website (Check out the courses and other resources!), Facebook, and InstagramContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s topic is interesting and timely as California joins 22 other states in requiring public schools to teach cursive writing. This has been a hotly debated issue, and today’s guest has a lot to share about the benefits of cursive writing. Dr. Christina Bretz is an Occupational Therapist from Lexington, KY, who is passionate about how handwriting skills help students across all academic areas. She is currently the Senior Internal Learning Manager at Learning Without Tears, where she has worked for 25 years. Show Highlights:How cursive faded from the curriculum when states adopted Common Core standardsThe benefits for students who begin cursive writing instruction in 3rd gradeHow Dr. Christina sees students gain confidence with handwriting skillsHow cursive writing provides practical help for students with ADHD, dyslexia, and dysgraphiaHow cursive writing helps provide multi-sensory learning stylesWhy there is pushback about teaching cursive writingHow cursive writing can be integrated into all academic subject areas and implemented with special education studentsLinks/Resources:Connect with Dr. Christina Bretz and Learning Without Tears: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

In this episode, we delve into the details of a landmark settlement in California, where a $2 billion fund has been allocated to address the learning loss experienced by students during the COVID-19 pandemic. This historic agreement, known as the Kala J. settlement, aims not only to recoup the losses suffered by students but also to narrow the opportunity gaps that existed even before the pandemic, particularly for Black and Latino communities. Led by the Public Council and other organizations, this settlement is poised to bring about significant changes in the education landscape, focusing on evidence-based programs and new legislation.However, amidst the optimism, there are concerns about how this settlement will be implemented and whether it will truly benefit all students, including those with disabilities who often face additional challenges. As attorneys who specialize in education law, we examine the implications of this settlement and the potential hurdles that lie ahead. Join us as we explore the intricacies of this groundbreaking agreement and its impact on the future of education in California.Show Highlights:Introduction to the historic settlement in California, focusing on learning loss due to the COVID-19 pandemicThe settlement, not a special education case, aims to address learning loss across demographics.Public Council and other organizations led the lawsuit, emphasizing the need to close opportunity gaps for black and brown studentsThe $2 billion settlement will not directly go to families but will fund evidence-based programs and propose new legislation.Concerns are raised about public perception, potential lack of consideration for kids having IEPs, and the need for effective implementation of programsThe settlement earmarks existing funds for specific use, requiring legislative action and potential challenges in enforcement and implementation.Links/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are excited to celebrate this 300th episode! It’s been a long time coming! What a great time it is to reflect back on the start of this podcast and why we wanted to have this avenue to start—and change—the conversation about education, civil rights, and disability rights. Today’s guest is the epitome of someone who wants to change the way we approach education, taking how things have “always been” and seeing what’s possible for the future. She shares specific examples of inclusive education from a big-picture view of someone who is in the trenches of today’s educational system. Maybe it’s time for our educational system to do a lot of things differently! Join us to learn more!Lacey Robinson began as an early childhood teacher and later moved into various school administration roles. As the CEO and president of UnboundEd, she sits shoulder-to-shoulder with educators, providing professional development that is engaging and affirming to inspire organizational and institutional change. Show Highlights:What Lacey sees in our current educational system as she conducts trainings How educators have become political pawns–but not prioritiesWhy it should be “Us vs. the issue” instead of Us (teachers) vs. Them (parents)How Lacey began her journey into advocacy for studentsLacey’s practical tip for teachers to be more inclusive: Make it a priority to KNOW your students and build a supportive relationship with them.Why we have lost what it means to teach and learn in the USHow our current educational system needs a revamping and a resetHow dramatic changes happened at Lacey’s middle school one year when she had the special education team write the bell scheduleLacey’s #1 takeaway: “Whether you are a parent, educator, classroom teacher, or principal, understand that you are part of a community. Together, we can solve the barriers and issues that confront us.”Links/Resources:Connect with Lacey Robinson and UnboundEd: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s episode is a replay of Lynzy Coughlin’s podcast, Motherhood Meets Medicine, where Vickie recently appeared as a recent guest. She provided a lot of helpful information for parents about a 504 plan or when an IEP is in place. You will learn what rights parents have in these cases, along with what a parent can ask and advocate for in their child’s education. Join us!Show Highlights:What led Vickie into special education lawWhy Vickie and Amanda decided to provide pro bono and low bono rates at their practiceHow the Inclusive Education Project came to be to help spread information about the law, the rights of parents, and to normalize the conversation around special educationWhat the IDEA (Individuals with Disabilities in Education Act) provides as a federal law and how state laws can vary widelyWhere parents can begin when an IEP is first put in placeWhy it’s frustrating from a parent’s perspective to understand 504s and IEPsRecommended resources to help parents prepare for IEP meetings and understand the law and their rights: www.wrightslaw.com and www.inclusiveeducationproject.org  A rundown of parents’ rights in requesting frequent updates, identifying accommodations that work best, and requesting additions to the IEPWhat issues parents might face that would signal that the help of a special education attorney is neededVickie’s advice to parents: “Trust your gut. You are the expert on your child.”Links/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram –We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected] with Lynzy Coughlinhttps://lynzyandco.com/podcast/

Here we are, well into January and the second half of the school year. As we often do, we like to remind you not to let deadlines pass concerning transitions, charter school lotteries, special program enrollments, and IEP meetings. Don’t let the time get away from you if your child is ready for one of these changes. In today’s solo episode, we are focusing on some of the difficulties and roadblocks we encounter around the IEP process, specifically how open communication and a spirit of collaboration are always beneficial to the process. Join us!Show Highlights:How we, as special education attorneys, function in our roles as middlemen between the family and their school districtHow to approach an IEP meeting in which you want to ask for changes to your child’s program and accommodationsWhy everyone on the IEP team should have the ultimate shared goal to support the student–no matter what that looks like!How a collaborative approach benefits the student’s progress in many ways and makes things easier for everyoneExamples of client situations that turned around because ONE person on the IEP team stepped in to cooperate for the student’s successLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

The New Year is always a great time for a fresh start, especially as we get back into the swing of the school year after the holiday break. It’s a time to set intentions and make a plan for the second half of the school year, and we are here to remind you to think about scheduling those transition meetings now before the second semester gets away. Today’s guest gives us a young person’s look at neurodiversity, advocacy, and inclusion. In championing the cause of neurodiversity, she gives us ways to be more inclusive of people living with disabilities. Join us to learn more!Alyssa Lego is an author, community builder, and junior at Boston College. She is the creator behind You, Me, Neurodiversity, the children’s book series on a mission to change the way we write about and read about autism and neurodiversity. Because Alyssa’s younger brother, Michael, is on the spectrum and non-vocal, she saw a lot of the ableism and discrimination he faced as a young student. She wanted to leverage her talents and interests to advocate for him and others and is carrying that mission into her adult life. Show Highlights:How Alyssa began taking action as an advocate as a 14-year-oldHow we can shift the perspective about autism and neurodiversityHow the younger generation is leading the way in tolerance, inclusion, and acceptanceThe resources available through You Me Neurodiversity: four books about Max, Lily, Henry, and Julie; You Me We Circle Time Kits, and interactive activity and coloring booksLinks/Resources:Connect with Alyssa and You Me Neurodiversity: Facebook, Email, and Books on AmazonContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

There are so many misconceptions about special education that we hear frequently. In today’s show, we address those, along with understanding how behavioral tools are used in the classroom. Join us to learn more!We are joined by Hayley Montelongo, a Behavior Interventionist for a public school district with a career history in early childhood education. Hayley is a special ed teacher with a focus on behavioral analysis, and she is passionate about her role in helping students, parents, and educators. Show Highlights:What drew Hayley to the behavior analysis aspect of special educationHow Hayley functions as the middleman between IEP teams and the BCBA (Board Certified Behavior Analyst)What the training looks like for a behavior aideHow Hayley works with teachers to implement a behavior planWhat Hayley wants parents to understand about a behavior planHayley’s perspective about common misconceptions around special education regarding token boards, positive reinforcement, and consistencyLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Happy New Year! Whether your kiddos are already back to school or they have a few more days of Christmas Break, we all need to get ready for the second half of the school year. If you have a junior, senior, or even a student in junior high, it is never too early to start planning for the transition to college. Today’s guest knows the ins and outs of this transition to college and how accommodations work, specifically for students with IEPs and 504 Plans. Join us to learn more!Dan Jordan worked for ten years as a therapist on a college campus, providing information about accommodations for students with disabilities. He now works in a college counseling center. Because his son has numerous learning disabilities, Dan understands the world of special education and learning accommodations both from a parental and professional perspective. Show Highlights:What parents need to know in preparing for the transition to college, applying for accommodations, etc. Dan’s advice to parents about preparing their child for self-advocacy and responsibility in college and a careerWhy a big part of prepping for the world beyond high school rests on the student’s understanding of themselves and feeling accepted and includedWhat the statistics show about kids understanding and acknowledging their disability beyond high school Links/Resources:Connect with Dan Jordan: Website (Check out the courses and other resources!), Facebook, and InstagramContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

During our winter break during the month of December, we are featuring a few of our most popular episodes that you might have missed during the busy school year. Our series on eligibility continues as we are joined by Melissa Brady Petrillo, who came up with a unique idea for children with special needs. She is a teacher in New Jersey who is passionate about books and inclusion and was inspired to see that children with disabilities and special needs see themselves mirrored in the books they read. Her goal is to help students and families understand that everyone encompasses a unique mindset that must be valued in our world today. Join us for the conversation!Show HighlightsHow Melissa saw the need and took the risk to bring awareness to the inclusion problemHow Melissa came up with evaluative criteria for books that address different learning needsWhy children need to understand diversity in order to relate to othersHow books can be used as a starting point for conversations and connectionsHow more books are being written today that portray what neurodiverse people are going throughHow Melissa provides resources for other teachers through the Teachers Pay Teachers websiteWhy libraries, our communities, and our world need to become more inclusiveWhat’s next for MelissaLinks/ResourcesConnect with Melissa: Instagram, Her book, Sometimes, Resources on Teachers Pay TeachersContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected] 

During our winter break during the month of December, we are featuring a few of our most popular episodes that you might have missed during the busy school year. As a much-needed tangent from our eligibility series, today’s topic is manifestation determination meetings. We have mentioned it in previous episodes in passing, but we will take a closer look in today’s episode. We will discuss what it is, how it relates to eligibility, and what it means for schools and parents. Join us to learn more!Show Highlights:What the law says about misbehavior and manifestation determination of a student with an IEPWhy a manifestation determination meeting is essentially another kind of IEP meetingWhy an assessment should be done prior to a manifestation determination meeting to evaluate the student’s history, circumstances, etc. How behaviors should be evaluated in terms of the child’s disabilities, regardless of their eligibility categoryWhat the law allows school districts to do in determining if a behavior is a manifestation of the student’s disabilityHow the manifestation determination meeting can lead to a new placement for the child and/or expulsionWhat parents should do when in crisis about their IEP student’s behaviorLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

During our winter break during the month of December, we are featuring a few of our most popular episodes that you might have missed during the busy school year. We are in a new era regarding the perception of private schools, mostly due to the new perspective we have because of the COVID implications on learning. For most students, distance learning is NOT the best answer for optimum learning. We have seen an increasing trend of many students going to private schools, but questions remain about IEPs, reimbursements, and how it all works. Let’s take a closer look!Show Highlights:Understanding the terminology: private schools and non-public schools (NPS)How private schools differ from one anotherReasons a child might need a private school environment to make progressWhat the law requires for parents to receive reimbursement for educational services for a student in a private school:A statement that what the district offers/proposes is not appropriate for your childThe non-public school has to be appropriate in the services offered. Why the reimbursement hinges on enforcement through due process–and may not be a 100% reimbursement but might be limited to what is deemed “appropriate”Why the law requires the parent to give notice (i.e. ten-day letter) to the school district about placing the child in private school and seeking reimbursementLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

During our winter break during the month of December, we are featuring a few of our most popular episodes that you might have missed during the busy school year. Today’s encore edition covers important information for parents who are gearing up for the upcoming 2023-2024 school year. Join us as we break down some of those little details that are most often overlooked in IEP meetings. Show Highlights:What to consider in state testing accommodations, both typical assessments and modified/alternative assessmentsAssessments and accommodations should be discussed at every IEP meetingWhy it might be beneficial at times to opt out of assessments for your childHow physical education testing and district testing take placeUnderstanding the terms “embedded” and “non-embedded” regarding to accommodationsCalifornia has a specific Medi-Cal provision to pay for some related services in the IEPThe “Special Factors” page may differ according to districts and states but has provisions for “low incidence” studentsHow to understand the assisted technology (AT) component of the IEPLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:Facebook

If you have an older student, you might already be thinking about post-high school transitions, so we are excited to dive into the topic of programs for students outside the school setting. Join us to learn more!Robert Freiri is the Executive Director of Gateway Center in Monterey County, CA. Most of his career has been spent in the nonprofit space, working with YMCA Boys and Girls Clubs, after-school care programs, Habitat for Humanity, residential foster care, and now, Gateway Center. Show Highlights:How Gateway Center was started 60 years ago by a coalition of parents of preschoolers–and evolved into an adult program todayHow the Without Walls program began at Gateway, in partnership with Pacific Grove Adult School, for young adults who have aged out of the school systemHighlights of the activities, programs, goals, and dedicated staff that work together to provide a safe space and sense of community for the participantsWhy there aren’t more programs like this across the countryA success story of Robert’s daughter–and where she is todayWhat Robert sees as current trends in the nonprofit worldWhy many parents are left to “figure things out” on their own and don’t have access to quality programs for their older kidsLinks/Resources:Connect with Robert Freiri: Email, LinkedIn, Twitter, and InstagramContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Wherever you are listening from, your area of the country is probably in full back-to-school mode. We love to bring you helpful information to ensure that your school year is off to a great start, whatever the situation for you and your kiddos. We want to educate parents and school personnel about how we can work together to make safer and more inclusive spaces for our kids in schools. Our guest today helps us start the conversation around racism and implicit bias in today’s classrooms. Join us to learn more!Nadia Bennett is a School Turnaround Strategist who works with K-12 schools to develop leaders while fostering a culture of inclusion, and equitable achievement, and creating anti-racist school environments. She is the founder and CEO of When Brown Girls Lead and believes strongly that students and school communities evolve when more educators of color are given the opportunity to lead. Prior to her current work, Nadia was an executive director of schools, high school principal, high school assistant principal, and high school teacher. Show Highlights:What became the driving force behind Nadia’s work with When Brown Girls LeadHow Nadia developed the skills to navigate the marginalized spaces in educationWhere the starting points are in creating anti-racist school environmentsHow to look at the vital data points at your schoolWhy we need intentionality in unlearning and re-creating the systems for educating all children in beneficial waysWhat teachers and parents can do to implement changeWhy we each must be responsible for seeing the biases we bring to the classroomHow we can learn to value communities and cultures outside of our own and celebrate our commonalitiesHow parents can take action today to work toward more unbiased schoolsLinks/Resources:Connect with Nadia Bennett: WebsiteContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We see many clients in the transitional time of life after finishing high school and wondering what comes next. Today’s show focuses on a wonderful program that meets specific needs in multiple ways, alleviating the worries of many parents of neurodiverse young adults. Join us to learn more!Dr. Michael Held is the Executive Director of The Village, which offers a multitude of programs that serve about 700 youth and adults with developmental differences each month. As a trained clinical psychologist, Dr. Held founded an organization called ETTA in 1993, originally serving the Jewish community. Since then, he has seen the fulfillment of his dream to create a world where individuals with developmental differences live fully enriched, inclusive, and independent lives through the work of The Village. The goal is to provide services that enrich a neurodiverse person’s life, including housing, job support, employment, activities, and a sense of inclusion and community. Dr. Held has led ETTA from a startup to its current position as the largest agency of its type in the Los Angeles community. Show Highlights:Why The Village has a targeted focus on providing housing for neurodiverse young adults in the form of neighborhood group homesHow The Village came to be as a way to meet the needs of young people with intellectual and developmental disabilitiesHow the plans are progressing for the new building in Los Angeles–hoping to be open and functional in 2025!How The Village will have 64 apartments, community meeting spaces, and retail spaces that will employ those with disabilities Why The Village is called a “supported independent apartment model” and is for those who don’t need overnight support in their homeWhy The Village will help residents with social development challenges by supporting, facilitating, and teaching themLinks/Resources:Connect with Dr. Michael Held, ETTA, and The Village: Email and Contact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

You have heard us often discuss the shortcomings of standardized assessments in accurately determining the best ways to meet a child’s needs in the classroom. Standardized assessments are a tool, but they are not the best tool to use for every student. Today we dive into “learning stories,” observations that tell a story recognizing a child’s everyday efforts as milestones in their growth. Join us to learn more!We are joined by Julia Koumbassa, the Professional Development Director at Educa, the first and only software platform created specifically for learning stories. She helps oversee a virtual academy of training and professional development for early childhood educators and has vast experience in early childhood education as a teacher and administrator. In her work, she has become obsessed with learning stories and how they give new and beautiful perspectives on a child’s competencies and strengths. Show Highlights:Julia’s explanation of what learning stories are and how this tool was first developed in New ZealandThe three-part format of a learning story: what happened, what the interpretation is, and what opportunities and possibilities existHow learning stories incorporate an assessment tool, observation tool, and planning tool all in oneHow learning stories differ greatly from other assessment tools in that they are strengths-based, positive, and empoweringHow learning stories incorporate input and responses from the child’s family membersHow learning stories become a record of adventures and growth that follows a child from year to year and teacher to teacherHow to learn more about learning storiesLinks/Resources:Learn more about learning stories: Wendy Lee and the Educational Leadership Project and SALSA-Supporting the Advancement of Learning Stories in AmericaConnect with Julia Koumbassa: Email and Educa websitehttps://academy.geteduca.comContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Here we are at the end of October already! If you haven’t met with your IEP teams, we remind you to schedule those meetings and do a check-in, even if it’s not quite time for your yearly meeting. Today’s episode takes a new, more holistic approach to neurodivergence as we focus on neurodivergent-affirming care in the IEP process. Join us to learn more!We are joined by Dr. Taylor Day (Dr. Tay), a child psychologist with years of expertise in the early diagnosis and intervention of autism. Her home base is in Pittsburgh, but she practices in about 40 states across the US. Autism became part of her world at age 12 when her younger brother was diagnosed. After watching her family navigate the difficult system, she knew at a young age that this would be her field of work. Being a researcher and working with families led her to launch her practice in 2022, Dr. Tay Concierge Clinical Care. Dr. Tay likes to do things differently and nurture families in every aspect with a specific emphasis on neurodivergent-affirming care. She hosts a podcast, Evolve with Dr. Tay: Real Conversations Designed for Autism Parents. Show Highlights:How Dr. Tay defines and explains neurodivergent-affirming careWhy the big push is now to go beyond mere tolerance and acceptance to understand AND normalize neurodivergenceHow Dr. Tay approaches IEP meetings with care coordinationWhy parents should be acknowledged as the best experts on their childHow IEP teams often get lost in the wrong goals because they fail to look at the big picture of the child’s specific needsLinks/Resources:Connect with Dr. Taylor Day: Website (Find resources!), Instagram, Podcast, and EmailContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: www.inclusiveeducationproject.org   Thank you for listening! Download the "Three Ways to Incorporate Neurodivergent Affirming Supports into IEPs" GuideDon’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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

As we find ourselves here at the end of October, we are in the thick of the first semester. The holidays will be here before you know it, so this is your friendly reminder to schedule those IEP meetings with your school team if you have been procrastinating. Today’s topic is how schools and teachers can be more supportive in providing appropriate gender-affirming care for students. Join us!We are joined by Erin Pollard, LMFT, LPCC, an academic administrator at the community college level in CA. She focuses therapy work almost exclusively with trans, non-binary, questioning, and gender-expansive people. Before her five years in her current position, she worked as a teacher and counselor in private practice. Her previous work at a community mental health clinic brought experience working with a population of first-generation, low-income immigrants. Show Highlights:What it means to provide “gender-affirming care”How you can use the PBS World Gender Map to learn more about “third gender cultures” around the worldHow school board policies against gender-affirming care can damage a child’s self-esteem, competence, and relationship with their parentsHow trans identities are normal and not born out of trauma, abuse, or pedophiliaHow just ONE supportive adult can drastically reduce the suicide risk for an LGBTQ+ young personHow our simple words can make a child feel accepted The trends Erin sees in gender-affirming policies at the state levelWhat trans kids are asking for in being accepted and affirmedHow to become involved in advocacy efforts in your corner of the worldLinks/Resources:Connect with Erin Pollard: Website and EmailContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s episode finishes out this brief series on the four low incidences eligibility categories. We covered blindness, deafness, hearing impairment, and now, visual impairment. “Visual impairment” is an umbrella term that includes an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. Join us for a closer look!Show Highlights:Services these students need to access curriculum, including assistive technologies, orientation, mobility, and reading/writing in BrailleExamples of accommodation services that should be provided for these studentsHow successful school teams have at least one person who can assist teachers in modifying lessons and resources to meet the visually-impaired student’s needsWhy relying more heavily on auditory signals and tools is important for teachers of the visually impaired studentWhy input from parents is crucial to the success of the IEP teamLinks/Resources:Contact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: www.inclusiveeducationproject.org   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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

In this series about the four low-incidence eligibility categories, we are giving examples of different accommodation services we have advocated for in serving students. Next up in today’s episode is low incidences of hearing impairment. This is defined as “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance.” Let’s take a closer look!Show Highlights:How this eligibility category differs from the deafness category regarding the services the school district is required to provideExamples of accommodations that work well for students with hearing impairmentsHow even the pitch of certain voices and background noise can play roles in adversely affecting educational performanceWhy there is a big difference between “repeat” and “rephrase” teaching techniquesExamples of scenarios that can cause a “fluctuating” hearing impairment for a studentWhy it’s helpful to get all of a student’s middle or high school teachers together at the IEP meeting to get their input about what is working best with the particular studentThank you for listening! Links/Resources:Contact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: www.inclusiveeducationproject.org   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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us here and send us your questions!TwitterIEP websiteEmail us: [email protected]

As we continue with our series on the eligibility categories of the IDEA (Individuals with Disabilities Education Act), we present another brief episode on the second of the four categories that can be summarized within the law as “low incidence disabilities.” Join us for a closer look at low-incidence deafness in today’s episode.To clarify, the deafness category includes a severe hearing impairment affecting the child in processing linguistic information through hearing (with or without amplification) that adversely affects the child’s educational performance. This category is not to be confused with the less severe hearing impairment category, which we will tackle in next week’s episode. Show Highlights:How this category differs from being “hard of hearing” or having an auditory processing disorderWhy IEP services for a deaf child should encompass the entire school experience of both academic AND socialization supportHow accommodations and services should begin as early as preschool so the child can become fluent in ASLWhy the partnership between parents and the school district must begin earlyHow school districts bear the responsibility to have the appropriate experts on the IEP teamLinks/Resources:Contact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are returning to our series on the eligibility categories with four brief episodes on the categories that can be summarized within the law as “low incidence disabilities.” This section of the IDEA (Individuals with Disabilities Education Act) is an umbrella of four sub-categories, so let’s take a closer look at low incidence deaf-blindness in today’s episode.Show Highlights:Why the deaf-blindness category is for students with both severe hearing and vision loss who need additional services other than standard IEP servicesWhy these impairments require highly specialized training, services, and IEP personnelWhy individual education programs are necessary to meet the unique needs of each childWhy there is no excuse and no exceptions for schools not to have access to the personnel to provide these highly specialized servicesLinks/Resources:Learn more about Peggy and Tamara’s book and get your copy! www.navigatingspecialeducation.com Connect with Peggy:  WebsiteConnect with Tamara:  WebsiteContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

It’s the perfect time to give parents tips and best practices in navigating IEP meetings and working in collaboration with your school team. THE most important aspect of that collaboration is effective communication, and we have not one, but two communication experts joining us for today’s episode. Join us to learn more!We are joined by Peggy S. Bud and Tamara L. Jacobson, the co-authors of Navigating Special Education: The Power of Building Positive Parent-Educator Partnerships. Together Peggy and Tamara have over 60 years of experience. Their book provides “a foundation for building proactive, positive partnerships that will lead to 21st century best practices for special needs students. Peggy Bud is a licensed speech-language pathologist, communications expert, author, and former school administrator. After leaving public education, Peggy founded Speaking Skillfully, which works with families, educators, and businesses to help them be effective communicators. In addition to blogging and writing policies/procedures, educational materials, and children’s books, Peggy also serves on the boards of several nonprofit organizations. Tamara Jacobson is an educational consultant, communications expert, speaker, and author. With an extensive background in education, Tamara serves as the executive director of East Coast Educational Consulting, where she helps school districts and families bridge the gap to understand each other and work together for the best interests of each child. Show Highlights:How to define “effective communication”--both verbal and nonverbalWhy effective communication happens on the foundation of relationshipThree basic elements of communication: active listening, perspective taking, and shared visionWhy data is important in effective communication in IEP meetingsHow parents can foster partnerships of trust and collaboration with the school communityThe 5C Model of Effective Communication in Peggy and Tamara’s book: conversations, collaboration, cooperation, compromise, and consensusFinal words to parents from Tamara: “You have a voice, and your voice is important. Take the time to build relationships with your school team and ask for ongoing meetings.”Final words to parents from Peggy: “Parents have a PhD in their child, and they know him/her best. Have confidence in your communication.”Links/Resources:Learn more about Peggy and Tamara’s book and get your copy! www.navigatingspecialeducation.com Connect with Peggy:  WebsiteConnect with Tamara:  WebsiteContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

We are excited to follow up Episode 274 (Understanding the Enigma: Autism in Girls) with a Part 2 discussion with Melody Abbene. There are so many nuances of autism that we can understand better through the lens of Melody’s expertise. As most of the US is a few weeks into a new school year, this is the perfect time to have these helpful conversations to bring clarity to confused and frustrated parents. Specifically, today’s focus is on how to get diagnoses and services when there are no problematic behaviors at school. Join us to learn more!Dr. Melody Abbene is a clinical psychologist who specializes in working with neurodivergent people, most of whom are autistic. She does therapeutic work and adult autism assessments and is based at LA Concierge Psychologist in the Los Angeles area. Show Highlights:Why we need an understanding of what autism looks like below the surfaceHow parents can navigate the relationship with the school team in a supportive way about what they notice about their child’s behavior at homeBasic signs of autism: hyper focus, sensory differences, masking/perfectionism, internalized emotions, and peer conflictsWhy it’s a misconception that autistic people lack empathyWhy an early diagnosis is critical to protect self-esteem and identityHow to help a child understand their neurodiversityThank you for listening! Links/Resources:Connect with Melody: WebsiteContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: www.inclusiveeducationproject.org   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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Here in mid-September, we are well into a new school year around the country. This is your friendly reminder to get ahead of any developing issues and schedule those IEP meetings now. Make those contacts with your school personnel in the spirit of collaboration and cooperation for the good of your student.  The focus of this episode is on the design plan that goes into brand-new school campuses and the innovations that can be made to existing school spaces. Today’s guest gives insights into the physical spaces that provide our kids of all abilities with the best indoor and outdoor learning environments. There are simple, economic solutions that any school can use to revamp and improve its campus. Join us!Melissa Turnbaugh is a partner at PBK, the largest educational architecture firm in the country. In her role as the National Education and Innovation Leader, Melissa looks carefully at where education has been, where it’s going, and how to provide best practices research for school districts around what’s best for students and teachers. Melissa helps us interpret what the law says about the physical learning environments for kids with disabilities and providing safe spaces that are best for productive learning. Show Highlights:How Melissa and PBK work with both aging infrastructure in older schools and designing new campusesWhat the considerations are in designing outdoor play spaces for everyone, including those with mobility challenges and sensory issuesWhy it’s beneficial for kids to have places for them to touch and feel as they build their muscles in being creative and innovativeEconomical solutions for budget-strapped schools in maximizing outdoor spacesHow parents can help advocate for creative, inclusive spaces in schoolsLinks/Resources:Connect with Melissa and PBK: Website and EmailContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

As we are off and running into the new school year, we are sending out good vibes and best wishes to all parents and educators that 2023-2024 will be the best one yet! We always strive to bring you relevant information about topics that can help the students in your life get the very most out of their educational experience. Today’s show focuses on dyscalculia, a common math struggle for many students. Join us to learn more from today’s expert guest!Dr. Sandra Elliott began her career as an educator at a time when most students with disabilities were still in institutions, following a system in total opposition to inclusive education. She has had a front-row view of the many changes that have occurred in American education. As a teacher on various levels and a principal, Dr. Elliott has worked with curriculum developers around mathematics. She is currently the Chief Academic Officer at TouchMath, a 48-year-old multisensory math program focusing on special education and all students who struggle with math. Show Highlights:A basic definition and explanation of dyscalculia: Dyscalculia is a neurodevelopmental disorder that impacts numerical reasoning, can be seen as early at three years of age, is not an intellectual disability, and is not curable.Why dyslexia has been more widely recognized and addressed than dyscalculiaHow math problem-solving skills are just as critical to student development as reading but are often left behind in the push for literacyWhy screening tools for dyscalculia are more difficult to find and useHow parents can begin to identify dyscalculia as early as 3-4 years oldHow screening, intervention, and hard work can turn around any student with math difficultiesLinks/Resources:Connect with Dr. Elliott and TouchMath:  Website (Find a free dyscalculia screening tool, blog, resources, and much more!)Contact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Wherever you are listening from, your area of the country is probably in full back-to-school mode. We love to bring you helpful information to ensure that your school year is off to a great start, whatever the situation for you and your kiddos. We want to educate parents and school personnel about how we can work together to make safer and more inclusive spaces for our kids in schools. Our guest today helps us start the conversation around racism and implicit bias in today’s classrooms. Join us to learn more!Nadia Bennett is a School Turnaround Strategist who works with K-12 schools to develop leaders while fostering a culture of inclusion, and equitable achievement, and creating anti-racist school environments. She is the founder and CEO of When Brown Girls Lead and believes strongly that students and school communities evolve when more educators of color are given the opportunity to lead. Prior to her current work, Nadia was an executive director of schools, high school principal, high school assistant principal, and high school teacher. Show Highlights:What became the driving force behind Nadia’s work with When Brown Girls LeadHow Nadia developed the skills to navigate the marginalized spaces in educationWhere the starting points are in creating anti-racist school environmentsHow to look at the vital data points at your schoolWhy we need intentionality in unlearning and re-creating the systems for educating all children in beneficial waysWhat teachers and parents can do to implement changeWhy we each must be responsible for seeing the biases we bring to the classroomHow we can learn to value communities and cultures outside of our own and celebrate our commonalitiesHow parents can take action today to work toward more unbiased schoolsLinks/Resources:Connect with Nadia Bennett: WebsiteContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

A new school year is always ripe with hope and anticipation that this one will be better than the last. We can all learn from our past mistakes AND successes to enter the 2023-2024 school year on a hopeful note. On today’s show, we talk with a guest who works every day as a fierce advocate to empower parents, grandparents, foster parents, educational right-holders, guardians, and all others who have a child in their care. Join us to learn more!We are joined by Dan Vosnos, Executive Director of One Chance Illinois. Dan spent over 20 years in educational administration, and he understands the challenges parents face in finding the best education for their children, particularly those with unique learning disabilities. He is the proud father of Frances, his one-year-old daughter, and Ellis, his four-year-old son with Down Syndrome. One Chance Illinois is located in the Chicago suburbs and is focused on empowering parents and guardians to choose high-quality, inclusive educational options that best fit their child. Show Highlights:Dan’s perspective on inclusion and where it’s headed in the futureHow public AND private schools, summer programs, and extracurricular programs all struggle with inclusion and supports for kids with unique abilitiesHow the Advocacy Council is growing nationally to advocate for more inclusive education optionsWhere a parent or guardian can start in finding an advocacy group in their communityWhat One Chance Illinois is currently advocating in policy change in Illinois to protect the tax credit scholarship for familiesLinks/Resources:Connect with Dan and One Chance Illinois: Website, Instagram, and TwitterContact 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

Today’s topic is one that many people don’t recognize or acknowledge: autism in girls. Autism seems to present differently and to be much more commonly diagnosed in boys, so let’s learn more with today’s guest. Dr. Melody Abbene is a clinical psychologist with a specialty in working with neurodivergent people, most of whom are autistic. She does therapeutic work and adult autism assessments and is based in Los Angeles. Show Highlights:The differences in autism that present internally (more common in girls) and externally (more common in boys)Why girls with autism seem to blend in better with their peersWhere parents should begin if they suspect their child is neurodivergentHow parents can best communicate with the school team about the internal presentation of their child’s autismHow to tell that a child might have internalized autismHow “masking” is defined and describedWhy girls are more likely to be labeled with emotional disturbances and misdiagnosedLinks/Resources:Connect with Dr. Melody Abbene: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected] 

Things are always changing in the field of education, and sometimes even new legislation and policies are like a whirlwind. Today’s episode takes a look at some exciting steps forward in inclusive education practices in California. Join us for more!Arielle Starkman is an Inclusive Education Consultant originally from New Jersey, and she now lives in Los Angeles. Her career as a special educator began right out of college when she first moved to California. Comparing her east coast experience to what she saw in California left her amazed that such a progressive state was not doing more in the field of inclusive education. Throughout her career, Arielle has held various roles as a special educator and is excited about the new initiatives that will lead to big changes for families. Show Highlights:Why new policies take a LONG time to take effect and be implementedHow the state of California has created The Inclusion Support Office Division–and what this means for students Why starting kids off on the right foot from the very first day they enter the school system is the best practice for inclusionHow the new program will increase the confidence of educators in inclusion practices and identify students’ learning needs at earlier agesHow the California Administrative Service Credential (SB 354) will focus on inclusion and impact many studentsKey takeaways: the push for universal pre-K and multi-tiered systems of support will be the initiatives that make the most impact in inclusive education in the near futureThank you for listening! Links/Resources:Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org   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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected] Connect with Arielle:Website: www.ariellestarkman.comEmail: [email protected] Instagram: @ariellestarkman LinkedIn: https://www.linkedin.com/in/arielle-starkman

As always, it seems like the summer flew by, and now we find ourselves jumping into another school year already. One question that comes up frequently in IEP meetings is why schools use standardized testing for kids with learning differences. Specifically, why do many school districts hold standardized test scores as the gold standard, when we know that kids with special needs aren’t being adequately evaluated? We are tackling this topic with Dr. Jayme Jones, who returns for a Part 2 conversation.Dr. Jayme Jones is a pediatric neuropsychologist who has maintained a private practice in CA since 1995. Her background is extensive in the assessment and treatment of preschool and school-aged children with a variety of neurodevelopmental and psychiatric disorders, and she provides regular training on many related topics. We are thrilled that Dr. Jayme is joining us for a continuation of our conversation from Episode 261.Show Highlights:Why the most important thing is to keep the context in mind with standardized testsWhy it’s challenging when none of the standardized tests are well-suited to kids with learning differences–and so the results are often misusedWhy it’s  problem that protocols, manuals, and training are different for those who administer and assess tests, and not everyone knows how to integrate all the dataWhy parents feel frustrated with unnecessary standardized tests that measure special needs kids against their more typical peersHow standardized tests have their value–ONLY when they are used in conjunction with other tests and measurementsDr. Jayme’s advice for teachers and school psychologists who want to better themselves in understanding testing protocolsWhat parents can do in asking questions about standardized tests and communicating with teachers and school personnelLinks/Resources:Connect with Dr. Jayme Jones: 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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

For our July shows, we are featuring a few of our most helpful episodes that you might have missed during the busy school year. Today’s encore edition is the second part of last week’s episode, where we take a closer look at what the law says about IEP eligibility. This part focuses on the “other health impairments” (OHI) category. As a reminder, the Individuals with Disabilities Education Act (IDEA), sets forth 13 eligibility categories, and each state is allowed to expand (but not shrink) these categories in their implementation. Join us to learn more!Show Highlights:What is covered by the OHI (Other Health Impairments) category of the IDEAHow the IDEA code mentions “educational performance” but not academicsWhy a health impairment does not mean a medical diagnosis but can be anything that impacts a child’s healthWhy nothing in the code prohibits eligibility for a student with an OHI who is “making progress”Why we want to give parents information so they can ask about the IDEA code and how it is being interpreted for their child’s eligibility Links/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]

During our summer break for July, we are featuring a few of our most popular episodes that you might have missed during the busy school year. Today’s encore edition covers a disturbing trend we’ve seen about eligibility for IEPs in which children who need services are being denied for a variety of reasons. The best way to be a prepared parent is to arm yourself with knowledge. We hope this information will be helpful as you plan for the 2023-2024 school year. Show Highlights:The starting point for eligibility: the assessmentHow the trend is for opposing counsels to use special education language and buzzwords to apply delay tactics and “wait and see” approachesWhy an IEP DOES NOT equal special day classes and removal from general education classroomsWhy struggling children are being denied IEPs with the excuse that “they are doing OK without any services”Why struggling academically is NOT the only basis for IEP services for a childWhat the law actually says about eligibility criteria for IEPLinks/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, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: [email protected]