Inclusive Education Project (IEP) Podcast: Recent Episodes
Inclusive Education Project
Disability rights is the next frontier in civil rights. We believe education is the key to building an inclusive society and ensuring that all students are given an equal opportunity.
The Inclusive Education Project Podcast, hosted by Special Education and Civil Rights attorneys, Amanda Selogie and Vickie Brett, offers a fresh, smart perspective on what it takes to truly make our educational systems and communities inclusive.
Tune in each week as Amanda and Vickie share insight on topics ranging from education reform to advocating for equal rights for all students, and participating in modern activism. This show will also offer user-friendly resources to help you and your family navigate the educational playing field.
Welcome back, everyone! It’s back-to-school season across the country, and we are cautiously optimistic about this upcoming year. The sky has not fallen, and there is still work for us to do to effect change in the world of education. We are still here in the thick of the fight, ready for another school year. As always, we will continue to feature guests and informative conversations focused on funding, equity, inclusion, and the special needs of all students in classrooms. It’s a new academic year with new challenges and real opportunities for change. Join us!
Show Highlights:
- The state of education under the current administration: The shift is real.
- Participating in state and local elections is the best way you can make the biggest impact.
- This is not the moment for a “the sky is falling” attitude!
- We can “steer this boat” in a different direction!
- Our goal on the podcast is to help all of us understand the problems and discuss solutions, while keeping it fun and loose.
- We look forward to many meaningful conversations during this academic school year–and we have a lot to cover!
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns:Facebook,Instagram,X,IEP Website, and Email.
We are officially here at the last episode before we take a summer break. We will return with new episodes in August. This last school year was one in which we felt the negative shift in our education system, but all hope is not lost. Our focus today is on how we can best prepare for the upcoming school year. We have a great responsibility! Join us to learn more!
Show Highlights:
- Problems as a result of workforce reductions in the Department of Education
- The process to file discrimination complaints against school districts (Only 1% of the complaints were resolved in 2025!)
- Problems with the voucher system in providing a “free and appropriate” education
- Current bills in Congress regarding the voucher system
- Your responsibility in the November elections (Do your homework!)
- The continuing struggle to fund special education
- Advocation for our kids depends on our awareness
- “Outside-the-box” thinking is vital when it comes to supporting our students.
Resources:
Contact us on social media or through our website for more information at the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us on:Facebook,Instagram,X,IEP Website, and Email.
Transition IEP meetings are essential when your child transitions from elementary to middle school, middle school to high school, and high school to college/vocational school. If you haven’t had a transition IEP meeting for the end of this school year, you can still get one scheduled as soon as the new school year begins. We are breaking it down in today’s episode. Join us!
Show Highlights:
- What the law provides for parents regarding transition IEP meetings
- The transition IEP meeting is NOT just a box to check.
- Waiting 30 days into the new school year means 30 days of missed opportunities for the student to be successful.
- From middle to high school, the student’s diploma track has to be determined.
- From elementary to middle school, executive functioning skills are put to the test; we need to prep the student.
- The transition IEP meeting is a chance to “think outside the box” to meet a student’s needs.
- How can we “front-load” a student for success in each transition?
- Each transition is a chance for a fresh start for students, parents, teachers, and the IEP team.
- Streamlining communication with the IEP team
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns:Facebook,Instagram,X,IEP Website, and Email.
Crazy time is here! Schools across the country have a LOT happening in these final days of the school year. For parents, there is a sense of relief, along with the panic of realizing that summer is about to begin and that they need to plan what their kids will do. Having a structured literacy plan is key, but it doesn’t have to be complex. Don’t be confused by the plethora of reading programs that are advertised as a “must-have” resource. Today’s guest helps us understand what’s most important for parents to know as they help their children hone their reading skills. Join us!
Tara Giddings is fromLearnUp Centers, a non-profit with the mission to reach and teach struggling readers in every community to read with confidence. Her passion for helping kids learn to love reading is the heart of her work. She has a master’s degree in educational therapy. She loves raising awareness about the right ways to teach kids to read, including helping parents understand the best resources and supports to cultivate good readers.
Show Highlights:
- The evolution of reading programs over the past few decades
- Understanding” structured literacy”
- Keep an open mind about how reading is taught today vs. many years ago; we need to understand the science of how the brain decodes and learns.
- Three categories of students who are learning to read
- Addressing gaps in students’ reading skills in higher grades: What is the best approach?
- Five pillars of literacy: phonemic awareness, phonics, vocabulary, fluency, and comprehension
- Determining when a child needs interventions to improve reading skills
- Dyslexia and other reading struggles are not indicators of lower intelligence.
- Recognizing the elements of a good structured literacy lesson
- Tara’s best tip for parents for the upcoming summer to boost their child’s reading skills
Resources:
Connect with Tara Giddings and LearnUp Centers:Website
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns:Facebook,Instagram,X,IEP Website, and Email.
Welcome to the final weeks of the school year. Across the country, school districts are winding down to summer break from now through mid-June. It is a busy time for everyone involved in education. Today’s episode explores the power of inclusion, particularly when policies don’t always align with what best serves our students. We are thrilled to welcome Andrew Goff back to the show for his unique perspective on this topic. Join us!
Andrew Goff taught early childhood special education in five different least restrictive environments over 12 years. He is currently the lead instructor at Colorado Northwestern Community College. Based on his life as an educator, he wrote the memoir,Love is a Classroom, and is a fierce advocate for “inclusion—early, everywhere, and always.” His latest book,Shattered and Becoming: A Teacher’s Journey Between Policy and Purpose, was published in March, 2026.
Show Highlights:
- Mixed messages and confusion for teachers
- Andrew’s motivation to write his second book,Shattered and Becoming
- Andrew’s message to teachers: “You are not alone. The system is set up to confuse you.”
- Recognizing the power dynamics in the educational system
- “What is my range of acceptable behavior?”
- It starts with trust. (Parents need to be able to trust their children’s educators.)
- Words to teachers who understand inclusion and need to advocate for students
- The importance of documentation
- Being curious is always the best approach.
- Concrete data can make all the difference in securing services for a student.
- Andrew’s message to administrators
- Creating community begins with shared values.
Resources:
Connect with Dr. Andrew Goff:Website,YouTube, andTikTok
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns viaFacebook,Instagram,X, the IEP Website, or Email.
What is an IEP? What does it mean for your child? How do IEPs and IEP meetings differ across school districts? What is my recourse if the teacher who relates best to my child is moved to another school? We’re answering these questions and more in today’s solo episode with Vickie and Amanda!
Show Highlights:
- The IEP outlines services, accommodations, and placements, but does not guarantee specific personnel to implement them.
- A general rule for any concerns about your child’s IEP: Always ask!
- Getting creative and specific in the IEP, regardless of the teacher
- Advice to parents when “that one great teacher” goes elsewhere
- Debate over different types of interventions (The law says they must be “appropriate.”)
- Clearing up confusion over expert opinions and evidence-based programs
- The most valuable teacher on your team is the one who is willing to try an intervention without becoming combative, defensive, and egotistical.
- What to do right now for next year
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns via Facebook, Instagram, X, the IEP Website, or Email.
As the school year winds down, this is a critical window for families and educators. If there’s anything you’ve been meaning to put in motion before summer, now is the time to act. Planning ahead is essential, and school districts often operate on fixed timelines, leaving limited flexibility for scheduling assessments and services. In today’s episode, we’re diving into the challenges many families face in kindergarten and transitional kindergarten classrooms when it comes to getting students evaluated and connected with the support they need. Tune in as we break it down and share what you should know.
Show Highlights:
- The reality of expectations for TK students measured against kindergarten standards
- Watch out for the “typical peer” trap.
- What we are seeing from schools
- An example to support this question: “Which group of typical peers is my child being compared to?”
- Does the level of support prove that the child needs services?
- Understanding the functional component of education (lining up, transitioning to other classrooms, grasping routines and procedures, etc.)
- The purpose of an IEP is to provide consistent implementation from year to year.
- It’s not appropriate to rely on the “COVID baby” designation to excuse a student’s struggles.
- Early intervention is everything!
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns viaFacebook,Instagram,X, the IEP Website, or Email.
We are back with the second part of our conversation with Dr. Dennis. Our previous episode covered the escalating attendance crisis and how we can address it with new evaluations and data-collection tools. We are excited to dive deeper into this important subject through Dr. Dennis’ expertise and passion. Join us!
Dr. Dennis Lefevre recently served as the Executive Director of Student Support Services in a small, high-performing school district in southern CA. Before that role, he worked in various capacities in public, non-public, and private school settings with thousands of preschool, elementary, and secondary students. He had a front-row seat to the unfolding attendance crisis and became increasingly frustrated with the lack of ownership among schools, homes, and communities. He is now piloting a new kind of evaluation that is an intensive data collection process designed to lower the threshold enough to get students back on campus. As an educational psychologist in private practice, Dr. Dennis started an agency calledBack at School, which offers consultations, advocacy, targeted data collection, interventions, workshops, and more to help the attendance crisis.
Show Highlights:
- A new approach based on revising the BIP (Behavior Intervention Plan): the AIP (Attendance Intervention Plan)
- Creative interventions for attendance challenges
- Differentiating between school refusal and truancy
- School refusal is typically an attempt to escape aversive stimuli, like bullying, tests, social phobias, and separation anxiety.
- Truancy is characterized by defiance, a pursuit of external rewards, and developmentally inappropriate rebellious behavior.
- Educators are trained to treat all students the same, which doesn’t allow for specialized needs.
- Why it’s important to ask, “Is this a performance deficit or a skills deficit?”
- Providing even a small amount of control or choice to the student can be very effective.
Resources:
Connect with Dr. Dennis Lefevre:Website
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns viaFacebook,Instagram,X, the IEP Website, or Email.
Whether you’re ready for Spring Break or still have a few weeks until Spring Break, the reality is that there isn’t much of the school year left. There are many assessments and IEP meetings that need to be scheduled now. In today’s episode, we are talking with a wonderful guest, really getting into the trenches of evaluations and the escalating attendance crisis of the last few years. Join us to learn more!
Dr. Dennis Lefevre recently served as the Executive Director of Student Support Services in a small, high-performing school district in southern CA. Prior to that role, he worked in various capacities in public, non-public, and private school settings with thousands of preschool, elementary, and secondary students. He had a front-row seat to the unfolding attendance crisis and became increasingly frustrated by the lack of ownership among school, home, and community. He is now piloting a new kind of evaluation that is an intensive data collection process designed to lower the threshold enough to get students back on campus. As an educational psychologist in private practice, Dr. Dennis started an agency calledBack at School, which offers consultations, advocacy, targeted data collection, interventions, workshops, and more to help the attendance crisis.
Show Highlights:
- Understanding the crisis and the disconnect between school districts and parents
- Prioritizing the fidelity of “the data” is not the solution
- Different categories of school team perspectives: those who are competent and conscientious, those who are “just okay,” and those who aren’t competent and are just waiting for summer break
- The benefit of school study team meetings in identifying school refusal/avoidance or simple truancy
- A truism in school attendance: “The longer you’re out, the harder it is to go back.”
- Understanding external and internal behaviors in crafting solutions
- When the IEP program/curriculum is the root cause of attendance issues
- The facts: 19-25% of students remain chronically absent since COVID (Neurodivergent/special needs students are affected about 3x more than their peers.)
- Specifics about the MDAE, Multi-Domain Attendance Evaluation
Resources:
Connect with Dr. Dennis Lefevre:Website
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns via Facebook, Instagram, X, the IEP Website, or Email.
It’s already March, and we are quickly approaching Spring Break season when different school districts have those breaks scattered over the next 4-6 weeks. Seeing a flare-up in behavior problems is not unusual during this time. There are highly severe sensory and emotional dysregulations happening with many students, and our goal should not be punishment. We need to appropriately address these behaviors that might be outside of the student’s control, especially those that are a result of a disability. Join us for today’s discussion about Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs).
Show Highlights:
- The first step in an FBA is to collect data to define and describe the behaviors.
- Sensory overload, avoidance, and seeking attention are common challenges that cause dysregulated behaviors.
- Unmet needs have to be understood and met before behaviors can be regulated; this is where a BIP comes in.
- A BIP can be helpful when “the behavior is affecting a student’s learning or the learning of others.”
- Autistic students may use masking behaviors at school and explode later.
- How FBAs compare to the former Functional Analysis Assessment
- Defining behavior in assessments should follow the ABC format: antecedent, behavior, and consequence.
- We must teach both preventive and reactive coping skills.
- The BIP should be checked and thoroughly evaluated after 30-60 days.
- Amanda’s advice to parents about getting the most out of a BIP
- Vickie’s advice to teachers about implementing a BIP
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Connect with us and reach out with any questions or concerns:Facebook,Instagram,X, the IEP Website, and Email.
We are entering the crazy season when Spring Breaks will be happening all over the country during March and April. This is a friendly reminder to be proactive in scheduling any meetings, tours, tests, and assessments that you would like to have completed before the end of the school year. The year will be winding down before we know it! We don’t want to see more students fall behind by multiple grade levels simply because assessments haven’t been done in a timely fashion. It’s not just academics that warrant an IEP meeting; social and emotional struggles should be documented and addressed as well. Don’t be afraid to be the “squeaky wheel” when it comes to advocating for your child’s educational services!
Show Highlights:
- When there is a problem, be proactive, not reactive.
- Don’t be afraid to raise the alarm and raise the questions to get support in place for your child.
- Transition IEP meetings should be robust and address ALL the student’s needs.
- Amanda’s tips for IEP meetings for students transitioning to middle or high school
- Specific problems with providing IEP services and accommodations amid the current teacher shortage
- Handling RSP hour shortages and makeup times (Ask for the logs to verify the required hours.)
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns viaFacebook,Instagram,X, the IEP Website, and Email.
In our final episode of 2025, we spoke with Dr. Doug Bolton about innovative solutions for students experiencing dysregulation. We received a lot of feedback on that episode and had already planned a follow-up episode about the shift in perspective we are seeing in student behavior. We are thrilled to welcome him back to learn from him about student behavior and regulation. Join us for another conversation with Dr. Bolton!
Dr. Doug Bolton is a clinical psychologist who has always been drawn to working with kids who experience behavioral problems. Knowing that being in schools gives him the best vantage point from which to help kids, Doug became a school psychologist and later a principal at a therapeutic school. He is currently a consultant working with families to help vulnerable kids become more resilient. From his unique perspective and extensive experience, he wrote the bookUntethered.
Show Highlights:
- Recognizing rhythms to the school year, especially as a new semester begins
- The correlation between mental health issues and the school year (for students AND teachers)
- Our system is stressing everyone out because of the over-focus on test scores.
- A focus on test scores makes us lose the connective tissue of learning and community.
- Our best learning requires emotional regulation and connection in relationships.
- What we know about deep learning and where it happens
- The value of a teacher who is willing to put ego aside and TRY to implement the IEP accommodations for a student
- Brain breaks are essential for emotional regulation.
- Music, art, recess, and vocational planning are brain breaks that help decrease stress hormones.
- Proactive breaks vs. reactive breaks (Not all breaks are equal!)
- Being curious about misbehavior (“Misbehavior is stress behavior.”)
- Disruptive students are dysregulated students.
- Key takeaways from Dr. Bolton about the power of belonging, connected relationships, and emotional regulation
- Connect with us on social media with your questions for Dr. Bolton for a future episode!
Resources:
Connect with Dr. Doug Bolton: Website andUntethered
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns viaFacebook,Instagram,X, the IEP Website, or Email.
2026 has already had an interesting start, with numerous changes to education, particularly here in California. We urge you to check with your state representatives to see what’s happening in your state amid the chaos and confusion of the current state of US education. Your voice needs to be heard! We want this solo episode to focus on the trends we are seeing right now and how parents can be proactive. One of the biggest problems is the lack of services for the kids who need them most; so many are struggling to learn and function, but they are deemed ineligible for IEPs. Join us to learn more!
Show Highlights:
- Understanding the federal law and its interpretation of IEP eligibility
- Decisions are made in various ways and based on various criteria from state to state
- Accommodations and supports are wonderful, but how would that child do without those in place?
- Being the squeaky wheel has its advantages.
- What the CFR (Code of Federal Regulations) provides
- Digging deeper into social skills and problem-solving skills can help identify special needs.
- Parents can ask for additional assessments and evaluations from their school district.
- Special education analysis needs to be done from a holistic perspective that considers each child as a whole person.
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center:www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show onApple Podcasts,Pandora,Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns:Facebook,Instagram,X,IEP Website, and Email
Happy New Year! We can’t believe it’s already 2026. We made it through the holidays, which can be a particularly challenging time for many students. Our last episode of 2025 covered the topics of misbehavior and dysregulation, and we continue in that direction with today’s guest. Join us to learn more!
Dr. Desirie Sykes is a speaker, leader, advocate, author, and CEO. She is the founder of NESS Behavior Consulting and NESS Cares, a nonprofit in New York. NESS Behavior Consulting provides resources for mental health and special education, targeting children with a primary diagnosis of autism. Dr. Sykes collaborates with local school districts in the Long Island, NY, area, providing support and services tailored to meet a student’s IEP. Her passion is to enlighten, uplift, and empower, while changing the narrative around mental health and providing accessible resources to those who need them.
Show Highlights:
- Being sensitive and intuitive when behavior signals a deeper mental health issue
- Bridging the gap between home and school behavior: A look at the big picture
- Parents should speak up in IEP meetings and ask questions confidently.
- Identifying your “starting point” in getting real about behavioral responses
- The challenge: Turning functional behavioral plans into doable bits
- Importance of concrete, objective data about student behavior
- “How does the child feel about their environment?”
- Look at the big picture, not just the IEP meeting.
- Implementation of the needed supports is the key!
- One thing Dr. Sykes wants educators and parents to know
- Services available through NESS Behavior Consulting
Resources:
Connect with Dr. Desirie Sykes
NESS Behavior Consulting
NESS Cares
DesirieSykes.com
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
This episode will be the final one of 2025, as we take a break from the podcast over the Thanksgiving and Christmas holidays. Before we introduce today’s topic and guest, we want to address the “elephant in the room”: the shifts happening in the Department of Education under the Trump administration. Just a heads-up: following us on Instagram is the best way to stay up to date on current happenings in our world. Please keep in touch! Today’s topic is behavior and discipline with our guest, Dr. Doug Bolton. Join us!
Dr. Doug Bolton is a clinical psychologist who has always been drawn to working with kids who experience behavioral problems. Knowing that being in schools gives him the best vantage point from which to help kids, Doug became a school psychologist and later a principal at a therapeutic school. He is currently a consultant working with families to help vulnerable kids become more resilient. From his unique perspective and wide range of experience, he wrote the book Untethered.
Show Highlights:
- When it comes to discipline and punishment with our kids, we are getting it wrong.
- Incentives, motivations, and punishments
- Regulation and dysregulation show up differently for different kids. (“Misbehavior is stress behavior.” –Stuart Shanker)
- Figure out the “why” of the stress—and help them learn to cope.
- How punishments reinforce failure and create shame
- Understanding upstream vs. downstream behaviors
- Our expectations of students under the guise of “academic rigor”
- The results of our insensitivity to kids’ developmental needs
- An issue of development: Kids born in August are 31% more likely to be diagnosed with ADHD than kids born in September.
- Steps to create upstream solutions to help kids build resilience when they misbehave:
- Focus on assisting them to get regulated.
- Get curious, and listen to what’s going on with them.
- Get them talking to each other to create a community of belonging.
- The value of taking a classroom to “pause and ponder.”
Resources:
Connect with Dr. Doug Bolton: Website and Untethered
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
With so many school holidays fast approaching, there are many kids who need interventions right now, and their parents are panicking. Furthermore, the effects of the government shutdown are being felt as Head Start programs are having to close their doors. Families are scrambling, and we are witnessing significant shifts that are having a profound impact on our kids. Today’s guest shares her perspective on anti-DEI sentiment and the current state of our country, affecting both education and the corporate world.
Nadine Jones is a 2003 graduate of Howard Law School, with a background in antitrust and corporate law as a general counsel. In January of 2025, she left that corporate position to work from home as a consultant. As the mother of a special-needs son, she has insight into what parents in the US face today.
Show Highlights:
- Nadine’s perspective on the most immediate risks to legal compliance in the shutting down of DEI programs
- Anti-DEI sentiment, which causes major problems for contractors whose top customer is the federal government
- Diverse workforces and better marketplace competition
- Nadine’s advice for educators who want to do the right thing for their students (in lower and higher education)
- Ethical considerations when funding is not available
- What was so attractive about eliminating DEI?
- Nadine’s thoughts about what’s coming and what our attitudes should be
- The importance of letting the data ground what we do
- DEI work can go on, even when it’s not termed “DEI.”
Resources:
Connect with Nadine Jones
Website and LinkedIn
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
Today’s topic is one that not many people are talking about, but it’s a big problem in our country. We are discussing the deficit in our children’s education about civics, government, and basic politics. As parents and educators, we have a huge responsibility to do better, and today’s guest is taking on the challenge. Join us to learn more!
Lindsey Cormack is a professor of political science at Stevens Institute of Technology, a little-known but premier engineering school in Hoboken, NJ. Seeing extremely bright students every day who don’t understand the basics of our government prompted her to write How to Raise a Citizen (And Why It's Up to You to Do It). The guidebook is geared toward parents to help them produce good citizens who are active and knowledgeable participants in our government and politics.
Show Highlights:
- Lindsey’s extensive research and writing process
- Identifying the deficit and what can be done about it
- Our educational plan in civics and government is NOT working.
- The “We don’t talk about politics” attitude is not helping our children.
- Two ends of the spectrum about politics in the US
- It’s not fair (or true) to say that all politics are bad.
- Kids need to see specific behaviors modeled, like collaboration through difference, information-seeking techniques, normalizing disagreement, and how to consider another perspective.
- The beauty of American democracy is based on collaboration and compromise, and our kids need to learn this.
- “Raise an athlete—not a fan.”
- Parents should be the agents of change.
- An overview of Lindsey’s book
- Key takeaways from Lindsey
Resources:
Connect with Lindsey Cormack: Website and How to Raise a Citizen (And Why It's Up to You to Do It)
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
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Typically, October is a busy month for us as we are already a couple of months into the new school year; reality has set in, and winter/holiday breaks are fast approaching. Today’s focus comes from a lively topic of discussion that was posted on our Instagram last week: an update on CA Assembly Bill 461, which repeals a 2011 Truancy Law. That law provided for criminal misdemeanor charges, fines, and jail time for parents of chronically truant children or for a student over 18 with chronic truancy. The problem is that the law disproportionately affects low-income students and those with disabilities, some of whom are fighting for the accommodations and support they need. The new law repeals the 2011 law and sets forth a plan for supportive strategies instead of punishments. Join us to learn more!
Show Highlights:
- The backfiring of the 2011 law: The first case prosecuted a person of color with a child with sickle-cell anemia while she was trying to get additional accommodations in place.
- Governor Newsome’s perspective on the new law, effective January 2026, is that this is a social issue and not a criminal problem.
- The problems families face in receiving attendance letters when they are actively trying to get their kids into school
- Many parents are trying to find ways to ensure it is safe for their child to go to school.
- Local change CAN happen!
- The new law offers a more collaborative approach to the truancy problem.
- The ramifications of the CA law that might spread to other states
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
We’ve become accustomed to the normal back-to-school craziness this time of year, but this year seems more chaotic than usual! Numerous lawsuits are being filed to challenge the funding cuts, which are having a significant impact on programs, services, staffing, and students. There are numerous unknowns that contribute to the turmoil. We are doing our best to keep our listeners informed as much as possible. In this episode, we refer back to the Supreme Court decision from earlier this year, in which $65 million in educational funding was cut. Join us to learn more!
Dr. Annalies Corbin is the founder and CEO of The PAST Foundation. Her work focuses on educational research and development, aiming to be not only a thought leader but also a thought partner with school districts, states, and the federal government. The overriding question driving Dr. Corbin’s work is, “What do our kids really need?”
Show Highlights:
- A breakdown of the Supreme Court’s decision to withhold $65M in teacher grant funding
- Inclusion is EVERYTHING!
- The implications of withholding the $65M, specifically relating to ongoing research
- Ramifications for national security, citizenship, the future economy, and other aspects
- What can we do to forge educational reform?
- The current state of affairs: “Education is to be controlled by the states.”
- Dr. Corbin’s call-to-action: “We need to spend the time, energy, and work at the state levels to advocate for the things kids need.”
- Understanding a frustrating system for educators
- The next great iteration of our educational system
Resources:
Connect with Dr. Annalies Corbin: Website, Instagram, and the Learning Unboxed Podcast
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
Here we are, on the front lines of the fight for inclusive education. Now, a month or so into the new school year, we are already in the thick of the fight, and we are seeing numerous lawsuits being filed as things are changing daily. Many of our listeners are already feeling the impact of funding cuts to education. Today’s episode focuses on the actions of the US Department of Education at the beginning of August regarding five school districts in northern Virginia. Join us to learn more.
Show Highlights:
- $50 million is being withheld from the states in the form of formula funding, discretionary grants, and impact aid grants.
- The example of attempted resolutions for trans kids—and the stance of VA school districts who won’t back down
- The far-reaching budget impacts of the withholding of this funding
- The chilling fact: Our children are the ones who suffer the most.
- Practical results in terms of staffing, programs, hiring, and critical services
- The legal perspective and ramifications of this decision
- Look out for the domino effect! Contact your representatives.
- Key takeaways about the federal government’s power and our fragile system
- What you can do today to help
Resources:
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, or Email.
Our goal is always to keep people informed about what’s going on in today’s world that directly affects the education of our students. It is essential to consider the communities that are forming within the broader context of the current political climate. How are conversations being navigated around important topics like race and culture? Today’s guest has valuable insights to share! Join us!
Jebeh Edmunds is the founder and CEO of Jebeh Cultural Consulting, a firm that helps disseminate multicultural lesson plans for K-12th grade. Part of her essential work also includes providing training sessions on DEI and cultural responsiveness. Jebeh was a classroom teacher for 18 years before she became an entrepreneur. Proud of her heritage, Jebeh is a first-generation Liberian-American who came to the US as a toddler.
Show Highlights:
- Foundational steps to set yourself up as a culturally responsible educator
- We should ALL learn from our mistakes.
- Watch out for biases.
- Children are capable of having hard conversations.
- Common ineffective strategies around cultural responsiveness:
- “I don’t see color.”
- “We don’t have any people of color here, so we don’t need this lesson.”
- Books help open the door for brave and honest discussions.
- Jebeh’s advice to educators about reacting in “the hot moment” regarding the following:
- Handling harmful statements (You cannot ignore them.)
- Asking for help from your school administrators
- Jebeh’s key takeaway: “Look to families as a resource and support. They are giving you their best resource: their child.”
Resources:
Connect with Jebeh Edmunds: Website (Find resources and courses.) and Jebeh's podcast, Cultural Curriculum Chat with Jebeh Edmunds.
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Please feel free to connect with us and reach out with any questions or concerns via our social media channels (Facebook, Instagram, X), our IEP Website, and Email.
We are in the middle of the start of another school year across the country, whether your students have already returned or have a later start date. One of the most important events from last school year was the Supreme Court decision to withhold $65M in federal funding for education, and we are seeing those impacts across the board. Dr. Jacqueline Rodriguez is here to unpack the decision and the far-reaching effects. Join us to learn more!
Dr. Jacqueline Rodriguez is the CEO at the National Center for Learning Disabilities, an organization that is almost 50 years old. Their mission is to serve ALL students, their families, their educators, and their future employers. Dr. Rodriguez has a background steeped in education, from teaching special education at all levels to being an administrator. Her passion for advocacy and equity for all students is the central theme of her work, always focused on a more inclusive and equitable education system.
Show Highlights:
- The story of the $65M earmarked for DEI efforts—now withheld by the Supreme Court decision
- Who will feel the impacts? Every single student!
- The uproar from multiple states about the withholding of grant money, most of which was to combat the nationwide teacher shortage
- Specific examples of what these grants were doing in teacher retention and residency programs
- The politicization of teacher preparation is a dangerous precedent.
- The average layperson is unaware of what’s happening and what the effects of this decision are.
- The need for awareness and the dangers of staying silent
- Action steps you can take today
- Dr. Rodriguez’s admonition to school leaders, superintendents, and any concerned person who wants to take action
Resources:
Connect with Dr. Rodriguez and the NCLD: Website (Click the “Take Action” tab at the top!)
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
Welcome back to the podcast as we kick off a new school year! We are excited, as always, to jump into some very important topics in the coming weeks. First up is our amazing guest, Jennifer Catalano, to discuss her work in deaf education and share her perspective on the least restrictive environments for these students. Is it better to have 100% inclusion or 100% special instruction? Let’s learn more from Jennifer’s perspective in today’s episode!
Jennifer Catalano is the director of both undergraduate and graduate deaf education programs at Flagler College in St. Augustine, FL. Her background spans deaf education, elementary education, and special education, making her current role the perfect intersection of her experience and expertise. She loves working with current and future teachers to help them serve deaf and hard-of-hearing students.
Show Highlights:
- Jennifer’s introduction to deaf education began in high school.
- The recent shift to integrate these students with their peers
- The most important factor is to follow the path for EACH student in finding what’s best for them—not a one-size-fits-all approach.
- The best scenario is a blend of inclusion and special instruction
- LRE should stand for “Language Rich Environment.”
- An overview of Jennifer’s course: The Deaf Ecosystem Course
- A unique approach to getting alumni business owners involved
- The critical language period of the first 5 years of life–and the ripple effects
- Encouraging and promoting inclusive practices, even in the business world
Resources:
Connect with Jennifer Catalano: Flagler College Website and Email
Mentioned in this episode: Deaf President Now documentary
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org.
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show on Apple Podcasts, Pandora, Spotify, or wherever you get your podcasts. Your rating and review help other listeners find this show.
Be sure to connect with us and reach out with any questions or concerns: Facebook, Instagram, X, IEP Website, and Email.
This is our last episode before our much-needed summer break. Taking this break helps us to refocus and prepare for a new school year. We recently made another appearance on the Diverse Thinking Different Learning: A ChildNEXUS podcast with Dr. Karen Wilson, who has also joined us on our podcast before. Today, we are featuring that episode as an overview of what’s been happening, and continuing to happen, in the field of special education in the US since the Trump administration took office. Enjoy the conversation!
Show Highlights:
- An overview of the state of affairs right now in US special education, especially regarding the executive order to dismantle the Department of Education
- Thoughts on the illusion of “giving educational rights back to the states”
- Miscommunication and misinformation about the role and scope of the Department of Education
- A real-life example from San Diego, CA, about a specific grant and its far-reaching impact to students
- Parents feel fear and anxiety because of grant-funded programs and other initiatives that may not be there to support their children.
- The best power the people have is to contact their state and federal representatives.
- DEI initiatives are about much more than race and gender.
- The potential impact on early childhood education programs
- What can YOU do?
Links/Resources:
Connect with Dr. Karen Wilson and her podcast: Diverse Thinking Different Learning: A ChildNEXUS podcast
Mentioned in this episode: 5 Calls App
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
The landscape of American education has undergone significant changes over the past few months, particularly in the realm of special education. Our diligence in staying informed about developments in our field is more important than ever as we approach the start of a new school year in just a few weeks. Our focus today centers on understanding 504s with our guest, April. Join us to learn more!
April Rehrig is a special education advocate who does things differently. Her experiences as a teacher, mother, and school psychologist for 20 years provide her with a wide-ranging perspective on education and a unique approach to advocacy. She is the founder of Rise Educational Advocacy and Consulting and has a passion for helping parents and their children navigate the world of special education.
Show Highlights:
- Shift from IEPs to 504s: The biggest problem is insufficient training.
- The trend of inconsistency in 504s
- April’s perspective on the disconnect between IEP teams and 504 teams
- A huge increase in the number of students who have medical needs, like diabetes, migraines, etc. (These students need a healthcare plan at school!)
- Misconceptions about accommodations, 504 plans, and IEPs
- 504 meetings: What’s happening—and what needs to happen
- The benefits of a student being involved in the 504 meetings in the beginning
Links/Resources:
Connect with April Rehrig: Website (many resources are available!), YouTube, and Instagram
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s episode brings back Tracy Baynes to share her best tips and advice for getting your student involved in their education earlier rather than later. She gives practical steps middle school students can take to prepare for college success, even if they are low-income students. Join us to learn more!
Tracy Baynes is the founder, president, and CEO of STEP, the Student Expedition Program. As an instructor in the oceanography field, Tracy noticed the persistent achievement gap between high-income and low-income students. She created the STEP college access and leadership program for low-income high school students, guiding students from their sophomore year through every step of the college application process. STEP includes summer leadership experiences as part of its comprehensive program to prepare students for college.
Show Highlights:
- Advice for parents of middle school students about early algebra exposure, challenging courses, extracurricular activities, college applications, living on campus/off campus, choosing a major, and taking on new challenges in life
- Why doing the hard work in high school really does pay off.
- Quality extracurricular involvement extends beyond school to church and community organizations.
- “How many college applications should my student fill out?”
- Misconceptions about liberal arts colleges
- The benefits of living on campus—at least for the first year
- Tracy’s take on choosing a college major in high school
- Challenging experiences set you up for new successes and more confidence!
- Success stories for 2025 in Tracy’s work with students
Links/Resources:
Connect with Tracy Baynes and STEP: Website and Email
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We continue our journey to view the education of our children holistically as we strive to develop them into productive and inclusive members of society. Tracy Baynes joins us to share her interesting work in helping students achieve unimaginable success.
Tracy Baynes is the founder, president, and CEO of STEP, the Student Expedition Program. As an instructor in the oceanography field, Tracy noticed the persistent achievement gap between high-income and low-income students. She wanted to focus her efforts on students who are working hard despite their adverse economic background. In 2004, she established STEP and soon took the first group of students to Alaska for a three-week sea kayaking trip.
Show Highlights:
- The struggle to strive for educational equity for students
- The “rest” of Tracy’s story of finding opportunities for students beyond their financial barriers
- Student successes in the STEP system
- The playing field is NOT level for first-generation college students.
- Tracy’s accounts of students developing strength and defeating imposter syndrome
- DEI does not equal “less than” or “unqualified.”
- Understanding the pathway to success and generational change
- Tracy shares Bill’s success story, and he’s just one of the 750 alumni of STEP!
- Interested in launching a STEP program in your area? Contact Tracy for more information.
Links/Resources:
Connect with Tracy Baynes and STEP: Website
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s conversation covers the impact of recent executive orders on DEI, the historical context of the civil rights movements, and the importance of local community efforts. Our guest is Dr. OiYan Poon, a community-engaged research scholar, educator, storyteller, and leader for intersectional racial equity. Her research is focused on the racial politics of Asian Americans, and her book is titled Asian American is Not a Color.
Show Highlights:
- Dr. Poon’s efforts to navigate her work under the new Trump administration
- A historical context of civil rights, advocacy, and the push for DEI
- It’s up to OUR generation!
- The one-size-fits-all approach to education doesn’t work.
- Less government or more government?
- The importance of building local communities
Links/Resources:
Connect with Dr. OiYan Poon: Website, Public Pedagogy website, Instagram, and Asian American is Not a Color
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s episode features a fascinating conversation about strategies to support students and schools during unknowns and big transitions in education in the US. We welcome Robert Barnett to the podcast to discuss his innovations in teaching math and how his nonprofit, The Modern Classrooms Project, is training teachers to teach differently. Join us to learn more!
Show Highlights:
- Robert’s background as a math teacher–and how he learned to do things differently
- The Modern Classrooms approach to accessible learning for ALL students
- Our current educational structure does NOT match with what we know about various learning styles.
- Understanding how the Modern Classrooms model applies to every grade level and every subject
- When tired, overworked, and exhausted teachers are unwilling to be flexible, the results are not good.
- Tools and strategies for an all-inclusive classroom
- Watch Rob’s TEDx talk, Why Americans Hate Math--and What to Do About It
Links/Resources:
Connect with Robert Barnett and the Modern Classrooms Project: Website and Rob’s TEDx talk, Why Americans Hate Math--and What to Do About It
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Many parents of kids with disabilities share the same fear of what will happen to their child in adulthood and when they are no longer here to care for and advocate for them. Today’s guest is Kimberly McCarten, CEO of Jonathan’s Landing Foundation, in Orlando, FL. This remarkable organization is bringing innovation into how we service people in the adult transition by providing a bridge to communication and independence for adults across the autism spectrum. A division of Jonathan’s Landing is Techtonic’s Workforce Academy. This social enterprise certifies neurodivergent individuals in WISE certification, paving the way for sustainable careers in the rapidly growing tech repair industry. Join us to hear more from Kimberly!
Show Highlights:
- Kimberly’s background story in becoming the CEO of Jonathan’s Landing
- The story of Jonathan’s Landing, its founding, and what the organization does
- The importance of “outside-the-box” thinking to highlight the strengths of these kiddos
- Highlights of the Techtonic Workforce Academy
- Closing the gap by helping autistic kids identify an interesting career, working at this job, and keeping the job
- What’s next for Jonathan’s Landing?
- The vision for an all-inclusive housing community to foster independence
Links/Resources:
Connect with Kimberly McCarten, Jonathan’s Landing, and Techtonic: Jonathan's Landing Website, Techtonic Website, LinkedIn, Facebook, and Instagram
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We love to offer solutions along with our discussions of the current problems in education today. Today’s fresh perspective comes from Dr. Emily Affolter, the director of the Sustainability Education Ph.D. at Prescott College. The focus of this program is on the nexus of social and environmental justice as enacted in teaching, learning, and leading. Emily’s interest is in culturally responsive teaching across grade levels to infuse social justice principles into education. Join us to learn more!
Show Highlights:
- The battle for social justice in education
- Culturally responsive teaching is NOT a political stance.
- Thinking about opening up the ways we teach and embracing pluralistic methods
- Examples of a pluralistic approach to education
- The issues of systemic apathy
- Resources for parents and teachers from the Equity Literacy Institute (ELI)
Links/Resources:
Connect with Dr. Emily Affolter: LinkedIn
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
One of the benefits of hosting a podcast in our field of civil rights and special education is that we can do quick follow-ups to incidents as they happen. If you follow us on social media, you know we cover many topics there, and we utilize the podcast for more in-depth conversations about relevant happenings in our field. One such recent event is the "Dear Colleague" letter of 2/14/25 sent out by the US Department of Education, Office for Civil Rights (OCR). It gives guidance clarifying how they will interpret federal laws about discrimination for educational institutions that receive federal funding. Let’s take a closer look in today’s episode.
Show Highlights:
- Recent executive orders and memorandums
- The weaponization of DEI
- Understanding the “Dear Colleague” letter
- A breakdown of the January 21 Executive Order and its impact
- Thoughts on civil rights, discrimination, and DEI
- What school districts need to understand
- Attempts to spread fear and chaos
- There is power in the voice of the people! Stand up!
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, 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!
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We are still in the early months of 2025, and there is a LOT happening in the state of California and across the country. There are many important conversations we need to have, and our guest, Mike Robbins, joins us to discuss the current state of affairs. We have concerns about what’s happening with DEI and special education, but we want to keep things in perspective and learn how we can find common ground in an increasingly divided and disconnected world. Join us to learn more from Mike!
Mike Robbins is a speaker, writer, workshop leader, and podcaster. His work focuses on inclusivity, connection, teamwork, and collaboration. Mike is a leadership expert who partners with top organizations to enhance culture, performance, trust, and belonging. He teaches people, leaders, and teams to infuse their lives and businesses with authenticity and appreciation.
Show Highlights:
- Current circumstances have us asking, “What is happening, and what does this mean?”
- Mike’s background–and how he learned valuable lessons about diversity and teamwork through baseball
- It all comes down to connection.
- Understanding what it’s like to NOT be in the majority
- Mike’s perspective on current issues in the US: “We should stay informed and engaged without being constantly triggered and angry.”
- Understanding “healthy mental health”
- Leading with vulnerability produces empathy
Connect with Mike Robbins:
Website
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, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
There is SO much going on in our country right now, and we are faced with many unknowns about what’s coming next. We don't want to be part of the “noise,” but we want to give you accurate information about relevant topics. Today’s focus is on ICE, Immigration and Customs Enforcement, particularly in schools. Our guest is Victoria Lucero, an immigration attorney, and returning guest from a few years ago. She practices special education law in New Mexico and US immigration law, so she’s the perfect person to help us understand the ramifications of the new policies on students and their families. Join us!
Show Highlights:
- An update on Victoria’s life over the last few years
- New policies about enforcement actions announced by the Department of Homeland Security (and how “safe zones,” like schools, are affected)
- The dilemma for school personnel, and Victoria’s advice about what to do
- Misinformation is everywhere!
- At this point, anyone can be a target for removal. (What you can do.)
- The mental health ramifications for kids and families living in fear
- Where to go for resources, information, and help
Links/Resources:
Connect with Victoria Lucero: 505-343-2009 and Website
Additional Resources:
United We Dream - To report a raid, call 1-844-363-1423 or send a text message to 877877. If possible, take photos, videos, and notes.
National Immigration Detention Hotline: 1-209-757-3733 (open Monday through Friday 12pm to 8pm PST) or for more information on the hotline you can also go to: https://www.freedomforimmigrants.org/hotline
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Teachers are our “boots on the ground” partners for all we want to accomplish in education. There are real mental health challenges all around us, and teachers need our support more than ever. Nothing will impact a child’s learning like a great teacher–and the reverse is also true, unfortunately. Join us as we explore this important topic!
Karen Foley is the president and CEO of The Juvenile Protective Association, a Chicago nonprofit founded in 1901. The JPA provides therapy in schools and clinics to give children the mental health care and support that they need. Karen is a former corporate executive who left that field to care for her son and found her calling in nonprofit work.
Show Highlights:
- Karen’s background and passion for the work she does today
- The truth about teachers: 48% experience burnout and leave education within the first 5 years.
- A real-life example of a teacher’s impact on a student
- The work of the JPA to make a difference in schools and communities
- Karen’s advice for administrators
- Signs of teacher burnout: increased turnover, mindset shifts, and overloaded responsibilities
- Karen’s experience with social-emotional development in the school setting
- Tips for teachers
- The importance of building rapport with students
- Data that validates the success of the JPA’s work with students
Links/Resources:
Connect with Karen Foley and the JPA: Website and Karen's email
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Executive functioning is more than a catchy buzzword phrase in the world of education. What does it mean, how can we understand it better, and how can we do a better job of helping students? Join us as we explore this topic in today’s episode!
Dr. Tara Williams is the owner and founder of Innovative Collegiate Consultants, which assists students with learning difficulties via a personalized plan based on their strengths and weaknesses. Students learn to hone their executive functioning skills and build confidence in an online environment through working with the staff at ICC.
Show Highlights:
- What are executive functioning skills?
- Differences in executive functioning skills for elementary, middle school, and high school students
- The balance needed in providing an accommodation skill AND teaching the child how and when to use the skill
- The problem when kids are good at masking
- Challenges for older students who have to advocate for themselves
- Identifying a student’s motivation
- It’s all about building confidence!
- The difficult transition from high school to college (or life)
Links/Resources:
Connect with Dr. Tara Williams and Innovative Collegiate Consultants: Website and Instagram
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Grassroots efforts usually work to bring about change. Unfortunately, our political leaders don’t look closely at education, disability rights, and reform in the same way we discuss these topics here in this space. Our goal is always to spur more conversations about education, disability rights, civil rights, and support for marginalized communities. Patrick Jones, aka “Mr. JonesX,” joins us for today’s discussion in light of the current political climate in the US. Join us!
Show Highlights:
- Patrick’s background and path to the advocacy work he does today
- Inclusion and educational equity challenges are everywhere.
- Being a good person matters most.
- Patrick’s perspective on “laying out the facts” without ulterior motives
- Why we can’t stop talking about equity and inclusion
- Patrick’s experience as a basketball coach who focused on much more than just basketball
- What we vote for has an impact on our kids and their education
- Patrick’s thoughts on the 2024 election
- When the most marginalized are lifted up, so is everyone else.
- Patrick’s beginnings on TikTok, thanks to his kids
Links/Resources:
Connect with Patrick Jones: YouTube, TikTok, and Instagram
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Believe it or not, October is over. It was a busy month for IEP meetings, and the holiday rush is about to begin. In today’s episode, we want to give helpful insights about community building in a classroom through a simple, actionable technique; this conversation will benefit teachers, parents, and administrators–anyone who wants to foster confidence and community in kids.
We are joined by Rob Sanders, a children’s book author who spent time as a 4th grade ELA teacher and writing coach. Rob is the author ofseveral books, including the newly published picture book, We Are a Class.
Show Highlights:
- Rob’s writing journey by way of the classroom
- The biggest classroom challenges in building community
- Why Rob wrote We Are a Class.
- Empowering students to be confident writers through embracing a common purpose
- Creating a good classroom culture through pledges
- Students take ownership when they know what to expect.
- The inner voice that a student can rely on to recognize their purpose through a simple pledge
- Alternatives to the word “pledge” to fit your culture and preferences (i.e. agreement, promise, guarantee, etc. )
Links/Resources:
Connect with Rob Sanders: Website (Find Rob’s other books!), Facebook, Instagram, Email, and We Are a Class
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s episode includes a look into the controversial Project 2025 plan, a 900-page roadmap created by far-right think tanks, like The Heritage Foundation. With the elections looming, we are giving our perspectives on some of the alarming implications of this proposal, particularly its potential to dismantle essential educational protections, erase civil rights language, and threaten public education across the United States.
Tune in as we discuss how Project 2025 threatens diversity, equity, and inclusion, how it threatens The State Department of Education and Title 1 funding, and the risks posed to students with disabilities, students of color, and low-income families. We also discuss how this could have broader consequences for public education and society, as a whole.
Please be sure to share this episode with your family, friends, and others!
Show Highlights:
- Deleting terms—and the effects on the American education system
- Potential defunding of public schools through voucher programs
- Transfer of IDEA and Title I funding to private block grants
- Risks posed to students with disabilities, students of color, and low-income families
- Forcing more segregation: Is that what we want?
- P. 319–”Federal education policy should be limited.”
- How the removal of federal oversight would widen educational disparities
- Project 2025’s attack on key civil rights laws (Section 504, IDEA, Civil Rights Act)
- Connection to policies from the Trump administration and Betsy DeVos
- Real-world impacts on school lunch programs and state education departments
- These kinds of changes outlined in Project 2025 affect everyone, whether you have young children or not. Have questions about Project 2025? Email us: admin@iepcalifornia.org
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, 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
In today’s episode, Vickie and Amanda discuss the evolving landscape of college admissions with Emily Chase Coleman, CEO of HAI Analytics. They explore the impact of the COVID-19 pandemic on admissions, highlighting the shift away from standardized testing and the importance of considering diverse factors in admissions decisions. Emily shares insights on the challenges faced by students from different socioeconomic backgrounds and emphasizes the need for more equitable admissions policies. If you are a parent navigating the college admissions process, tune in!
Show Highlights:
- The evolving landscape of college admissions post-COVID-19
- Implications of standardized testing in admissions processes
- Importance of considering diverse factors in admissions decisions
- Challenges faced by students from different socioeconomic backgrounds
- The need for holistic admissions processes that recognize individual circumstances
- Economic biases in traditional admissions metrics
- The role of student engagement and interest in the admissions process
- Accessibility of online resources for prospective college students
- Financial challenges and the true cost of college attendance
Links/Resources:
Connect with Emily Chase Coleman: Website (complete contact form) LinkedIn
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s episode focuses on a Supreme Court case in favor of eliminating affirmative
action, which has huge implications in the world of education. In reality, what the
Supreme Court does and how they make decisions stems from who the justices are.
With every decision, we should evaluate if it aligns with what we believe and what is
best for our country. The upcoming election is a pivotal time because of the impact
on the Supreme Court and who our justices are. Join us for more!
Show Highlights:
● The case in question concerning Harvard, UNC, affirmative action in higher
education
● The dissenting justices’ statements: Are our justices in touch with our
population?
● The reality of racial inequality in the US today
● The issue goes beyond college admissions and permeates other areas, even
the rights of children with disabilities.
● This ruling sets the stage for what we could face in the future.
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, 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:
Instagram – We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s focus is on accommodating children in the general education classroom to provide a truly inclusive environment. It’s vital for all of us involved in education to understand the WHY of these accommodations with an emphasis on empathy. Join us for a closer look.
Dr. Jessica Werner is the founder of Northshore Learning, a team of consultants based in Minneapolis. They support schools, parents, and teachers worldwide to work with students of ALL types by incorporating cutting-edge neuroscience insights into their coaching and training programs. They offer support for inclusion, classroom management, instructional excellence, executive coaching, and educator wellness. Jessica’s experience with her 9-year-old son’s educational needs has opened her eyes to learning challenges and how to better train teachers in accommodating ALL learners.
Show Highlights:
- The truth about educators and their training (and why they need more)
- Many ADHD accommodations can be applied to every student–and will be beneficial
- Alternatives to “the old ways” are necessary in education today.
- Threading in neuroscience to understand executive function deficits from an empathetic viewpoint
- Understanding why classroom environments really do matter
- What we call defiance in a student isn’t always defiance.
- Teacher pushback is often fear-based.
- Fresh perspectives on the anxiety epidemic in today’s classrooms
Links/Resources:
Connect with Jessica and Northshore Learning: Website and Email
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram – We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Teaching Inclusion, Acceptance, and Responsibility Through Character Development with Kristin Woodward-Vaassen and Icle Freeland
Character education can happen in many forms. Today’s episode highlights a unique program that is fun, effective, and quickly growing in popularity. What child doesn’t love taking care of a pet? Join us to hear more from our two guests.
Kristin Woodward-Vaassen founded Two by Two Character Development in 2005. The program fosters positive character traits in thousands of youth and families across the nation. It has grown from its beginnings in Dubuque, Iowa, to 36 states and several other countries. Kristin spent many years as a 3rd-grade teacher and noticed that kids’ socio-emotional needs were not being met, so she started this innovative program in an effort to make a real difference.
Icle Freeland is the Community Outreach Director at Two by Two. From his initial background as a 2nd-grade teacher, he has worked in character education with elementary through college students. He works with schools to help implement the Two by Two program.
Show Highlights:
- Highlights of the programming offered by Two by Two for all grade levels
- The basis of Kindhearted Kids, which uses ten lessons about kindness, empathy, responsibility, and more to grow productive citizens
- “Pet ownership” opens the door for connections with students.
- Encouraging and supporting inclusion and acceptance in classrooms
- Real-life results of Kindhearted Kids
- The components of Kindhearted Kids are important in building many real-life skills in versatile ways.
- The impact of using pets to break down barriers, address challenges with communication and expression, and teach responsibility
Links/Resources:
Connect with Kristin, Icle, and Two by Two: Website and Email
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Most of the country is off and running into another school year, and it’s a great time to reflect on where we can improve and how we can be more knowledgeable in supporting students and addressing their needs. This episode focuses on training for school staff, district staff, and parents. Today, we share part two of our interview with Andrew Goff. Part one aired at the end of the last school year and share his perspective as an early childhood teacher advocating for students at IEP meetings. If you missed part one, listen to Episode 311 here. Join us to learn more about ongoing trends in teacher training.
Andrew Goff taught early childhood special education in five different least restrictive environments spanning 12 years. He is currently the lead instructor at Colorado Northwestern Community College, not far from Steamboat Springs. He wrote a memoir, Love is a Classroom, and is a fierce advocate for “inclusion–early, everywhere, and always.”
Show Highlights:
- Andrew’s role at community colleges training in the virtual space
- The importance of collaboration in developing and implementing accommodations
- Teacher experiences and three components of curricula: indirect, direct, and temporal
- Thoughts about co-teaching
- A big root of the problem is that we aren’t educating all teachers on all the varieties of ways kids learn.
- All children deserve to learn equally and have their needs met.
- Barriers to learning—and how they show up
- Relationships and connections allow students to learn better!
- Teaching teachers to create cultures in a classroom
- Teachers with biases find it difficult to show up and give a child what they need.
Links/Resources:
Connect with Andrew Goff: Instagram, TikTok, YouTube, Love is a Classroom Podcast, and Love is a Classroom book
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s episode is a replay of our session at the BOOST Conference from a few months ago. It relates specifically to next week’s conversation, which is the reason we want to air it again. This episode was also featured as an encore episode over the summer. Enjoy!
We loved having the opportunity 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, 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 podcast
- What is an IEP? What are IEP meetings?
- The importance of collaboration in the entire IEP process
- Individualization, not comparison, is most helpful in the IEP process.
- The vital need for parents to talk to the teachers before the IEP meeting
- 95% of the conflict in IEP meetings is due to a breakdown in communication.
- Vickie and Amanda field questions from the audience about IDEA provisions for school-sponsored events, supporting students with extreme behaviors, and expanded learning programs in the IEP process.
Links/Resources:
Find out more about the BOOST Conference: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Last week’s episode was about central auditory processing disorder (CAPD) and its impacts on a student’s ability to learn. For this episode, we are excited to welcome Dr. Stephanie Meyer to the show. She is an audiologist in the Rio Rancho public schools who will share her perspective about how instructional audio can be more inclusive. Her career as an audiologist in public school systems spans almost 30 years!
Show Highlights:
- Dr. Stephanie’s journey into audiology and working with kids in impactful ways
- The difference it makes for students when the proper audio systems are in place in the classrooms
- Common audio systems that teachers can use in classrooms to be inclusive for every learner
- Dr. Stephanie’s insights about the benefits of proper audio technology in the classroom–(and how she conveys her message to teachers/administrators)
- Success stories of helping students with CAPD and hearing loss
- The benefits of instructional audio as an accepted learning tool–for students AND teachers
- Dr. Stephanie’s advice for teachers and audiologists
- The need for equipment specifically designed for educational spaces instead of the cheaper alternatives on Amazon
Links/Resources:
Connect with Dr. Stephanie Meyer:
Link to the instructional audio Dr. Meyer uses in her district: https://lightspeed-tek.com/
Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org
Thank you for listening!
Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.
If you enjoyed this episode and believe in our message, please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s show expands on our previous episode with Dr. Connie McReynolds in which we discussed central auditory processing deficits in kids with autism or ADHD. Even though many experts would argue that this is a medical disorder, it has profound impacts on education and certainly qualifies as an area of unique need for many children. Join us to learn more!
Show Highlights:
- Common pushbacks from school districts and characteristics of CAPD (central auditory processing disorder)
- Children with CAPD will typically “hear” with no difficulty, but information processing is deficient.
- Digging into the underlying root causes of processing issues requires proper assessments and evaluations.
- The dangers of an early misdiagnosis
- Typical signs that a child should see an audiologist
- Strategies that are helpful for kids with CAPD
- IEPs, accommodations, and services may not bring improvement if they don’t target the specific issues with CAPD.
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, 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
It’s the beginning of another school year, and we are coming to you with many informative episodes to prepare and support you in whatever challenges this new school year may bring. Today’s episode focuses on a better way to assess, intervene, and support kids with ADHD by identifying and addressing the root causes.
We welcome today’s guest, Dr. Connie McReynolds, a licensed psychologist and Certified Rehabilitation Counselor with well over 30 years of experience working with children and adults with ADHD and anxiety. She is the author of Solving the ADHD Riddle and hosts the Roadmap to the Brain podcast.
Show Highlights:
- Dr. Connie’s background and work as a rehabilitation psychologist and clinic founder
- Understanding the evolution of a deeper and broader perspective of the root causes of ADHD and how it affects people
- Common problems in the current IEP process that Dr. Connie encounters regularly
- The outdated picture of current assessments—and how we can do better
- An overview of Dr. Connie’s assessment process of 37 different areas
- Ideas to improve the assessment and intervention process with a brief, 20-30 minute evaluation
- Dr. Connie’s work within school districts to effectively address the root causes of ADHD–and keep more kids in general ed classrooms
- Dr. Connie’s book, Solving the ADHD Riddle, and how it helps people understand neuroplasticity and neurofeedback
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Connect with Dr. Connie McReynolds
Website (Find a free assessment, tips, and resources!)
Solving the ADHD Riddle book, and the Roadmap to the Brain podcast.
Remote Neurofeedback and Telehealth Now Available! (909) 435-7189
Welcome! Today’s episode takes a big-picture view of what’s going on in education with our taxpayer dollars and how we can educate more parents about their general rights in advocating for their children. We use a recent California case as an example of how things can go so wrong–and cost millions of dollars–in special education law.
Tim Adams has been in law practice for over 23 years after working as a lay advocate in the special education legal clinic at the Pepperdine Law School. As president and CEO of the disability rights law firm Adams & Associates, Tim has worked with numerous families to help them advocate for their children and has firsthand experience in this role because of his younger brother with special needs. He sees his career as a special education attorney as a unique opportunity to help and support families.
Show Highlights:
- Tim’s recent high-profile case: Irvine Unified School District V. Landers and Gagliano
- The money side of this case (what the school district spent on litigation—over $1.1 million)
- The point of the recent Wall Street Journal article highlighting this case
- The facts: what parents and their attorneys are asking for in intervention and services is a drop in the bucket compared to what is spent in litigation
- Tim’s perspective on how often school districts are appealing court decisions
- Why this case has been a “win at all costs” endeavor for the school district
- Digging deeper into the argument that this case was a pushback attempt at anything jeopardizing the school district’s control, such as school choice, privatization, charter schools, etc.
- Tim’s decision-making process on which cases to appeal
- Why there will be many COVID cases in litigation for years to come
- The toll that a litigation process takes on families
Links/Resources:
Connect with Tim Adams: Website, LinkedIn, and Facebook
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 advocacy
- Michael’s learning process with guide dogs and white canes
- Michael’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
Thunder Dog book
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We're happy to bring you some of our listener favorites during the next few weeks. These episodes are sure to pique your interest by featuring topics important to each of us Enjoy!
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 life
- James’ mission to help parents of children with disabilities optimize their financial assets
- Three 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 LInkedIn
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We're happy to bring you some of our listener favorites during the next few weeks. These episodes are sure to pique your interest by featuring topics important to each of us Enjoy!
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 podcast
- What is an IEP? What are IEP meetings?
- The importance of collaboration in the entire IEP process
- Individualization, not comparison, is most helpful in the IEP process.
- The vital need for parents to talk to the teachers before the IEP meeting
- 95% of the conflict in IEP meetings is due to a communication breakdown.
Links/Resources:
Find out more about the BOOST Conference: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We are taking a summer break for July to soak up a little summer fun with our families, so we are replaying some of our most popular episodes that are packed with information and inspiration. We will be back in August with new episodes to prepare us for the 2024-2025 school year. Today’s replay first aired a few weeks ago during Mental Health Awareness Month. Maria Barrera 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 schools
- The origins of Clayful to address students’ needs during the pandemic
- The challenge in supporting students with behavior regulation issues
- Labels 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 support
- Clayful allows students to connect with a coach every week 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 Email
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We promised you a Part 2 with Michael Hingson—and here it is! We don’t always get the opportunity to follow up a guest interview with a second part, and that’s why we are thrilled to bring you more of Michael’s inspiring story and his important work in the field of accessibility. Michael first joined us last May for an episode titled, “Approaching Life with an Unstoppable Mindset.” (Click here to listen!)
Michael Hingson has a fascinating life story. With a master’s degree in physics, he 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 Michael every chance to learn as any other child, sending him to public schools throughout his life and demanding that he adapt to his disability to live an independent 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, author of Thunder Dog: The Story of a Blind Man, His Guide Dog, and the Triumph of Trust, and host of the Unstoppable Mindset podcast.
Show Highlights:
- Diversity, inclusion, and disability (According to the CDC, 25% of Americans have some sort of disability.)
- Why we don’t talk about disability
- Fear can be a powerful tool to focus us when we feel blinded, paralyzed, or overwhelmed.
- Michael’s next book (August 2024), Live Like a Guide Dog: True Stories from a Blind Man and His Dogs about Being Brave, Overcoming Adversity, and Walking in Faith
- Michael’s work with AccessiBe to advance accessibility with AI technology
- Accessibility technologies for those with cognitive disabilities, ADHD, etc.
- Changing the thinking around disability and “visual impairment”
- A glimpse into Michael’s full life today: traveling, speaking, podcasting, and working tirelessly to advance accessibility for everyone
Links/Resources:
Connect with Michael Hingson: Website, Thunder Dogbook, Live Like a Guide Dogbook, and the Unstoppable Mindset podcast.
Find out more about AccessiBe.
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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-affirming
- IEPs 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 IEP
- Santanna’s experience in school as a neurodivergent student
- The process of rewriting IEPs to be neurodiversity-affirming
- IEP data misses a lot of relevant information about the student’s experience.
- What Santanna would like school administrators to know
Links/Resources:
Connect with Santanna Ficken and MnNEAT: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 families
- Ableism—what people should know about this form of discrimination
- Understanding the three types of ableism: institutional, internalized, and interpersonal
- The 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 accessibility
- What Santanna wants every school team to know
- The need for plain language in IEPs that focuses on supporting the child
Links/Resources:
Connect with Santanna Ficken and MnNEAT: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 sympathy
- What parents should know about bullying
- Alain’s process when he speaks to children about bullying
- Alain’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: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 parents
- The value of conversations in context to equip and empower the parents
- Cultural 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 interpretations
Links/Resources:
Connect with Dr. Alexander Tan: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 schools
- The origins of Clayful to address students’ needs during the pandemic
- The challenge in supporting students with behavior regulation issues
- Labels 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 support
- Clayful 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 Email
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 podcast
- What is an IEP? What are IEP meetings?
- The importance of collaboration in the entire IEP process
- Individualization, not comparison, is most helpful in the IEP process.
- The vital need for parents to talk to the teachers before the IEP meeting
- 95% of the conflict in IEP meetings is due to a communication breakdown.
Links/Resources:
Find out more about the BOOST Conference: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 podcast
- What is an IEP? What are IEP meetings?
- The importance of collaboration in the entire IEP process
- Individualization, not comparison, is most helpful in the IEP process.
- The vital need for parents to talk to the teachers before the IEP meeting
- 95% of the conflict in IEP meetings is due to a communication breakdown.
Links/Resources:
Find out more about the BOOST Conference: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 life
- James’ mission to help parents of children with disabilities optimize their financial assets
- Three 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 LInkedIn
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 advocacy
- Michael’s learning process with guide dogs and white canes
- Michael’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 book
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 Classroomand 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 system
- The 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 him
- The need for more training for educators in compassion and creativity
- The value of teaching assistants in creating a compassionate community in the classroom
- A focus on compliance puts special education in a restrictive box.
- What Andrew wishes teachers and parents knew before going into IEP meetings
Links/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 YouTube
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 CHOC
- Understanding language, cultural context, neurodiversity, and why there are limitations and problems with inappropriate assessment methods
- Bilingualism—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 child
- A 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: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 IEP
- Real-life examples of stay-put scenarios
- Our recommendations for a partial consent/partial stay-put
- Understanding the word placement as it’s used in IEP language
- Potential exceptions to the stay-put rule
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:
Instagram We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 program
- A 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 language
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 school
- Special education law: “The wild, wild west”
- Karen’s personal experience in being diagnosed with a profound learning disability
- Amanda and Vickie’s approach in helping families, filing for due process, and working with school teams
- The reality of trying to get needed accommodations for students–and why Vickie and Amanda are doing things differently
- The difference between a special ed attorney and an advocate
- Amanda and Vickie’s message to parents about the services and role of a special ed attorney
- In identifying and securing accommodations, early intervention is the key!
- The problems when teachers don’t understand the law and make assumptions about students
- Examples of students who can benefit from the help of a special ed attorney
Links/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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 effectiveness
- Examples of accommodations
- Specifics in accommodations are necessary so the interpretation of the IEP words “as needed” isn’t left up to the teacher
- The problems with vaguely worded accommodations
- Best practices for meetings that generate specific and solution-oriented IEPs
- Any 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 optimization
- Why brain function is the foundation of everything we do
- Karen’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 means
- The hurdle of getting schools to use science and technology in special education
Links/Resources:
Connect with Karen Odell-Barber and Neurologics: Website, YouTube, and Tackling Brain Health podcast
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 program
- A 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 language
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 environment
- How students have to account for how they use unstructured time in college and have support in place
- Dan’s advice about choosing a college and considering academic coaching and services
- How 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 themselves
Links/Resources:
Connect with Dan Jordan: Website (Check out the courses and other resources!), Facebook, and Instagram
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 standards
- The benefits for students who begin cursive writing instruction in 3rd grade
- How Dr. Christina sees students gain confidence with handwriting skills
- How cursive writing provides practical help for students with ADHD, dyslexia, and dysgraphia
- How cursive writing helps provide multi-sensory learning styles
- Why there is pushback about teaching cursive writing
- How cursive writing can be integrated into all academic subject areas and implemented with special education students
Links/Resources:
Connect with Dr. Christina Bretz and Learning Without Tears: Website
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:
Instagram We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 pandemic
- The 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 students
- The $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 programs
- The 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 priorities
- Why it should be “Us vs. the issue” instead of Us (teachers) vs. Them (parents)
- How Lacey began her journey into advocacy for students
- Lacey’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 US
- How our current educational system needs a revamping and a reset
- How dramatic changes happened at Lacey’s middle school one year when she had the special education team write the bell schedule
- Lacey’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: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 law
- Why Vickie and Amanda decided to provide pro bono and low bono rates at their practice
- How 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 education
- What the IDEA (Individuals with Disabilities in Education Act) provides as a federal law and how state laws can vary widely
- Where parents can begin when an IEP is first put in place
- Why it’s frustrating from a parent’s perspective to understand 504s and IEPs
- Recommended 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 IEP
- What issues parents might face that would signal that the help of a special education attorney is needed
- Vickie’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:
Instagram –We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Connect with Lynzy Coughlin
https://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 district
- How to approach an IEP meeting in which you want to ask for changes to your child’s program and accommodations
- Why 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 everyone
- Examples of client situations that turned around because ONE person on the IEP team stepped in to cooperate for the student’s success
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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-old
- How we can shift the perspective about autism and neurodiversity
- How the younger generation is leading the way in tolerance, inclusion, and acceptance
- The 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 books
Links/Resources:
Connect with Alyssa and You Me Neurodiversity: Facebook, Email, and Books on Amazon
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 education
- How Hayley functions as the middleman between IEP teams and the BCBA (Board Certified Behavior Analyst)
- What the training looks like for a behavior aide
- How Hayley works with teachers to implement a behavior plan
- What Hayley wants parents to understand about a behavior plan
- Hayley’s perspective about common misconceptions around special education regarding token boards, positive reinforcement, and consistency
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:
Instagram We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 career
- Why a big part of prepping for the world beyond high school rests on the student’s understanding of themselves and feeling accepted and included
- What 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 Instagram
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 Highlights
- How Melissa saw the need and took the risk to bring awareness to the inclusion problem
- How Melissa came up with evaluative criteria for books that address different learning needs
- Why children need to understand diversity in order to relate to others
- How books can be used as a starting point for conversations and connections
- How more books are being written today that portray what neurodiverse people are going through
- How Melissa provides resources for other teachers through the Teachers Pay Teachers website
- Why libraries, our communities, and our world need to become more inclusive
- What’s next for Melissa
Links/Resources
Connect with Melissa: Instagram, Her book, Sometimes,Resources on Teachers Pay Teachers
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 IEP
- Why a manifestation determination meeting is essentially another kind of IEP meeting
- Why 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 category
- What the law allows school districts to do in determining if a behavior is a manifestation of the student’s disability
- How the manifestation determination meeting can lead to a new placement for the child and/or expulsion
- What parents should do when in crisis about their IEP student’s behavior
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 another
- Reasons a child might need a private school environment to make progress
- What 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 child
- The 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 reimbursement
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 assessments
- Assessments and accommodations should be discussed at every IEP meeting
- Why it might be beneficial at times to opt out of assessments for your child
- How physical education testing and district testing take place
- Understanding the terms “embedded” and “non-embedded” regarding to accommodations
- California has a specific Medi-Cal provision to pay for some related services in the IEP
- The “Special Factors” page may differ according to districts and states but has provisions for “low incidence” students
- How to understand the assisted technology (AT) component of 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:
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 today
- How the Without Walls program began at Gateway, in partnership with Pacific Grove Adult School, for young adults who have aged out of the school system
- Highlights of the activities, programs, goals, and dedicated staff that work together to provide a safe space and sense of community for the participants
- Why there aren’t more programs like this across the country
- A success story of Robert’s daughter–and where she is today
- What Robert sees as current trends in the nonprofit world
- Why many parents are left to “figure things out” on their own and don’t have access to quality programs for their older kids
Links/Resources:
Connect with Robert Freiri: Email, LinkedIn, Twitter, and Instagram
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 Lead
- How Nadia developed the skills to navigate the marginalized spaces in education
- Where the starting points are in creating anti-racist school environments
- How to look at the vital data points at your school
- Why we need intentionality in unlearning and re-creating the systems for educating all children in beneficial ways
- What teachers and parents can do to implement change
- Why we each must be responsible for seeing the biases we bring to the classroom
- How we can learn to value communities and cultures outside of our own and celebrate our commonalities
- How parents can take action today to work toward more unbiased schools
Links/Resources:
Connect with Nadia Bennett: Website
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:
Instagram We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 homes
- How The Village came to be as a way to meet the needs of young people with intellectual and developmental disabilities
- How 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 home
- Why The Village will help residents with social development challenges by supporting, facilitating, and teaching them
Links/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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 Zealand
- The three-part format of a learning story: what happened, what the interpretation is, and what opportunities and possibilities exist
- How learning stories incorporate an assessment tool, observation tool, and planning tool all in one
- How learning stories differ greatly from other assessment tools in that they are strengths-based, positive, and empowering
- How learning stories incorporate input and responses from the child’s family members
- How learning stories become a record of adventures and growth that follows a child from year to year and teacher to teacher
- How to learn more about learning stories
Links/Resources:
Learn more about learning stories: Wendy Lee and the Educational Leadership Project and SALSA-Supporting the Advancement of Learning Stories in America
Connect with Julia Koumbassa: Email and Educa website
https://academy.geteduca.com
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 care
- Why the big push is now to go beyond mere tolerance and acceptance to understand AND normalize neurodivergence
- How Dr. Tay approaches IEP meetings with care coordination
- Why parents should be acknowledged as the best experts on their child
- How IEP teams often get lost in the wrong goals because they fail to look at the big picture of the child’s specific needs
Links/Resources:
Connect with Dr. Taylor Day: Website (Find resources!), Instagram, Podcast, and Email
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!
Download the "Three Ways to Incorporate Neurodivergent Affirming Supports into IEPs" Guide
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 world
- How school board policies against gender-affirming care can damage a child’s self-esteem, competence, and relationship with their parents
- How trans identities are normal and not born out of trauma, abuse, or pedophilia
- How just ONE supportive adult can drastically reduce the suicide risk for an LGBTQ+ young person
- How our simple words can make a child feel accepted
- The trends Erin sees in gender-affirming policies at the state level
- What trans kids are asking for in being accepted and affirmed
- How to become involved in advocacy efforts in your corner of the world
Links/Resources:
Connect with Erin Pollard: Website and Email
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 Braille
- Examples of accommodation services that should be provided for these students
- How successful school teams have at least one person who can assist teachers in modifying lessons and resources to meet the visually-impaired student’s needs
- Why relying more heavily on auditory signals and tools is important for teachers of the visually impaired student
- Why input from parents is crucial to the success of the IEP team
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 provide
- Examples of accommodations that work well for students with hearing impairments
- How even the pitch of certain voices and background noise can play roles in adversely affecting educational performance
- Why there is a big difference between “repeat” and “rephrase” teaching techniques
- Examples of scenarios that can cause a “fluctuating” hearing impairment for a student
- Why 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 student
Thank 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 disorder
- Why IEP services for a deaf child should encompass the entire school experience of both academic AND socialization support
- How accommodations and services should begin as early as preschool so the child can become fluent in ASL
- Why the partnership between parents and the school district must begin early
- How school districts bear the responsibility to have the appropriate experts on the IEP team
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
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 services
- Why these impairments require highly specialized training, services, and IEP personnel
- Why individual education programs are necessary to meet the unique needs of each child
- Why there is no excuse and no exceptions for schools not to have access to the personnel to provide these highly specialized services
Links/Resources:
Learn more about Peggy and Tamara’s book and get your copy! www.navigatingspecialeducation.com
Connect with Peggy: Website
Connect with Tamara: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 nonverbal
- Why effective communication happens on the foundation of relationship
- Three basic elements of communication: active listening, perspective taking, and shared vision
- Why data is important in effective communication in IEP meetings
- How parents can foster partnerships of trust and collaboration with the school community
- The 5C Model of Effective Communication in Peggy and Tamara’s book: conversations, collaboration, cooperation, compromise, and consensus
- Final 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: Website
Connect with Tamara: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 surface
- How parents can navigate the relationship with the school team in a supportive way about what they notice about their child’s behavior at home
- Basic signs of autism: hyper focus, sensory differences, masking/perfectionism, internalized emotions, and peer conflicts
- Why it’s a misconception that autistic people lack empathy
- Why an early diagnosis is critical to protect self-esteem and identity
- How to help a child understand their neurodiversity
Thank you for listening!
Links/Resources:
Connect with Melody: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 campuses
- What the considerations are in designing outdoor play spaces for everyone, including those with mobility challenges and sensory issues
- Why it’s beneficial for kids to have places for them to touch and feel as they build their muscles in being creative and innovative
- Economical solutions for budget-strapped schools in maximizing outdoor spaces
- How parents can help advocate for creative, inclusive spaces in schools
Links/Resources:
Connect with Melissa and PBK: Website and Email
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 dyscalculia
- How math problem-solving skills are just as critical to student development as reading but are often left behind in the push for literacy
- Why screening tools for dyscalculia are more difficult to find and use
- How parents can begin to identify dyscalculia as early as 3-4 years old
- How screening, intervention, and hard work can turn around any student with math difficulties
Links/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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 Lead
- How Nadia developed the skills to navigate the marginalized spaces in education
- Where the starting points are in creating anti-racist school environments
- How to look at the vital data points at your school
- Why we need intentionality in unlearning and re-creating the systems for educating all children in beneficial ways
- What teachers and parents can do to implement change
- Why we each must be responsible for seeing the biases we bring to the classroom
- How we can learn to value communities and cultures outside of our own and celebrate our commonalities
- How parents can take action today to work toward more unbiased schools
Links/Resources:
Connect with Nadia Bennett: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 future
- How public AND private schools, summer programs, and extracurricular programs all struggle with inclusion and supports for kids with unique abilities
- How the Advocacy Council is growing nationally to advocate for more inclusive education options
- Where a parent or guardian can start in finding an advocacy group in their community
- What One Chance Illinois is currently advocating in policy change in Illinois to protect the tax credit scholarship for families
Links/Resources:
Connect with Dan and One Chance Illinois: Website, Instagram, and Twitter
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 peers
- Where parents should begin if they suspect their child is neurodivergent
- How parents can best communicate with the school team about the internal presentation of their child’s autism
- How to tell that a child might have internalized autism
- How “masking” is defined and described
- Why girls are more likely to be labeled with emotional disturbances and misdiagnosed
Links/Resources:
Connect with Dr. Melody Abbene: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 implemented
- How 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 inclusion
- How the new program will increase the confidence of educators in inclusion practices and identify students’ learning needs at earlier ages
- How the California Administrative Service Credential (SB 354) will focus on inclusion and impact many students
- Key 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 future
Thank 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Connect with Arielle:
Website: www.ariellestarkman.com
Email: ariellecstarkman@gmail.com
Instagram: @ariellestarkman
LinkedIn:
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 tests
- Why it’s challenging when none of the standardized tests are well-suited to kids with learning differences–and so the results are often misused
- Why 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 data
- Why parents feel frustrated with unnecessary standardized tests that measure special needs kids against their more typical peers
- How standardized tests have their value–ONLY when they are used in conjunction with other tests and measurements
- Dr. Jayme’s advice for teachers and school psychologists who want to better themselves in understanding testing protocols
- What parents can do in asking questions about standardized tests and communicating with teachers and school personnel
Links/Resources:
Connect with Dr. Jayme Jones: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us:
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 IDEA
- How the IDEA code mentions “educational performance” but not academics
- Why a health impairment does not mean a medical diagnosis but can be anything that impacts a child’s health
- Why 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 assessment
- How the trend is for opposing counsels to use special education language and buzzwords to apply delay tactics and “wait and see” approaches
- Why an IEP DOES NOT equal special day classes and removal from general education classrooms
- Why 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 child
- What the law actually says about eligibility criteria for 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
For many, the intricacies of IEPs can be overwhelming, and often, essential details in the plan may be crucial to a child’s educational success. In today’s show, we are replaying a previous episode where we break down some of those little details most often overlooked in IEPs. Join us to learn more!
Show Highlights:
- What to consider in state testing accommodations, both typical assessments and modified/alternative assessments
- Why assessments and accommodations should be discussed at every IEP meeting
- Why it might be beneficial at times to opt out of assessments for your child
- How physical education testing and district testing take place
- How to understand the terms “embedded” and “non-embedded” in regard to accommodations
- How California has a specific Medi-Cal provision to pay for some related services in the IEP
- How the “Special Factors” page may differ according to districts and states but has provisions for “low incidence” students
- How to understand the assisted technology (AT) component of 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
During our summer break for the month of 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 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 assessments
- Assessments and accommodations should be discussed at every IEP meeting
- Why it might be beneficial at times to opt out of assessments for your child
- How physical education testing and district testing take place
- Understanding the terms “embedded” and “non-embedded” regarding to accommodations
- California has a specific Medi-Cal provision to pay for some related services in the IEP
- The “Special Factors” page may differ according to districts and states but has provisions for “low incidence” students
- How to understand the assisted technology (AT) component of 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:
Today’s episode is Part 2 of our conversation with Jack Robinson, a partner and co-founder of the law firm Spies, Powers, and Robinson, in Denver, CO. In last week’s episode, he highlighted his landmark case, Endrew F v. Douglas County School District, and we discussed its impact for students with disabilities across the nation. Our focus today is Jack’s perspective on the state of special education today and how things can differ from one jurisdiction to another.
As we usually do, we are taking a summer break from podcast episodes, but we wrap up on a high note with today’s continuing conversation with Jack. As we put this school year behind us, we look forward to a fun and relaxing summer as we gear up for the upcoming 2023-2024 school year. We wish you all a wonderful summer, and please keep up with us on social media and connect with us there until we return with new episodes. Join us now for more with Jack Robinson!
Show Highlights:
- Jack’s initial reaction to the Supreme Court ruling in the Endrew F. case
- What he was trying to accomplish in taking the case to the Supreme Court
- What Jack has seen since the Court’s decision was handed down AND the pandemic occurred regarding actual systemic change in education in the US
- Key takeaways from Jack: The value of communication and collaboration when it comes to the best interests of all children
Links/Resources:
Connect with Jack: Website
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us
Summer can be hectic for families, and we hope you have a plan to manage your parental sanity and have time to make great memories with your kids! As always, we will be here with podcast episodes full of helpful information and insights. We have a great conversation today about social workers on school campuses that have access to your child. Join us!
Laura Adams is the mother of four daughters, two of which are adopted from China. She is the founder of FACTS4SafeFamilies, an organization whose mission is to transform the future for adoptive and foster children. FACTS is an acronym standing for “Foster and Adoptive Children Teaching Supports.” Laura built her organization based on her personal family experience in dealing with school social workers and the flawed system.
Show Highlights:
- Why foster and adoptive parents need to be “detectives” to figure out what their children need as they grow and heal from past traumas
- How Laura went through a disturbing situation with her child’s social work team in which DCFS was involved
- Why Laura was determined to prevent her experience from happening to other families in the future—and FACTS4SafeFamilies was begun
- What school social workers do and how their roles differ from other social workers
- Why school social workers are overseen differently from state to state
- Why there is a stigma attached to a child seeing a social worker in school–and why you might not know your child sees a social worker!
- Why we must determine as a country what mental health care should look like in a school setting
- How FACTS4SafeFamilies is developing new training resources for social workers and teachers
- What parents can do to learn more and help improve the current system of social workers in schools
Links/Resources:
Connect with Laura and FACTS for Safe Families: Website and Email
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s topic is a new one for the podcast, and it may be something new for our listeners. We are learning about an immersion school, how it functions, and why this education model works well for many students and families. Join us to learn more!
We are joined by Maria Ventura and Jasmine Allen-Matora. Maria is a special ed teacher in a self-contained classroom of kids from TK- 5th grade. She has two master’s degrees in multicultural education and special education. Jasmine is the Prevention Intervention Support Services Coordinator and the EL designee at a local school here in California.
Show Highlights:
- What is an immersion school?
- How the 90/10 model works at Jasmine’s school and progresses to a 50/50 model by 5th grade
- Why immersion school parents must take a more participatory role in their child’s education
- How kids benefit in an immersion school by learning cultural awareness and unique skills that make them more marketable later in life
- Why students with IEPs need to have access to these resources to develop skills and talents and find opportunities to reach their full potential
- What the statistics show about dual language students’ progress
- Why “teaching Spanish” is very different from “teaching IN Spanish”
- The wide range of bilingual programs available, including those in Spanish, Russian, Mandarin, German, and more
- How parents can find more information about immersion schools in their area
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:
Instagram - We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Our heads are spinning as we rapidly approach the end of the school year. Fresh off the first couple of post-COVID years, it is important to change things in education and revamp what’s not working well. Today’s guest helps us gain a fresh perspective on our kids as individuals, neurodiversity, and inclusive education. Join us!
Dr. Rina Bliss is a genetics expert, sociologist, and the author of three books. She is also the mom of three kids under 7 years of age. A former teacher in the Oakland Unified School District, she also taught as a long-term substitute in San Francisco during her grad school years both in general ed and special ed classrooms. All of these experiences helped redefine for her what intelligence means with a more inclusive outlook. She currently teaches as an Associate Professor of Sociology at Rutgers University.
Show Highlights:
- What “neurodivergent” means
- Why each student (and each person) should be treated as the individual they are and valued as the person they are
- Why the numbers that indicate academic progress should NOT be the sole factor for elementary students
- Why each student should have an individualized plan and not be grouped together and labeled
- What Rina sees in the treatment of neurodivergent children
- Why standardization in education should be removed in favor of individualization all the way through the school years
- How our educational system is set up on standardized education over individualized learning
- Why we are ALL neuroplastic in our learning and intelligence
Links/Resources:
Connect with Dr. Bliss: Website, Instagram, Facebook, and Twitter
Get Rethinking Intelligence: A Radical New Understanding of Our Human Potential by Dr. Rina Bliss.
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
The end is near! We are SO close to summer break, even though schools everywhere are finishing up at different times over the next couple of weeks. It is a busy, busy time for everyone involved in education. We need to continue to push for change, which is one thing we hope to accomplish by going through the eligibility categories. We didn’t want to let May (Mental Health Awareness Month) end without touching on the emotional disturbance category, so that’s the focus of today’s show. The category name itself carries a lot of stigmas as it relates to a lot of children’s mental health experiences that require special education and related services. Join us to learn more!
Show Highlights:
- What the law says about the emotional disturbance category
- Why a student only needs to qualify with ONE of the listed behaviors to be eligible
- Why a quiet kid doesn’t always mean a self-regulated and calm kid
- Why qualifying within ANY of the eligibility categories simply “opens the door” for special education services
- Why the emotional disturbance eligibility category might find students eligible when there are no other diagnoses and academic challenges
- Why a common occurrence in this category is the student’s reluctance to go to school
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
If you're a parent or caregiver of a child with neurodevelopmental differences, you know how important it is to have a clear understanding of your child's eligibility for educational and treatment plans. With so many questions surrounding eligibility evaluations, it can be overwhelming to navigate the process. As we continue with our series of shows about eligibility, we are here to help with an information-packed conversation!
We are excited to be joined by Dr. Jayme Jones, 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 trainings on many related topics. In this episode, she sheds light on some of the trends she's seeing and helps provide clarity on the confusing subject of eligibility and assessments. You’ll hear her take on pandemic deficits, the conflict of interest in many school districts, and what it takes to get the support your child needs.
Show Highlights:
- What the biggest challenges are in getting students qualified for assistance
- Why the pandemic cannot be blamed for ALL the learning deficits
- What the difference is between IEP assessments and school assessments
- Why individual scores are more important than aggregate scores
- Why there is often a conflict of interest between school personnel in your IEP meeting and school administrators
- How some school districts are doing it right
- Dr. Jayme’s advice to parents about being supportive AND being their child’s advocate
- Why standardized tests are used for non-standard students
- Why parents need to let their children fail
- Why parents should prioritize a comprehensive evaluation for their child (sooner, rather than later) and hire advocates and attorneys when possible
Links/Resources:
Connect with Dr. Jayme Jones: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
If you are anything like us, you are feeling the chaos of the mad scramble to the end of the school year. We always know that May feels like this, but April seems like a blur that zoomed by, and now we find ourselves trying to get those IEP meetings and transition meetings done. Our guest knows exactly what IEP chaos looks and feels like as the mom of a special needs child. She is on a mission to help other parents and families deal with diagnoses and advocate for inclusion. Join us to learn more!
Beth Leipholtz is the author of The ABCs of Inclusion, a nonfiction book for parents to read with their kids. The book details the journey of Beth’s family and lets other parents know what to expect after diagnosis, and it includes the stories of 26 kids (one for each letter of the alphabet) with disabilities both seen and unseen. It is described as a picture book about disabilities that teaches kids that it’s OK to be different. Her son, Cooper, was born deaf in 2019, so she jumped right into research, learning, and early intervention services. Her small school district in Minnesota began their involvement with Cooper right after his diagnosis at six weeks of age, and Beth cannot imagine where they would be without their amazing support system.
Show Highlights:
- How early intervention happened for Beth’s son with phenomenal support
- How and why Beth wrote her book, The ABCs of Inclusion
- How Beth and another parent (from Instagram) host a podcast for parents of kids with hearing loss
- Why it’s important to read inclusive books to kids at early ages
Links/Resources:
Connect with Beth: Website, Book
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
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 IEP
- Why a manifestation determination meeting is essentially another kind of IEP meeting
- Why 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 category
- What the law allows school districts to do in determining if a behavior is a manifestation of the student’s disability
- How the manifestation determination meeting can lead to a new placement for the child and/or expulsion
- What parents should do when in crisis about their IEP student’s behavior
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
As we fight and advocate daily for equity and inclusivity in education for ALL children, we can’t overlook the needs of those with physical disabilities. What could be more important than making disability-competent healthcare accessible to everyone? Our guest, Chanda Hinton, joins us today to discuss the importance of medical rights and how ONE person can make a difference and effect change. Join us to learn more!
Chanda Hinton is a disability advocate and the founder of the Chanda Center for Health in Denver, CO. Their mission is to deliver, advocate, and educate for integrative therapy and other services to improve health equity and outcomes for individuals with physical disabilities. Though the center works with all disabilities, they specialize in serving those with spinal cord injuries, brain injuries, cerebral palsy, multiple sclerosis, and spina bifida.
Show Highlights:
- Chanda’s spinal cord injury and paralysis from childhood set her up to be the perfect disability rights advocate
- How the center provides strong, disability-competent healthcare for the disabled–all under one roof with attention to every one of their special needs
- Why the keyword in advocating for disability rights is access
- Many people think there is nothing they can do to effect change in the current system—and why that’s WRONG
- Get started as an advocate to bring change
- Chanda’s advice about using advocacy and cooperation to make a difference
Links/Resources:
Connect with Chanda and the Chanda Center for Health: Website and Email
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
This is your friendly reminder (again) that the school year is winding down, so make those appointments for IEP meetings and such before the time passes.
In today’s show, we are joined by AJ Crabhill to discuss why school boards exist and what their purpose is. He has written a book about school boards and how we can make them better. This is a fundamental topic that affects the education of our children. Join us to learn more!
AJ Crabhill works with schools across the country to help deploy student-led restorative practices. He invites schools to rethink how behavior is addressed and taught, and he works with superintendents and school boards at the governance and senior management layer to be intensely focused on improving student outcomes. He also helps schools be more strategic in the deployment of resources to be more student-centric.
Show Highlights:
- Why do school systems exist? To improve student outcomes
- What is the role of the school board? To represent the vision and values of the community in the context of education
- How school boards and administrators spend time, energy, and money on issues that are NOT improving student outcomes
- Why diversity matters in representing the vision and values of communities
- Where parents can start in getting to know their school board
- Why it is powerful to push for change against the status quo
- How many states have no training unique to those elected to be school board members—they are in systems that are setting them up to fail!
Links/Resources:
AJ Crabhill’s book:Great on Their Behalf: Why School Boards Fail, How Yours Can Become Effective
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We are in the final stretch of the 2022-2023 school year as most schools have had Spring Break at this point and are on the final push to the end. If there are things you need to cover with your IEP team, our advice is to get it done now! Don’t wait!
In today’s episode, we are returning to our series on IEP eligibility categories; this topic is more extensive and is taking more episodes than we originally thought, but we want to take the time to cover the 13 categories with proper attention and information.
Today’s category is autism, sometimes previously referred to as “autism-like.” Contrary to what most people think, a student does NOT have to have a medical diagnosis of autism to fit into this category. Join us for more!
Show Highlights:
- How autism is defined by the IDEA as a legal (not medical) term
- What we have seen from school district reports of misinterpreting the language of the qualifications and characteristics
- What the mandate says about “verbal and non-verbal communication and social interaction”
- Why parents need to be curious and ASK QUESTIONS
- How autism presents with an array of characteristics and needs a deeper analysis to determine eligibility
- What it means that “no single score or product of scores shall be used as the sole criterion for the decision of the IEP team as to the child’s eligibility for special education”
- How we can help parents even in other states besides California
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Innovation in school districts comes from leadership. We often see school districts, administrators, and teachers who are hesitant to embrace change and innovation. Just because it’s always been done a certain way doesn’t mean that there isn’t room for new ideas and techniques. Today’s guest has served in various capacities in special education, and he’s here to share his experience with us. Join us to learn more!
Jamie Sowers is the Advisory Team Director at BlazerWorks, an organization that helps school districts across the country with their special education staffing needs.
As a 19-year-old, Jamie’s summer job at a camp for children with disabilities changed his life and set him on the special education trajectory. After spending time as a special ed teacher, he moved into leadership roles.
Show Highlights:
- How Jamie came into special education and the work he does today
- How he saw the problem and decided to “do” something about it
- What Jamie has experienced around inclusive education
- What we can do to shift from an academic focus to a whole-child focus for more inclusivity
- What can be done in teacher education and preparation to take a new look at inclusive education
- Why most general education teachers–and even administrators–are not properly equipped to deal with special needs, so they react with fear
- What Jamie would want teachers and administrators to know about inclusivity
Links/Resources:
Connect with Jamie and BlazerWorks: Website
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
You may have seen our “tease” for this topic on Instagram last week. We are breaking it down today and discussing the new California pathway to high school graduation. It’s a new law that was signed last year, and we began discussing this topic last year (April 21, 2022) in Episode 211, titled Transitions from High School and Beyond, Part 2. You may want to go back and listen to that episode as a preview of today’s conversation. Join us now to learn more!
Show Highlights:
- How the new law provides a third option for exiting high school in addition to a diploma or certificate of completion
- How this applies in other states, too–not just in CA
- What the provisions are in the law (51225.31A) for special needs kids regarding college acceptance
- How the new law changes the minimum requirements in various subject areas
- How the new law aligns with the state standards of coursework requirements
- Examples of how the new law affects kids who are in functional classes
- Why IEP teams have to identify candidates for this exception before the end of their 10th-grade year
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
For many, the intricacies of IEPs can be overwhelming, and often, important details in the plan may be crucial to a child’s educational success. In today’s show, we are breaking down some of those little details that are most often overlooked in IEPs. Join us to learn more!
Show Highlights:
- What to consider in state testing accommodations, both typical assessments and modified/alternative assessments
- Why assessments and accommodations should be discussed at every IEP meeting
- Why it might be beneficial at times to opt out of assessments for your child
- How physical education testing and district testing takes place
- How to understand the terms “embedded” and “non-embedded” in regard to accommodations
- How California has a specific Medi-Cal provision to pay for some related services in the IEP
- How the “Special Factors” page may differ according to districts and states but has provisions for “low incidence” students
- How to understand the assisted technology (AT) component of 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Could there ever be a podcast guest with more experience in special education than 60+ years? We don’t think so! We are thrilled to be joined by Dr. Turner for a discussion about her career, the evolution of “special education,” and why we are still missing the mark in meeting the needs of our children. Join us to learn more!
Dr. Ruth McLean Turner has had a long career in education that spanned more than sixty years. Most of those years were in service to students with disabilities as a teacher, administrator, and consultant. Her recent book is titled Special Education Leadership as a Personal Journey.
Show Highlights:
- How Dr. Turner began her career in education after graduating from college in 1948
- How “special education” was very different in the 1950s–WAY before the IDEA
- How Dr. Turner, as a school district administrator, made pioneering innovations in special education in Texas that were unheard of at the time
- How our education system has always been focused on labels for students with any type of special needs
- Why diversity is the nature of education
- Why Dr. Turner thinks the special education system as we know it should be abolished
Links/Resources:
Get Dr. Turner’s book: Special Education Leadership as a Personal Journey
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
As Spring Break season approaches, we always like to remind you to schedule any assessments that might be needed before the end of the school year. Don’t let the timeline sneak up on you! Check-in with your school now so you don’t get pushed to the next 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 Highlights
- How Melissa saw the need and took the risk to bring awareness to the inclusion problem
- How Melissa came up with evaluative criteria for books that address different learning needs
- Why children need to understand diversity in order to relate to others
- How books can be used as a starting point for conversations and connections
- How more books are being written today that portray what neurodiverse people are going through
- How Melissa provides resources for other teachers through the Teachers Pay Teachers website
- Why libraries, our communities, and our world need to become more inclusive
- What’s next for Melissa
Links/Resources
Connect with Melissa: Instagram, Her book, Sometimes,Resources on Teachers Pay Teachers
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Welcome! Our eligibility series continues in today’s show as we take a look at one of the most misunderstood eligibility categories: Specific Learning Disabilities (SLD). Although the federal law (IDEA: Individuals with Disabilities Education Act) trumps state laws, state laws can go further but not limit the IDEA provisions. In California, most state laws are similar to the IDEA, but this may not be the case in your state. It’s worth checking how your state laws compare with the IDEA provisions. Let’s take a closer look!
Show Highlights:
- How a Specific Learning Disability is defined under the IDEA (with the double requirement of having a diagnosis AND that it adversely affects educational process)
- Why a qualifying SLD has to be a specific learning deficit in a particular area of learning and not a broad diagnosis, like dyslexia or autism
- Why most failures occur in the analysis of the broad language of the IDEA by school districts
- How the term “significant discrepancy” can be interpreted in different ways
- How the California education code splits the qualifications into A, B, and C sections of the clarifications
- How the California code addresses the discrepancy model with specific language that demands more than one source to indicate a learning deficit
- Why it’s clear that school districts should be doing more when they analyze the categories of eligibility
- Why parents have the right to ask what is meant by the language used by the school district in analyzing their student–and demand that they support their conclusion with data
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We are continuing our series of episodes on the subject of eligibility, which will carry over into March. There is SO much to cover! We are joined today by a returning guest, who discusses what she is seeing in the trend of school districts denying IEPs to children who clearly meet eligibility requirements and trying to exit students out when they have needs and disabilities that are impacting their education. Join us for a closer look!
Peggy Schaefer is a board-certified Neurological Music Therapist (NMT), and her work focuses on how the brain processes rhythm and applies it to non-musical interventions. She studied with Dr. Michael Thaut at Colorado State University, which is where this research-based approach originated. The application has been widely used with patients who have Parkinson’s disease and has been proven to be as effective as medication. Peggy’s past work has been with US service members in neurological rehab, stroke patients, Parkinson’s patients, and those with traumatic brain injuries.
Show Highlights:
- What Peggy is seeing as a trend in children being denied IEPs, one-to-one aides, and services for alternative communication
- How taking away these students’ rights is a civil rights issue
- Why it’s frustrating when the school personnel talk about what they don’t understand regarding what an individual student needs in order to learn
- How workplaces have become more flexible since COVID—but schools have become more inflexible
- How the system wears down teachers AND families
- Why punishing and shaming a child doesn’t work for long-term change
- How effective communication can make all the difference in the IEP process
- Why it’s as simple as listening to what the child says they need
Links/Resources:
Connect with Peggy: www.theimperfectplace.com
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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Our February series on IEP eligibility continues in this episode. Today’s focus is on the “other health impairments” category. As an explanation, the Individuals with Disabilities Education Act (IDEA) sets forth 13 eligibility categories, and each state is allowed to expand on those categories but not shrink them in their implementation. Join us for a closer look.
Show Highlights:
- What is covered by the OHI (Other Health Impairments) category of the IDEA
- How the IDEA code mentions “educational performance” but not academics
- Why a health impairment does not mean a medical diagnosis but can be anything that impacts a child’s health
- Why nothing in the code prohibits eligibility for a student with an OHI who is “making progress”
- Why we want to give parents information to 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
We made it through the super-long month of January, and we are officially into the second month of 2023. Whew! We have certainly had some crazy IEP meetings already, and we are seeing a disturbing new trend regarding eligibility for IEPs in which children who need services are being denied. Our February series that begins today will address this issue, and we will be going through the eligibility categories in these episodes, along with explaining what the law says about eligibility. We are starting today by sharing what we are currently seeing in our cases. Join us for a closer look!
Show Highlights:
- The starting point for eligibility: the assessment
- How the trend is for opposing counsels to use special education language and buzzwords to apply delay tactics and “wait and see” approaches
- Why an IEP DOES NOT equal special day classes and removal from general education classrooms
- Why 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 child
- What the law actually says about eligibility criteria for 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Here we are, still in January. It’s the month that seems to go on forever! Students, parents, and teachers are well into the second semester of the school year, and we are getting lots of calls from anxious parents for many reasons. What can you do for your kid who is struggling? Let’s discuss it with today’s guest!
Dr. Roseann Capanna-Hodge is on a mission to change the way we view and treat children’s mental health and show parents how to use science-backed solutions that are natural. She is an Integrative Children’s Mental Health Expert, founder of The Global Institute of Children’s Mental Health, and host of the “It’s Gonna Be OK” podcast. Over her professional career of 30+ years, she has helped thousands of children and families overcome the most challenging behavioral and mental health issues, and she’s been named by Forbes as “The thought leader in children’s mental health.”
Show Highlights:
- How Dr. Roseann helps parents with overwhelm when their child struggles with focus, learning, mood, and anxiety problems
- Why many kids “hold it together” at school but fall apart at home
- How to be a “parent detective” to decipher the language of your child’s behavior
- Why data can be a parent’s best friend in understanding a child (But—grades are NOT the benchmark of mental health!)
- Why the emotional needs of the child MUST be more important than the IEP or 504 guidelines
- How to celebrate the child’s micro successes along the way toward the goal
- Why the mother’s mental health helps determine the child’s mental health
- Dr. Roseann’s advice for parents about where to begin in helping their child:
- Don’t ignore the signs.
- Role model mental health for your child.
- Take action! (Educate yourself and find an expert to help.)
- Why medication should NEVER be the first answer to a problem
- How to start in simple ways to help calm your child’s nervous system
Links/Resources
Connect with Dr. Roseann Capanna-Hodge: www.drroseann.com or Facebook
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us admin@iepcalifornia.org
We are diving deep into today’s conversation around learning differences and special educational needs. Even though we are doing so many things right in this field, there are still many changes that need to be made. Join us to learn more from today’s guest!
Dr. Bibi Pirayesh is an educational therapist in the Los Angeles area. Her work includes one-on-one remediation with families and helping them navigate the school system when a child is diagnosed. She believes in the uniqueness of every child and celebrates those differences. Dr. Bibi also does advocacy work around the belief that learning disabilities are a social justice issue.
Show Highlights:
- How children with unique needs are being discriminated against in today’s educational system
- Why the problems we need to address aren’t in the brains of our special needs children but in the way our educational system is set up
- How ideologies–even those we aren’t aware of–fuel the systems used in US society
- How white supremacy is a lens through which we implement ideology
- How teacher training should include more critical thinking around consciousness and awareness–and instruction on teaching students to be critical thinkers
- What parents should know
- Why learning disabilities are a good context in which to learn more about social justice
- How disabilities, disability services, and disability rights are perceived today
Links/Resources:
Connect with Dr. Bibi: www.oneofonekids.org
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Our focus in recent shows has been on solutions for an inclusive educational environment, and today’s show follows that theme. Today’s guest is in the thick of it with her pilot program for graduate students in speech and language.
Julie Curless is a speech-language pathologist who worked for nine years in a school system in Illinois. In working with students and their families, Julie developed a passion for meaningful inclusion, and she has been a presenter, consultant, and instructor to help teachers and paraprofessionals learn more about inclusion. As an instructor at Western Illinois University, she helps facilitate the Little Learners program for graduate students in speech-language pathology.
Show Highlights:
- How Julie became involved in training teachers and professionals
- How Julie’s pilot program, Little Learners, is working at Western Illinois University
- How the objectives are measured in the Little Learners program regarding language, literacy, and socio-emotional skills (with parent input)
- How surveys were distributed to parents in a multiple-choice format so they could choose their top objectives, based on their child’s specific needs
- How the Little Learners coordinates objectives, goals, baseline data, and progress
- How first-year graduate students gain initial experience in the Little Learners program before they branch out to classrooms in the community
- How the Little Learners program helps graduate students at a ground-floor level to be the ones to effect change for inclusive education–all because of their “real-world experience”
Links/Resources:
Connect with Julie through Email if you have questions about her work and the Little Learners program at WIU.
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today’s episode is a treat as we are joined by a returning guest, Olivier Bernier. He previously appeared in Episode 183 (September 2021) with his wife. They were here to discuss their documentary film, Forget Me Not: Inclusion in the Classroom, which showcased their struggles with NYC’s school system for inclusive education for their son, Emilio. We are checking on the feedback they have received from the project and how their son is doing today. Join us!
Show Highlights:
- How Emilio is doing this year in his inclusive kindergarten class
- How the feedback has included a lot of thanks from both parents and teachers
- Why some people will always disagree with the push for integrated classrooms
- Why it’s important to start at very early levels to have inclusion in the general education classroom
- How Olivier feels about Emilio’s current school situation and the teachers’ commitment to inclusion
- What Olivier wants other parents of neurodivergent kids to know
- Why real change happens because of parents like Olivier
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Happy New Year! It’s hard to believe it’s 2023 already. We hope you all enjoyed a wonderful holiday season and are gearing up for the new year. In today’s show, we are breaking down some little details most often overlooked in IEPs. Join us to learn more!
Show Highlights:
- What to consider in state testing accommodations, both typical assessments, and modified/alternative assessments
- Why assessments and accommodations should be discussed at every IEP meeting
- Why it might be beneficial at times to opt out of assessments for your child
- How physical education testing and district testing take place
- How to understand the terms “embedded” and “non-embedded” regarding accommodations
- How California has a specific Medi-Cal provision to pay for some related services in the IEP
- How the “Special Factors” page may differ according to districts and states but has provisions for “low incidence” students
- How to understand the assisted technology (AT) component in 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today's episode is a replay of one of our most requested episodes. Enjoy!
The end of the school year is happening over the next few weeks all around the country. Like us, many parents, teachers, and professionals are involved in IEP meetings galore. We believe that parents need to be empowered to take an active role in the IEP process. Join us to learn more from our expert guest!
Beth Liesenfeld is the host of the Elevate Your Advocacy podcast and the founder of Parent Friendly OT. After learning ASL and interacting with deaf people, Beth worked with children with special needs and became certified as an adaptive horseback riding instructor. She figured out that occupational therapy was her “sweet spot,” and she worked in a clinical setting in early intervention, outpatient therapy, and in-home therapy. After seeing how the OT world functions outside the school system, Beth transitioned into schools. After participating in 80 IEP meetings each year, she learned the jargon and understood the process, now using her knowledge to help other parents learn what they need to know. With this big-picture view in our post-pandemic world, she stays busy with side hustles in investment and real estate fields, along with focusing on Parent Friendly OT.
Show Highlights:
- How Parent Friendly OT offers workshops, courses, and summits to help others understand the OT process and help parents map out their parent input plan
- Why the parent is THE expert on the child, knowing what works and what doesn’t work with that child
- Why the parent should be the accountability partner for the IEP team
- How an IEP meeting without the parent’s input feels empty and ineffective
- What Beth tells parents about their role in IEP meetings in setting the vision and expectations and focusing the team’s effort
- Why parents should communicate in IEP meetings about what language and measures to use to meet their child’s needs
- Beth shares a success story from her experience with a middle school student’s parent
Links/Resources:
Thank you for listening!
Connect with Beth and check out her courses and products: www. parentfriendlyot.com
Find Beth’s podcast, Elevate Your Advocacy.
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 in 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today's episode is a replay of one of our most requested episodes. Enjoy!
We are here at the beginning of another school year, and after the chaos of the past 2-3 school years, none of us knows what to really expect for 2022-2023! One thing we are noticing is that a lot of parents want IEPs for their students. In today’s episode, we go back to basics with a refresher about what you should expect, what the law requires, and how you can be empowered to help your child. Join us to learn more!
Show Highlights:
- Why the terminology used in “special education” is important from a legal perspective
- What the law provides in regards to a “free and appropriate public education”
- Why everything hinges on assessments
- Why “student success team meetings” don’t exist in the legal sense and are often a delay tactic used by the school system
- How learning problems are manifesting themselves because of the trauma of COVID impeding the child’s access to learning
- Why the parent’s initial suspicion of a problem is enough to request assessments from the school system
- How there is a wide range of assessments that can be done over several days or weeks
- Why it’s beneficial to the parent to get a copy of the assessment a couple of days before the IEP meeting
- What the law requires in scheduling IEP meetings at a “mutually convenient time and place” (Virtual meetings are fine!)
- Why parents should not be afraid to ask for clarification and explanation in IEP meetings
- Why parents DO NOT have to sign the IEP paperwork at the meeting; it’s fine to take it home to look over with your partner and consider the recommendations (You can agree to the entire IEP or only parts of it.)
- Why parents have the right to ask for an IEP meeting at any time and not wait for the annual one
- Why it helps to provide details to the school about why something isn’t working for 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Today's episode is a replay of one of our most requested episodes. Enjoy!
Did you know there are at least 7 different people who need to be in attendance of an IEP meeting? Today we will discuss your IEP team, who the team members are and what are their roles. In 2004, the IDEA was revised regarding the IEP team members. There are now 7 different types of people that are a part of an IEP team. Tune in and learn how the IEP team is structured, who should be a part of the team and what each of their roles are in the process.
Today's episode is a replay of one of our most requested episodes. Enjoy!
We were recently featured on Dr. Karen Wilson’s Diverse Thinking Different Learning podcast. Today’s episode is a replay of that conversation where we discuss what parents can do over the summer to help prepare their child for a successful upcoming school year. Whether your child has been in a summer school program or on a mental health break over the summer, there are specific things you can do to ensure that your child’s IEP, 504 Plan, or evaluations are in place for success in learning. Join us to learn more!
Show Highlights:
- How pandemic trauma has affected our children in diverse ways
- Why children can be eligible for support even if they don’t have an official diagnosis
- Why navigating the system can be so tricky for parents
- Why an assessment is the fundamental first step when there is any suspicion of a disability or any learning challenge
- How at-home learning during the pandemic can give clues to parents about their child’s learning style and possible difficulties
- What services are available through an IEP and 504 Plan
- How parents need to handle any pushback for assessment through the school system
- Advice for parents about preparing for the next school year
- Why it’s totally acceptable to give your child a mental break over the summer
- How to foster a partnership with the school district about solving your child’s problems in accessing education
Thank you for listening!
Links/Resources:
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 in 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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are in that crazy time when the first half of the school year is almost over. Our focus in today’s show is on what parents should be doing right now to prepare for the next semester. Progress reports are essential to update parents about how their student is doing with the accommodations in place, and you should be receiving these from the school. Let’s take a closer look!
Show Highlights:
- Why parents should be getting progress reports on IEP goals since their last meeting
- How a progress report lets you know if your child’s accommodations are on track or need adjustments
- Why the parents, teachers, and IEP team have to be on the same page about accommodations, terminology, progress reports, etc.
- How the IEP can specify different accommodations for different subjects that middle/high school students take
- Why parents shouldn’t hesitate to check in and ask for progress reports if the school isn’t providing them
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Hello! We are always thrilled when Dr. Karen Wilson takes the time to visit with us on the podcast. This is a collaboration episode that will also air on her podcast, Diverse Thinking - Different Learning. Together with Dr. Karen, we are addressing some of the most common IEP-related questions in an effort to inform and educate parents. Join us to learn more!
Dr. Karen Wilson is a clinical neuropsychologist who specializes in pediatric assessments. She evaluates kids from age 4 through early adulthood where a struggle to learn indicates a suspected neurodevelopmental disorder. She figures out whether the problem is executive functioning, attention deficit, or inappropriate instruction. By evaluating various areas, she can pinpoint the reason for the struggle and formulate a plan for success for the child at home and school.
Show Highlights:
- Does my child need a diagnosis to get accommodations at school?
- What a parent should do to request an assessment/accommodations
- What should parents do when they approach the teacher with concerns, but the teacher discourages an assessment?
- If I, as a parent, do not agree with the school’s assessment results and believe that something else is going on, what are my options?
- How an Individualized Educational Evaluation (IEE) can qualify a child for services in 13 different categories
- If my child has a private assessment that shows a learning disability, do I request another IEP meeting with this data, or what is the next step?
- How a parent can ask for reimbursement for private evaluations/services and reconsideration for accommodations in school
- Why the federal and state education laws only apply to federally-funded schools, but private school students can still access public school services (i.e., Parents who have chosen private education have not “given up” their rights to public school services.)
- If the school is recommending support that is not evidence-based, can I push back to ensure that my child gets an evidence-based intervention, and what should that look like?
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.
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Connect with Dr....
Welcome! We are always excited to have expert guests on the show because we like to learn from them just like our listeners. Our conversation today is with Michael Murray and Laura Balogh, co-authors of The Therapeutic Inclusion Program: Establishment and Maintenance in Public Schools. Join us to learn more!
Michael Murray has worked in therapeutic education for 20 years. He started as a paraprofessional and transitioned to being a teacher and therapist working with kids with significant social, emotional, and behavioral challenges. His experience has been in both non-public and public schools.
Laura Balogh started in the early childhood field of general education. She transitioned to special education and ran a language-based program until she met and teamed up with Mike to start a therapeutic inclusion program in public schools. Even today, she describes herself as a public school special education teacher who works with kids with social and emotional challenges.
Show Highlights:
- The purpose behind the unique structure of Michael and Laura’s new book, The Therapeutic Inclusion Program
- Why inclusion often brings chaos and confusion to educators
- The selling points of a therapeutic inclusion program
- How a true therapeutic inclusion program is defined and structured
- How Michael and Laura envision their book being used for the most benefit with the therapeutic supervision model
- How inclusion should take place in real-life situations
- Laura and Michael share a touching success story with a particular student in the therapeutic inclusion program
Links/Resources:
Check out Michael and Laura’s book: The Therapeutic Inclusion Program
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Welcome! Today’s show focuses on the controversial topic of cannabis use, specifically for those with autism. The proven health and behavior benefits are mind-boggling! Join us to learn more and have your eyes opened to a new perspective!
Janna Champagne is a special needs parent of a daughter who is 20. Janna’s journey with her daughter included a lot of misinterpretation by the school system about her daughter’s academic abilities, mainly because she didn’t speak until age 10. Janna began homeschooling about a decade ago, and her daughter graduated high school with a diploma last year. Janna’s professional career took her into the nursing field, as she worked to target the underlying physical imbalances found in autism that are often overlooked by mainstream healthcare. This led to her interest in cannabis therapy, and she became a cannabis patient, grower, and consultant working with thousands of patients. Now, Janna is a retired nurse who teaches medical professionals about cannabinoid science and debunks the stigma around cannabis use. She stays busy as an educator, presenter, and speaker on the topic of cannabis.
Show Highlights:
- The science of the medical use of cannabis in promoting homeostasis, or optimal health balance
- How Janna turned to cannabis as an alternative to opioids when she was diagnosed with autoimmune lupus–and saw remarkable results
- How cannabis helped her daughter during puberty crisis, a common issue for those with autism
- Janna’s experience in seeing unbelievable improvement in hospice cancer patients due to cannabis therapy
- The big improvements in Janna’s daughter due to cannabis use along with other therapies
- What the laws, both at federal and state levels, say about cannabis use
- How Janna started her research about cannabis
- What the research shows about cannabis use in younger children with autism for symptom management, anxiety, depression, etc.
- Why medical professionals don’t know about the benefits of cannabis and don’t understand the science
- Where parents can begin in considering cannabis therapy for their 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:
Instagram–We are doing videos on Instagram, so connect with us here and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Connect with...
Today's show is a special encore episode of our interview with Kara Ryska. It has been one of our top downloaded episodes and you will understand why when you listen. Enjoy!
We’re so happy to have Kara Ryska with us today! Kara is local to SoCal and has her own podcast that we think you will find very helpful. In this episode, Kara shares how her journey propelled her to become a life coach to specifically help other special needs moms. We’re sure you’ll find encouragement and inspiration as you listen!
Show Highlights:
- Kara relates the story behind her becoming a special-needs mom.
- Kara went from feeling ill-equipped to being a mom of a child with special needs to actually becoming a life coach for other special-needs moms.
- “The Special Needs Mom Podcast” is a combination of Kara sharing life stories, the things that she’s currently learning, and she also interviews other special needs moms.
- Kara shares the differences in challenges between what her son experienced as a toddler compared to what he experiences as an eleven-year-old.
- Building community with other moms or being a part of groups for specific diagnoses can be amazing support systems.
Links/Resources:
Connect with Kara
Visit her website, listen to her podcast, follow her on Instagram, and download her FREE “A Mom’s Guide to Self-Care”.
Thank you for listening!
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 another
- Reasons a child might need a private school environment to make progress
- What 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 child
- The 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 reimbursement
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:
Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!
IEP website
Email us: admin@iepcalifornia.org
Welcome! Neurodiversity is always an important topic for us. So many people, kids AND adults, have different ways of doing things, and all those ways should be included and accepted. Today’s show features two guests who are enlightening us on ways to create an environment that celebrates neurodiversity and implements the best inclusion practices. Join us! Tamara Wanink is a mom and the director of Chico Christian Preschool in northern California. Prior to this position, Tamara was a behavioral therapist, and she now enjoys merging her therapy background with the preschool environment. Brittany Anselmo is the assistant director at Chico Christian Preschool. Prior to this position, she was an early education teacher with an additional degree in sociology. Her interest lies in the intersection of social services and the ECE field. Show Highlights: Highlights of the inclusion practices at Chico Christian Preschool How teacher training is done by way of knowledge, understanding, and compassion to help each child be more successful How all the best tools in the world aren’t useful if teachers aren’t trained to implement them and have the proper perspective What makes an inclusive environment Practical ways to improve inclusion (Remember that a transition takes time and doesn’t happen overnight!)
Links/Resources:
Find out more: https://www.chicochristianpreschool.org/ ( Chico Christian Preschool) As mentioned in this episode, for inclusion training and resources, visithttps://cainclusion.org/ ( California Inclusion). Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Today’s show explores the idea that we have it all wrong when it comes to behavioral disorders. From the intersection of neuroscience and music comes the theory that what we have classified as behavior issues are really movement disorders. The body’s response to music and rhythm holds the key. Join us for a look at this fascinating work! Peggy Schaefer is a board-certified Neurological Music Therapist (NMT), and her work focuses on how the brain processes rhythm and applies it to non-musical interventions. She studied with Dr. Michael Thaut at Colorado State University, which is where this research-based approach originated. The application has been widely used with patients with Parkinson’s disease and has been proven effective as medication. Peggy’s past work has been with US service members in neurological rehab, stroke patients, Parkinson’s patients, and those with traumatic brain injuries. As she noticed marked similarities in neurodegenerative patients and those with neurodevelopmental issues, she knew that this approach would be helpful for people on the autism spectrum. Show Highlights: Why Peggy believes that the “behavioral disorder” label is a way to catch those who can’t be defined otherwise The shocking study results that 1 in 5 people diagnosed with autism will develop Parkinson’s disease How most solutions for behavioral issues fall short because they make the assumption that the behavior is a person’s choice–in reality, it’s a movement disorder How Peggy takes a holistic approach to behavior by asking, “What is the behavior trying to communicate?” Why Peggy launched her school, The I’mperfect Place, based on a theory of disability rights from the 1980s Why the presumption of confidence is the least dangerous assumption to make Why we are failing many students by making behavior modifications that challenge them to not be who they are How the mind-body connection plays into how students learn Peggy shares a feel-good story about a student’s progress
Links/Resources:
Connect with Peggy:http://www.theimperfectplace.com ( www.theimperfectplace.com) Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Extracurricular activities, especially sports programs, are excellent learning opportunities for students of all levels. There are many lessons learned and transferable skills that make a huge impact in enriching and enhancing life experiences. In today’s show, we learn more about Spirit League, a unique sports organization for those with special needs. Join us to learn more! Melissa Cory is an occupational therapist and the mother of four grown children, one of which was diagnosed with autism spectrum disorder. Melissa is a board member for Spirit League, a special needs sports league in Orange County, CA. The league, offering several sports for ages 6-30, aims to foster self-esteem, enhance social skills, and build friendships. Participating families can strengthen relationships, provide support, and develop community. The league began in 2004 because four families saw the need for sports opportunities for kids with developmental disabilities. With various sports offered for a wide age range, the league now includes hundreds of participants and a hefty waitlist. Show Highlights:
How Spirit League goes WAY beyond teaching sports in providing community and support for families—and getting dads involved with their kids How the program has brought life-changing improvements in participants’ social skills, confidence, friendships, and overall self-esteem How the program goes beyond age 18 to provide life-enriching opportunities for young adults through age 30 How scholarships are available to Spirit League through grants and funding How Melissa has seen the growth of life skills in her son, who has gone from player to team mentor to assistant coach
Links/Resources:
Visithttp://www.spiritleague.org ( www.spiritleague.org) to learn more and get on the mailing list for registration information. You can also sign up to volunteer or donate to Spirit League. Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Extracurricular activities, especially sports programs, are excellent learning opportunities for students of all levels. There are many lessons learned and transferable skills that make a huge impact in enriching and enhancing life experiences. In today’s show, we learn more about Spirit League, a unique sports organization for those with special needs. Join us to learn more! Melissa Cory is an occupational therapist and the mother of four grown children, one of which was diagnosed with autism spectrum disorder. Melissa is a board member for Spirit League, a special needs sports league in Orange County, CA. The league, offering several sports for ages 6-30, aims to foster self-esteem, enhance social skills, and build friendships. Participating families can strengthen relationships, provide support, and develop community. The league began in 2004 because four families saw the need for sports opportunities for kids with developmental disabilities. With various sports offered for a wide age range, the league now includes hundreds of participants and a hefty waitlist. Show Highlights:
How Spirit League goes WAY beyond teaching sports in providing community and support for families—and getting dads involved with their kids How the program has brought life-changing improvements in participants’ social skills, confidence, friendships, and overall self-esteem How the program goes beyond age 18 to provide life-enriching opportunities for young adults through age 30 How scholarships are available to Spirit League through grants and funding How Melissa has seen the growth of life skills in her son, who has gone from player to team mentor to assistant coach
Links/Resources:
Visithttp://www.spiritleague.org ( www.spiritleague.org) to learn more and get on the mailing list for registration information. You can also sign up to volunteer or donate to Spirit League. Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Extracurricular activities, especially sports programs, are excellent learning opportunities for students of all levels. There are many lessons learned and transferable skills that make a huge impact in enriching and enhancing life experiences. In today’s show, we learn more about Spirit League, a unique sports organization for those with special needs. Join us to learn more! Melissa Cory is an occupational therapist and the mother of four grown children, one of which was diagnosed with autism spectrum disorder. Melissa is a board member for Spirit League, a special needs sports league in Orange County, CA. The league, offering several sports for ages 6-30, aims to foster self-esteem, enhance social skills, and build friendships. Participating families can strengthen relationships, provide support, and develop community. The league began in 2004 because four families saw the need for sports opportunities for kids with developmental disabilities. With various sports offered for a wide age range, the league now includes hundreds of participants and a hefty waitlist. Show Highlights:
How Spirit League goes WAY beyond teaching sports in providing community and support for families—and getting dads involved with their kids How the program has brought life-changing improvements in participants’ social skills, confidence, friendships, and overall self-esteem How the program goes beyond age 18 to provide life-enriching opportunities for young adults through age 30 How scholarships are available to Spirit League through grants and funding How Melissa has seen the growth of life skills in her son, who has gone from player to team mentor to assistant coach
Links/Resources:
Visithttp://www.spiritleague.org ( www.spiritleague.org) to learn more and get on the mailing list for registration information. You can also sign up to volunteer or donate to Spirit League. Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
The new school year is off and running for 2022-2023. We have had many discussions about IEPs and initial assessments in previous episodes, and now we take a closer look at the different types of IEPs, along with our best tips for parents to know. Join us to learn more! Show Highlights: The addendum (or amendment) IEP: to make changes to the IEP goals, usually at the parent’s request The annual IEP: when it happens, what it covers, and what you need to know How the parent can exercise the right to extend the timeline for the annual IEP Why the date for meeting IEP goals or even the goals themselves might need to be changed to reflect a year’s worth of progress What to look for in tri-annual IEP meetings Why you should not skip assessments for seniors because of the implications for their accommodations in college or their entry into the workforce The transition IEP: how it covers a student who is moving to a new school/program and is held within 30 days of the move
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
The new school year is off and running for 2022-2023. We have had many discussions about IEPs and initial assessments in previous episodes, and now we take a closer look at the different types of IEPs, along with our best tips for parents to know. Join us to learn more! Show Highlights: The addendum (or amendment) IEP: to make changes to the IEP goals, usually at the parent’s request The annual IEP: when it happens, what it covers, and what you need to know How the parent can exercise the right to extend the timeline for the annual IEP Why the date for meeting IEP goals or even the goals themselves might need to be changed to reflect a year’s worth of progress What to look for in tri-annual IEP meetings Why you should not skip assessments for seniors because of the implications for their accommodations in college or their entry into the workforce The transition IEP: how it covers a student who is moving to a new school/program and is held within 30 days of the move
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
The new school year is off and running for 2022-2023. We have had many discussions about IEPs and initial assessments in previous episodes, and now we take a closer look at the different types of IEPs, along with our best tips for parents to know. Join us to learn more! Show Highlights: The addendum (or amendment) IEP: to make changes to the IEP goals, usually at the parent’s request The annual IEP: when it happens, what it covers, and what you need to know How the parent can exercise the right to extend the timeline for the annual IEP Why the date for meeting IEP goals or even the goals themselves might need to be changed to reflect a year’s worth of progress What to look for in tri-annual IEP meetings Why you should not skip assessments for seniors because of the implications for their accommodations in college or their entry into the workforce The transition IEP: how it covers a student who is moving to a new school/program and is held within 30 days of the move
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Today’s show is an information session about our new IEP Learning Center. Feel free to share our presentation with anyone who might be interested in this new resource. With all of our endeavors, the goal is to increase access to the needed resources for quality education and learning for every student, especially those with disabilities. The IEP Learning Center becomes another outlet to assist in those goals. This episode takes a look at the Arrowsmith Program, what it looks like, and what will be offered at the IEP Learning Center. Join us to learn more! Show Highlights: Why we believe the Arrowsmith Program helps to provide the “missing piece” in educational resources A look at who the IEP Learning Center can help How neuroplasticity comes into play in all aspects of learning and behavior Why creating new connections in the brain helps students with learning and function to a greater degree than mere repetitive work Why the IEP Learning Center will focus on the Symbol Relations Program, which identifies, intervenes, and strengthens cognitive weaknesses How this computer-based, teacher-directed program works to strengthen brain function and neural pathways Research-based results from the Symbol Relations Program Meet the team of the IEP Learning Center How the program is offered in three learning sessions, beginning this fall, and is offered to students anywhere in the country Q & A from the live Zoom session about the IEP Learning Center
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Today’s show is an information session about our new IEP Learning Center. Feel free to share our presentation with anyone who might be interested in this new resource. With all of our endeavors, the goal is to increase access to the needed resources for quality education and learning for every student, especially those with disabilities. The IEP Learning Center becomes another outlet to assist in those goals. This episode takes a look at the Arrowsmith Program, what it looks like, and what will be offered at the IEP Learning Center. Join us to learn more! Show Highlights: Why we believe the Arrowsmith Program helps to provide the “missing piece” in educational resources A look at who the IEP Learning Center can help How neuroplasticity comes into play in all aspects of learning and behavior Why creating new connections in the brain helps students with learning and function to a greater degree than mere repetitive work Why the IEP Learning Center will focus on the Symbol Relations Program, which identifies, intervenes, and strengthens cognitive weaknesses How this computer-based, teacher-directed program works to strengthen brain function and neural pathways Research-based results from the Symbol Relations Program Meet the team of the IEP Learning Center How the program is offered in three learning sessions, beginning this fall, and is offered to students anywhere in the country Q & A from the live Zoom session about the IEP Learning Center
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
We are here at the beginning of another school year, and after the chaos of the past 2-3 school years, none of us knows what to really expect for 2022-2023! One thing we are noticing is that a lot of parents want IEPs for their students. In today’s episode, we go back to basics with a refresher about what you should expect, what the law requires, and how you can be empowered to help your child. Join us to learn more! Show Highlights: Why the terminology used in “special education” is important from a legal perspective What the law provides in regards to a “free and appropriate public education” Why everything hinges on assessments Why “student success team meetings” don’t exist in the legal sense and are often a delay tactic used by the school system How learning problems are manifesting themselves because of the trauma of COVID impeding the child’s access to learning Why the parent’s initial suspicion of a problem is enough to request assessments from the school system How there is a wide range of assessments that can be done over several days or weeks Why it’s beneficial to the parent to get a copy of the assessment a couple of days before the IEP meeting What the law requires in scheduling IEP meetings at a “mutually convenient time and place” (Virtual meetings are fine!) Why parents should not be afraid to ask for clarification and explanation in IEP meetings Why parents DO NOT have to sign the IEP paperwork at the meeting; it’s fine to take it home to look over with your partner and consider the recommendations (You can agree to the entire IEP or only parts of it.) Why parents have the right to ask for an IEP meeting at any time and not wait for the annual one Why it helps to provide details to the school about why something isn’t working for your child
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
We are here at the beginning of another school year, and after the chaos of the past 2-3 school years, none of us knows what to really expect for 2022-2023! One thing we are noticing is that a lot of parents want IEPs for their students. In today’s episode, we go back to basics with a refresher about what you should expect, what the law requires, and how you can be empowered to help your child. Join us to learn more! Show Highlights: Why the terminology used in “special education” is important from a legal perspective What the law provides in regards to a “free and appropriate public education” Why everything hinges on assessments Why “student success team meetings” don’t exist in the legal sense and are often a delay tactic used by the school system How learning problems are manifesting themselves because of the trauma of COVID impeding the child’s access to learning Why the parent’s initial suspicion of a problem is enough to request assessments from the school system How there is a wide range of assessments that can be done over several days or weeks Why it’s beneficial to the parent to get a copy of the assessment a couple of days before the IEP meeting What the law requires in scheduling IEP meetings at a “mutually convenient time and place” (Virtual meetings are fine!) Why parents should not be afraid to ask for clarification and explanation in IEP meetings Why parents DO NOT have to sign the IEP paperwork at the meeting; it’s fine to take it home to look over with your partner and consider the recommendations (You can agree to the entire IEP or only parts of it.) Why parents have the right to ask for an IEP meeting at any time and not wait for the annual one Why it helps to provide details to the school about why something isn’t working for your child
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Most students across the country are back in school already, and some will begin within the next week or two. It’s a busy time! Our best reminders for parents are to check in with teachers about your child’s progress and request an IEP meeting for your child. We have been excited about what’s happening with teacher-centered classrooms changing to inclusive and learner-centered classrooms, so that’s our topic up for discussion today. Join us to learn more! We welcome Tanya Sheckley to the show today! She is the founder of Up Academy, a progressive elementary (and soon-to-be middle school) in the San Francisco Bay area that is inclusive of students with physical disabilities. Tanya’s motivation for Up Academy came in the form of her oldest daughter, who has cerebral palsy and needed the right educational fit where she could excel academically and get the physical care she needed. Up Academy classrooms focus on a community framework where universal accommodations allow each student to learn life skills and academic skills to be successful, no matter their disability or learning style. Show Highlights:
How teachers can solve simple “othering” issues and craft their environment to be more indicative of the real world Why educators need to be adaptable and open to change in policies and procedures Why accommodations are really small, simple changes that can be made to meet students’ needs and include everyone What Tanya wants parents and educators to know about creating an inclusive classroom How inclusion for all learners begins with a relationship with students and the simple questions about what they want and need
Links/Resources: Connect with Tanya: https://www.upacademysf.com/ ( Up Academy),https://www.rebeleducator.com/ ( Rebel Educator),https://www.linkedin.com/in/sheckley ( LinkedIn), andhttps://www.facebook.com/tmsheckley ( Facebook) Check out Tanya’s podcast: https://podcasts.apple.com/us/podcast/rebel-educator/id1576581544 ( Rebel Educator) 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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Most students across the country are back in school already, and some will begin within the next week or two. It’s a busy time! Our best reminders for parents are to check in with teachers about your child’s progress and request an IEP meeting for your child. We have been excited about what’s happening with teacher-centered classrooms changing to inclusive and learner-centered classrooms, so that’s our topic up for discussion today. Join us to learn more! We welcome Tanya Sheckley to the show today! She is the founder of Up Academy, a progressive elementary (and soon-to-be middle school) in the San Francisco Bay area that is inclusive of students with physical disabilities. Tanya’s motivation for Up Academy came in the form of her oldest daughter, who has cerebral palsy and needed the right educational fit where she could excel academically and get the physical care she needed. Up Academy classrooms focus on a community framework where universal accommodations allow each student to learn life skills and academic skills to be successful, no matter their disability or learning style. Show Highlights:
How teachers can solve simple “othering” issues and craft their environment to be more indicative of the real world Why educators need to be adaptable and open to change in policies and procedures Why accommodations are really small, simple changes that can be made to meet students’ needs and include everyone What Tanya wants parents and educators to know about creating an inclusive classroom How inclusion for all learners begins with a relationship with students and the simple questions about what they want and need
Links/Resources: Connect with Tanya: https://www.upacademysf.com/ ( Up Academy),https://www.rebeleducator.com/ ( Rebel Educator),https://www.linkedin.com/in/sheckley ( LinkedIn), andhttps://www.facebook.com/tmsheckley ( Facebook) Check out Tanya’s podcast: https://podcasts.apple.com/us/podcast/rebel-educator/id1576581544 ( Rebel Educator) 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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Happy Back-to-School Season! Whether you have already stepped boldly into the new school year or are frantically preparing for those upcoming first few days, all of us in the education world are hoping that 2022-2023 will be the best one yet! An important topic for any new school year is inclusivity; we should be asking ourselves how we can look for more inclusivity and make students’ lives better. Join us to learn more from today’s guest! Larkin O’Leary is president of Common Ground Society, an organization whose mission is to educate and empower people to be more compassionate, accepting, and inclusive of people with disabilities. She’s a Google-certified teacher who knew teaching was her destiny since 4th grade, and she firmly embraced this destiny by marrying into a family full of teachers. A general education teacher since 2005, Larkin’s passion is teaching and making connections with students, which she knows far outweighs the importance of academics. When her eight-year-old son, James, was born with Down Syndrome, hearing loss, and other medical issues, she knew that her teaching passion would intersect with advocacy work for inclusive education. Show Highlights:
How Common Ground Society was born because people want to learn more about inclusivity Why we need a perspective shift toward those with disabilities and special needs and learn to focus on what they CAN do Why we need differentiation even within special ed classrooms to accommodate different levels of learners–not a “one-size-fits-all” approach How our educational system is built on foundations that were created centuries ago—and those things aren’t working anymore; we need a reset! What school districts should be doing to train teachers for inclusivity How we can teach kids about inclusivity and acceptance Larkin’s advice to parents and educators
Links/Resources: Connect with Larkin and Common Ground Society: https://commongroundsociety.org/ ( Website),https://www.facebook.com/commongroundsociety ( Facebook), andhttps://www.instagram.com/common.ground.society/ ( Instagram). Email Larkin: hello@commongroundsociety.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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific need
Happy Back-to-School Season! Whether you have already stepped boldly into the new school year or are frantically preparing for those upcoming first few days, all of us in the education world are hoping that 2022-2023 will be the best one yet! An important topic for any new school year is inclusivity; we should be asking ourselves how we can look for more inclusivity and make students’ lives better. Join us to learn more from today’s guest! Larkin O’Leary is president of Common Ground Society, an organization whose mission is to educate and empower people to be more compassionate, accepting, and inclusive of people with disabilities. She’s a Google-certified teacher who knew teaching was her destiny since 4th grade, and she firmly embraced this destiny by marrying into a family full of teachers. A general education teacher since 2005, Larkin’s passion is teaching and making connections with students, which she knows far outweighs the importance of academics. When her eight-year-old son, James, was born with Down Syndrome, hearing loss, and other medical issues, she knew that her teaching passion would intersect with advocacy work for inclusive education. Show Highlights:
How Common Ground Society was born because people want to learn more about inclusivity Why we need a perspective shift toward those with disabilities and special needs and learn to focus on what they CAN do Why we need differentiation even within special ed classrooms to accommodate different levels of learners–not a “one-size-fits-all” approach How our educational system is built on foundations that were created centuries ago—and those things aren’t working anymore; we need a reset! What school districts should be doing to train teachers for inclusivity How we can teach kids about inclusivity and acceptance Larkin’s advice to parents and educators
Links/Resources: Connect with Larkin and Common Ground Society: https://commongroundsociety.org/ ( Website),https://www.facebook.com/commongroundsociety ( Facebook), andhttps://www.instagram.com/common.ground.society/ ( Instagram). Email Larkin: hello@commongroundsociety.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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific need
Hi everyone! We are excited to officially announce here on the podcast the opening of the IEP Learning Center, a virtual learning center for students across the country and the world. We are partnering with Barbara Arrowsmith and using the Arrowsmith Program, which can bring remarkable improvement to many students in the classroom and in their daily functional skills. In today’s solo episode, we are discussing why we chose to start this project and where we hope to take it in the future. Join us to learn more! Show Highlights: The need for intervention for students outside the school system How neuroplasticity factors into learning How understanding neuroplasticity and the Arrowsmith program can eliminate the need for accommodations that are hard to get for some students Who can be served by the IEP Learning Center, and how the Arrowsmith program can help students who “fall between the cracks” of other educational services How this program can reset the brain in a predetermined format and eventually decrease the other services that a student may need The IEP Learning Center is now accepting students on the waitlist for sessions beginning this fall! Sign up before October 1 for a $500 discount!
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
Hi everyone! We are excited to officially announce here on the podcast the opening of the IEP Learning Center, a virtual learning center for students across the country and the world. We are partnering with Barbara Arrowsmith and using the Arrowsmith Program, which can bring remarkable improvement to many students in the classroom and in their daily functional skills. In today’s solo episode, we are discussing why we chose to start this project and where we hope to take it in the future. Join us to learn more! Show Highlights: The need for intervention for students outside the school system How neuroplasticity factors into learning How understanding neuroplasticity and the Arrowsmith program can eliminate the need for accommodations that are hard to get for some students Who can be served by the IEP Learning Center, and how the Arrowsmith program can help students who “fall between the cracks” of other educational services How this program can reset the brain in a predetermined format and eventually decrease the other services that a student may need The IEP Learning Center is now accepting students on the waitlist for sessions beginning this fall! Sign up before October 1 for a $500 discount!
Links/Resources: Contact us on social media or through our website for more information on the IEP Learning Center:http://www.inclusiveeducationproject.org ( 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
We were recently featured on Dr. Karen Wilson’s Diverse Thinking Different Learning podcast. Today’s episode is a replay of that conversation where we discuss what parents can do over the summer to help prepare their child for a successful upcoming school year. Whether your child has been in a summer school program or on a mental health break over the summer, there are specific things you can do to ensure that your child’s IEP, 504 Plan, or evaluations are in place for success in learning. Join us to learn more! Show Highlights:
How pandemic trauma has affected our children in diverse ways Why children can be eligible for support even if they don’t have an official diagnosis Why navigating the system can be so tricky for parents Why an assessment is the fundamental first step when there is any suspicion of a disability or any learning challenge How at-home learning during the pandemic can give clues to parents about their child’s learning style and possible difficulties What services are available through an IEP and 504 Plan How parents need to handle any pushback for assessment through the school system Advice for parents about preparing for the next school year Why it’s totally acceptable to give your child a mental break over the summer How to foster a partnership with the school district about solving your child’s problems in accessing education
Links/Resources:
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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We were recently featured on Dr. Karen Wilson’s Diverse Thinking Different Learning podcast. Today’s episode is a replay of that conversation where we discuss what parents can do over the summer to help prepare their child for a successful upcoming school year. Whether your child has been in a summer school program or on a mental health break over the summer, there are specific things you can do to ensure that your child’s IEP, 504 Plan, or evaluations are in place for success in learning. Join us to learn more! Show Highlights:
How pandemic trauma has affected our children in diverse ways Why children can be eligible for support even if they don’t have an official diagnosis Why navigating the system can be so tricky for parents Why an assessment is the fundamental first step when there is any suspicion of a disability or any learning challenge How at-home learning during the pandemic can give clues to parents about their child’s learning style and possible difficulties What services are available through an IEP and 504 Plan How parents need to handle any pushback for assessment through the school system Advice for parents about preparing for the next school year Why it’s totally acceptable to give your child a mental break over the summer How to foster a partnership with the school district about solving your child’s problems in accessing education
Links/Resources:
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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) Email us: admin@iepcalifornia.org
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Barbara Arrowsmith Young joins Amanda and Vickie on today’s podcast. Brain plasticity, how brains learn and how they develop, and how we can be better at providing learning environments and programs for not only kids who are differently-abled, but all kids, are the highlights they’ll be covering. Don’t miss this fascinating, cutting-edge insight! Barbara Arrowsmith Young is the Founder of Arrowsmith School and the Arrowsmith Program. She is the author of the international bestseller, The Woman Who Changed Her Brain: How I Left My Learning Disability Behind and Other Stories of Cognitive Transformation. She has dedicated her life to helping individuals overcome learning difficulties, first starting with herself, many years ago, and now working with educators and children all around the world to transform their lives through cognitive programs. Show Highlights: Someone gave Barbara the book, The Man with a Shattered World: The History of a Brain Wound, by Aleksandr R. Luria, and this was life-changing for her. The book tells the story of a Russian soldier from WWII who had a localized head wound, as the result of an injury. This soldier had kept a journal for a number of years. Luria was a brilliant Russian neuropsychologist, and studied his case prior to writing the book. Barbara was stunned to discover that the soldier was describing his problems exactly as Barbara had been describing hers, in her own journal. “Learning disability” is a term used in North America. In the southern hemisphere, the term used is “learning difficulty.” Barbara explains that when she was young, she used her photographic memory to compensate for her learning difficulty. She also relates that she was “five hours behind” everybody else in understanding things. Barbara shares some fascinating discoveries regarding researchers at a number of universities around the world who are looking at the brains of the students that are going through the Arrowsmith Program. The 3rd Edition of Barbara’s book will be published in the middle of December, and there will be a new chapter concerning this research. The Arrowsmith Program is in 100 schools in 10 countries, and their mission is to train teachers all over the world in this methodology. The earlier this program is started for all students, the less stigma there will be, and everybody benefits.
Links/Resources:
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.
We are taking a break over the summer, so this is “goodbye–see you later” for a few weeks. We will return for the 2022-2023 school year, hoping for a smoother and better-executed plan for our students. We hope that we’ve brought some helpful information and inspiration to get you through these challenging times in education. Join us today for a few key takeaways and reminders. *We will be replaying some of our favorite episodes over the next few weeks until we are ready to start off the next school year with a bang! In the meantime, connect with us on our social media pages! Show Highlights:
Remember to continue to push for virtual IEP meetings if those better fit into your schedule; we’ve proven that those can work during these past two years!
Recognize that there are amazing teachers and administrators who are not the norm; they push the envelope and fight through the red tape for their students. Let them know that they are appreciated and supported!
Remember, if your child was recommended to do ESY, but they need a break, you have the right to say NO.
We hope you can reflect on the good that has happened this year, as we are trying to do. Enjoy your summer!
Links/Resources: 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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Welcome to the official start of summer and to our exciting conversation with author, innovator, researcher, educator and teacher, and entrepreneur, Barbara Fernandes, as we discuss her involvement in technology. Barbara Fernandes, an award-winning Brazilian-American Speech-Language Pathologist, immigrated to the United States as an adult with very limited English skills. She went on to become one of the most successful entrepreneurs in her field, founding two businesses and revolutionizing her field with nearly seventy successful product launches to date. She has released 70 apps in the iOS app store. Show Highlights:
Barbara shares what initially drew her into technology and how she decided to continue working in her field. Barbara knew what types of technology was needed in the speech-language field, so building the apps related to speech-language was a natural fit. Barbara tells about her development of Smarty Symbols, which has been adopted as the symbol of choice in many other technology technologies developed in the field. https://www.smartyearsapps.com/barbara-fernandes-2/ (https://www.smartyearsapps.com/barbara-fernandes-2/) Vickie, Amanda, and Barbara discuss the importance of photos matching what kids are familiar with; ie. not using obsolete phone pictures but using present-day phone pictures When ipads were introduced into education, many people thought technology would be too expensive and that students would destroy the devices. Barbara shares how expensive apps were in the beginning. There has been such a progression with the availability of technology within and outside of the classroom and it is much more widely accepted now. The use of technology has been a gradual progression. Barbara says there are many outdoor/community places where kids do not have access to their devices. (museums, pools, beaches, waiting rooms, etc.) Communication boards installed in various places help kids when they do not have their devices. This is something for which Barbara advocates within her area in Texas. Technology can go beyond the classroom and Barbara shares about attending a meeting at city hall, where she convinced the city to purchase a communication board.
Thank you for listening!
Links/Resources
Connect with Barbara: https://www.instagram.com/geekbarbara/?hl=en (Instagram) https://www.linkedin.com/in/bfernanddes/ (LinkedIn) https://www.smartyearsapps.com/barbara-fernandes-2/ (Smart Years Apps website)
Connect with the IEP Podcast: 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We made it! This long and awful school year is finally over. It was its own unique beast unlike any other with so many challenges. COVID has disrupted two full school years now, so we have high hopes for a more normal upcoming school year. With that in mind, accommodations are a big part of the IEP for any student, and this conversation takes a closer look. Join us to learn more from today’s guest! Maggie Staub has been an educator and learning specialist for over ten years. Most of her career has been spent in NYC, working in public, private, and international schools with students from Pre-K through 10th grade. Most recently, Maggie has worked for an educational technology company to make learning evaluations and support services more accessible. Her excitement comes from reaching more students, breaking down barriers, and educating families about what can help their child learn best. Show Highlights:
How “accommodations” are defined as giving students different tools and modalities to help them learn Why the biggest challenges are in educating teachers and parents about accommodations Why being very clear about accommodations shows the individualization for each student What Maggie would say to teachers who are skeptical about accommodations A look at the future real-world implications of accommodations Why teachers need to identify the overall goal of what they want from the student in that moment Maggie shares a success story of working with an ADHD student and helping to level the parents’ anxiety about accommodations with a perspective shift
Links/Resources: Connect with Maggie through email: maggielstaub@gmail.com 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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s guest takes us on a fascinating and educational journey into ableism, the study of disabilities and prejudices of disabilities. Dr. Michelle Nario-Redmond, a social psychologist at Hiram College in Hiram, Ohio, joins Amanda and Vickie to discuss changing people’s perceptions about disability. Michelle is the author of Ableism: The Causes and Consequences of Disability Prejudice, and the mom of a 23-year old daughter with spina bifida, who was raised to be a proud, disabled woman. Show Highlights: Michelle provides an overview of the origins of ableism, and of which literature can be found in political science, psychoanalysis, psychology, and disability studies. There are several distinct sources of prejudice that impact individual thoughts, feelings, and behaviors, such as: an evolutionary/biological basis for fear: humans have a need to feel safe and secure, and might have avoided those who signaled poor health, even in those instances where there was no contamination factor. the fear of becoming disabled, since most disability is acquired through spinal cord injury or old age. how the media portrays individuals. Ableism is the study of prejudice and discrimination against people who are considered to have a disability. The ABC’s of ableism: A - attitudes B - behaviors C - cognitions Michelle addresses the preferred language to use when referring to the disabled. Are they “living with a disability” or do they “have” a disability? Just ask the person their preference! Everyone will have a reason why they prefer one term over the other. “Experiencing” a mental health “condition” is a kinder way than saying “mental illness” because the latter term pathologizes those who have depression, schizophrenia, etc. There’s a new hashtag out from people working in this field doing disability studies and activism, reminding others that disability isn’t a bad word: #saytheword. Although born of existing legislation, when we continue to use the words “special needs” we occlude the notion that these are human needs and civil rights. Michelle, Amanda, and Vickie discuss essential and non-essential qualifiers in the context of a conversation, and the “R” word. Peer-pressure holds a lot of power. One way to speak up when someone is being micro-aggressive is to ask, “What did you mean by that?” Michelle shares a personal story and the resulting lesson she learned when she made a faux pas during an encounter with a young woman with Down’s Syndrome at a theme park. Michelle discusses her next steps, which include policy issues.
Links/Resources: 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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Get the Book Here! Read Excerpts Here!
https://amzn.to/3mlDZfK (Ableism: The Causes and Consequences of Disability Prejudice, by Dr. Michelle Nario-Redmond )
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There is nothing lighthearted about this episode as we come to you with heavy hearts today. Here we are on the heels of the school shooting in Uvalde, Texas, and every parent and teacher has strong emotions about what happened. This fresh tragedy brings to mind the Sandy Hook massacre in 2012, and some of us “elder millennials” even remember the shooting at Columbine High School in 1999. Whatever your thoughts are about gun control, this is much more than a political issue; it’s about advocacy for children and their safety. Show Highlights: Why we feel that our platform to advocate for children’s best interests makes it our duty to make change Why our children’s physical safety is priority #1 in everything we do What needs to be done next: we have to take action through legislation and who we elect Why the big issue is that our government has made it easier to get a gun than to do almost everything else The bottom line: We need to limit the guns that are available—through legislation. What to do right now: “Go hug your kiddos.”
In the world of education, we focus so much attention on academic progress and the details of those IEP meetings. One aspect of education that is often overlooked is the role that play and leisure can have in reaching students, improving their communication skills and self-confidence, and learning to engage with others while having fun. Join us to learn more from today’s guest! Rose Griffin has unique expertise in teaching play and leisure skills that can be enjoyed over a lifetime. She has been a Speech-Language Pathologist for 20 years and a Board Certified Behavior Analyst for 10 years, making her one of less than 500 people in the world with this dual certification. Five years ago, she started her own business, ABA Speech, and has created products, courses, and a podcast, Autism Outreach. Through these efforts, Rose serves people all over the world. Rose’s next career move is to step away from her work in public schools, which will give her more opportunities to help students and families through her private practice. Show Highlights: Why Rose pursued dual certification to help more autistic kids Why collaboration from speech/language pathologists, teachers, and parents is essential How Rose incorporates play and leisure into her work in her private practice and with students in school How play and leisure are defined Why play and leisure skills are lifetime skills that begin with shared games and fun activities with family and friends How teachers can support more play and leisure into school days Why play can take many forms Rose shares a success story about a student playing “Simon Says”
Thank you for listening!
Links/Resources: Connect with Rose and check out her courses, products, blogs, trainings, and podcast: http://www.abaspeech.org ( www.abaspeech.org) Find Rose’s podcast,https://abaspeech.org/autism-outreach-podcast/ ( Autism Outreach).
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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
The end of the school year is happening over the next few weeks all around the country. Like us, many parents, teachers, and professionals are involved in IEP meetings galore. We believe that parents need to be empowered to take an active role in the IEP process. Join us to learn more from our expert guest! Beth Liesenfeld is the host of the Elevate Your Advocacy podcast and the founder of Parent Friendly OT. After learning ASL and interacting with deaf people, Beth worked with children with special needs and became certified as an adaptive horseback riding instructor. She figured out that occupational therapy was her “sweet spot,” and she worked in a clinical setting in early intervention, outpatient therapy, and in-home therapy. After seeing how the OT world functions outside the school system, Beth transitioned into schools. After participating in 80 IEP meetings each year, she learned the jargon and understood the process, now using her knowledge to help other parents learn what they need to know. With this big-picture view in our post-pandemic world, she stays busy with side hustles in investment and real estate fields, along with focusing on Parent Friendly OT. Show Highlights: How Parent Friendly OT offers workshops, courses, and summits to help others understand the OT process and help parents map out their parent input plan Why the parent is THE expert on the child, knowing what works and what doesn’t work with that child Why the parent should be the accountability partner for the IEP team How an IEP meeting without the parent’s input feels empty and ineffective What Beth tells parents about their role in IEP meetings in setting the vision and expectations and focusing the team’s effort Why parents should communicate in IEP meetings about what language and measures to use to meet their child’s needs Beth shares a success story from her experience with a middle school student’s parent
Links/Resources: Thank you for listening! Connect with Beth and check out her courses and products: http://www.parentfriendlyot.com/ (www. parentfriendlyot.com) Find Beth’s podcast, https://podcasts.apple.com/us/podcast/elevate-your-advocacy-through-the-iep-podcast/id1584271582 (Elevate Your Advocacy). 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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
The pandemic brought many changes to the world of education, including how children with specific needs can access the services available to them. We still have SO far to go, and many changes need to happen to help parents and their children get the help they deserve. Join us to learn more! ToniAnn Loftus is a speech-language pathologist in private practice in Manhattan. After working at the Rebecca School in midtown Manhattan for ten years, she had her son during the pandemic. Knowing that her niche is teaching kids based on their passions and individual differences, she pivoted and opened her private practice, Seaport Speech and Feeding. Her practice is a licensed professional speech, language, and feeding therapy provider for children and young adults in NYC. Show Highlights:
How ToniAnn had to pivot, along with many others, as a result of the pandemic ToniAnn explains the new legislation in NY about parents’ choices about services for their kids How DIR Floortime and ABA are different–and why ToniAnn embraces the Floortime approach How small things, like a comfortable sitting position, can affect everything about a child’s engagement in a classroom Why we need to change and evolve as the world around us does–but we are still fighting an uphill battle How ToniAnn’s experience at the Rebecca School (a non-approved private school) positioned her to be an expert courtroom witness in many cases How ludicrous it is for someone in a courtroom to make decisions regarding a child’s education when they have never met Why parents need to know that they can file for services for their children who need them—and the immense financial burden for those who don’t file How the system is massively overloaded in NYC with people going on a 6-8 month waitlist for speech therapy assessments How ToniAnn feels about the new guidelines from the American Speech-Language-Hearing Association
Links/Resources: Thank you for listening!
Connect with ToniAnn: https://www.instagram.com/the_downtown_speech_mom/?hl=en (Instagram) or at https://www.seaportspeech.com/ ( Seaport Speech and Feeding) Email ToniAnn: toniann@seaportspeechandfeeding.com
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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Challenging behavior is a constant problem for teachers and parents in both general education and special education classrooms. Our guest today provides insight into the best ways to collect and use behavior data to formulate workable solutions. Join us to learn more! Christine Reeve is the creator of Autism Classroom Resources, an online community for special educators. Coming from a long line of teachers in her family, Christine is also the sister of someone who would clearly have qualified for Autism services. With a background in psychology, Christine is a board-certified behavior analyst with a doctorate in clinical psychology. She spent most of her career working in special education in various positions and has worked alongside special educators in over 1000 classrooms across the country. She does virtual training and a podcast about special education classrooms and supporting students in general and special education who have disabilities and disorders. Her online membership site for special educators provides support, resources, and professional development for special education classrooms and teachers. Show Highlights: The difficulty with multiple perspectives and interests in IEP meetings What Christine wishes every IEP team would know and understand about behavior The need for good data and clearly defined terminology in IEP meetings How to best collect behavior data and use it properly toward solutions How behavior disabilities are often misinterpreted, especially in general education students The impact of the “hidden curriculum” for students with ASD
Thank you for listening! Links/Resources:
Connect with Christine and find a FREE resource library for teachers and parents:http://www.autismclassroomresources.com ( www.autismclassroomresources.com) Connect with Christine onhttps://www.facebook.com/autismclassroomnews/ ( Facebook). 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 onhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s show is a follow-up to Episode 210 about transitions between learning levels and milestones. In this conversation, we take a close look specifically at the Transition Plan from high school forward. Join us to learn more! Show Highlights: Why transition plans MUST be part of the student’s IEP by age 16 and can include college, employment, and additional life skills Why the options for exiting high school can be either a diploma or a certificate of completion, depending on the student’s needs Why the transition plan should include student goals with baselines and the goals and services that will help them achieve those goals Why the transition plan should come from a true and realistic estimate of the student’s wants, needs, and desires Why the transition plan should come out of a deep, realistic conversation that includes the child’s input and doesn’t set them up with unrealistic expectations about life after high school How to dive deeper to discover other jobs and professions that the student hasn’t thought of yet Why the transition plan may cover vocational training, post-secondary education, jobs and employment, and independent living How to tie self-advocacy into the transition plan’s attainable goals Why other activities should be woven into the transition plan as opportunities to practice vocational and life skills, such as booking appointments, using public transportation, banking, etc. Why parents need to consider the transfer of educational rights, limited conservatorships, and power of attorney for a child who isn’t ready to handle things on their own
Links/Resources: 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 inhttps://itunes.apple.com/us/podcast/id1307157016 ( Apple Podcasts),https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), orhttps://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Here we are in April already! Spring Breaks have happened and are happening at this time all around the country. As we move forward in the countdown to the last few weeks of the school year, we want to use this episode to talk about transition IEP meetings that should be happening as a student moves from one setting to another, like from preschool to kindergarten, from elementary to middle school, and from middle school to high school. We are breaking it down with information and tips you need to know in dealing with your IEP team. Join us! Show Highlights: Why the preschool to kindergarten transition is important as a child progresses from pre-academic goals to a new environment with learning goals The difference between regular IEP meetings and transition IEP meetings in identifying accommodations, goals, and services Common transition levels as a student moves through the educational system Typical IEP topics covered in the transition from elementary to middle school and middle school to high school Why parents should write a letter to new teachers with a copy of the IEP, and how students moving into high school can write their own letter to practice self-advocacy How to make decisions about elective choices, especially for 5th graders and 8th graders in transition years How transition IEP meetings can prevent problems as the new school year gets started next year–so ask for a transition IEP meeting now!
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 https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
Resources: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
As we are in the final push of the school year, it’s a good time to check in with others and their mental wellness after the pandemic trauma of the last two years. Students, parents, and teachers have all felt the mental and emotional drain, and the toll on learning has been enormous. Social skills and emotions have EVERYTHING to do with how a student learns, and today’s guest is a proven expert. Ironically, the day of recording for this episode is Social Emotional Learning Day, so our topic today is very timely. Join us to learn more! Jess Grace, aka “Miss Jess,” is a Social Emotional learning consultant and the founder of Social and Kind. She has worked with kids ages 2-25 for over 20 years in many different environments, working with kids with autism and developmental delays. Her work in schools as a speech language pathology assistant showed her the need in helping kids learn social skills and communication. After moving back to southern California, she decided to focus her work on social groups, helping kids of all ages stock their toolbox with skills to defeat their worries and find their superpowers. Her practice includes facilitating social groups after school and on weekends, supporting kids in schools, and training teachers to best support their students. She is also a yoga and mindfulness teacher, which serves her well in the work she does with students.
Show Highlights:
Why emotions are tied into every part of a student’s education The basis for the social emotional curriculum that Jess implements: kindness, bravery, resilience, and inclusion How social emotional learning is an umbrella that covers feelings, acceptance, tolerance, empathy, and compassion How building tolerance and inclusion in kids at an early age helps them develop empathy How Jess works to challenge teachers and parents to look at kids’ behavior and challenges through a different lens How Jess works with students in practical ways to help them build self-esteem and confidence through positive affirmations, breathwork, tools, etc. Why kids-and their teachers-need to learn resilience and flexibility
Thank you for listening!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Connect with Jess: http://www.socialandkind.com (www.socialandkind.com) and https://www.instagram.com/socialandkind/?hl=en (Instagram)
Inclusion advocate and author, Nate Trainor, joins us on the podcast today to discuss his personal fight for inclusion. Nate shares his personal journal of exclusion along with what his personal mission is today. Not only are we joined by Nate on today’s episode, but we are excited to also speak to Nate’s mother, Jean Trainor, and his 6th-grade teacher and family friend, Shelby. Nate is an advocate for the acceptance of people with disabilities. Nate is nonverbal due to having a rare disorder called Joubert Syndrome. He uses supported typing to communicate and believes everyone should have the right to communicate. Show Highlights:
Nate shares why it was so important for him to write his book, https://amzn.to/3NaRtHw (Nate’s Triumph). Nate shares how easy inclusion can be with the proper support. Nate shares some of his favorite memories. Struggles plague Nate like everyone else. He shares some of his greatest. People judge Nate for having a disability. Keep working toward your goals is an important message from Nate. Nate asks educators to presume competence in their students. Nate shares his hope for the future. Jean talks about Nate’s disability and how she assisted him with writing his book. Shelby says anyone who questions inclusion should read Nate’s book. Shelby says she determined methods to include Nate in everything when she was his teacher.
Learn more about Nate Trainor:
https://amzn.to/3NaRtHw (Nate’s Triumph, by Nate Trainor)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are so excited to welcome Dr. Angela Jean Louis to the podcast today. Dr. Angela is a political scientist, educational advocate and has designed educational frameworks for academic success. Dr. Angela left academia to start her business, Leadership Concepts Institute, LLC, a personal growth and professional development company. She works with businesses, educational institutions, and individuals. In today’s episode, we will be discussing homeschooling with a public school mindset. Dr. Angela shares her passion for education, diversity, and conclusion. She shares how her background, experience, and passion drives her to help a diverse community of parents, educators, and students.
Show Highlights:
Dr. Angela shares how her systems have been personally tested and used by her
Dr. Angela shares how she researched what made students successful
School and family frameworks need to match for kids to become successful
Dr. Angela speaks about why she wrote the curriculum, Leaning Into Dyslexia
Vickie, Amanda and Dr. Angela discuss the importance of students having both emotional and academic success
Having a dyslexic son helped Dr. Angela craft a curriculum that helps other dyslexic students succeed
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions!
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Connect with Dr. Angela:
https://www.drangelalifecoach.com/ (DrAngelaLifeCoach.com)
https://www.k12.com/ (K12.com) (program Dr. Angela recommends)
https://www.facebook.com/drangelacoaches/ (ThriveTribe on Facebook)
Here we are, moving right along in 2022! We just attended our virtual annual national conference, which is always very helpful for us. It’s always great to learn what is going on in our field with other attorneys across the country and hear about the current hot topics in special education. Today’s show gives a great perspective on supporting students and families through the IEP process. Wendy Taylor is the executive director of Learning Essentials. She is an Educational Therapist, qualified Orton-Gillingham practitioner, trained Educational Diagnostician, and skilled IEP coach. She started The Special Ed Strategist podcast, which was formerly called the IEP Essentials podcast. Wendy is the mom of three boys who loves supporting kids with all kinds of special needs and learning differences with the goal of finding out how to support students and their families in school and life. With a son who is a brain cancer survivor, Wendy has learned how to approach special needs as a parent, in addition to her professional background and training. This experience in seeing “both sides” of special education has helped fuel her passion for supporting families with resources and being their trusted advocate.
Show Highlights:
Why it really does take “a village” to give proper support to a student with special learning needs Why the IEP process needs to take a long-term, bigger picture view for student success in later life The importance of specific strategies for classroom success beyond the clinical terminology What parents should look for in assessments for individualized instruction for their child regarding their weaknesses and vulnerabilities The importance of clear communication between all parents and educators involved in the IEP meeting What can be done to help parents further and prevent their frustration and irritation in the IEP process How parents can be better included in the IEP process by understanding their rights, what they can ask for, and what they can expect Wendy shares a success story about her work with a 10th-grade student and direct reading intervention
Thank you for listening!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions!
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Connect with Wendy: http://www.learningessentialsedu.com ( www.learningessentialsedu.com)
Find Learning Essentials on https://www.facebook.com/TutoringLE/ (Facebook) and https://www.instagram.com/learningessentials/?hl=en (Instagram).
Find https://learningessentialsedu.com/podcast/ (The Special Ed Strategist podcast).
As the school year continues in full swing with in-person learning, inclusion has never been a more important topic. Today’s conversation takes a deep dive into inclusion through the eyes of a new documentary film. Join us! Hilda and Olivier are filmmakers and parents of their son, Emilio. Through their documentary, Forget Me Not, they share the personal impact of NYC’s segregated education system as they fight for Emilio’s right to be educated alongside his peers. The film gives a rare look at what inclusive education can look like and how it can lead to a more inclusive society where every child can reach their full potential. The film lives up to its powerful title as it shines the spotlight on the kids who are often forgotten and underrepresented in their education. Show Highlights: How Hilda’s background in special education became more meaningful when their son was born with Down Syndrome, an event that changed the course of their family in every way How Olivier knew nothing about special education or Down Syndrome until Emilio’s birth How they set out to make a film about inclusive education as they experienced segregation in the education of their son Why many people aren’t aware of what goes on in our educational system for students with disabilities How breaking up segregated classrooms while students are young helps them understand the differences in how people learn How the documentary makes people aware of the benefits of inclusion and spurs them to take action to help change the system Why Hilda and Olivier hope the film encourages parents to raise their voices about what their children can do--even with disabilities How some parents don’t have the knowledge base or resources to advocate for their child’s education How lasting change will happen when people want to make a difference
Learn more about Hilda, Olivier, and their documentary film: https://www.forgetmenotdocumentary.com (https://www.forgetmenotdocumentary.com) Find the film’s Facebook page: Forget Me Not Documentary Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are focusing today on one of our favorite topics: inclusion. Our guest shares how he is working with districts across the country to bring more inclusion, along with the most common misconception most educators have about inclusivity. Join us to learn more! Tim Villegas is the Director of Communications for the Maryland Coalition for Inclusive Education (MCIE), the founder of Think Inclusive, and the host of the Think Inclusive podcast.
Show Highlights:
How MCIE began 30 years ago and continues as a non-profit today, working with students, families, and education departments around the country Why restructuring and reimagining is the key to inclusion–not hiring more staff How inclusivity CAN meet the special needs of students Why it’s a false assumption that students can’t make progress on goals and objectives in a general education classroom What Tim has noticed about a renewed focus on educational equity Why districts are using grant money to hire organizations like MCIE for help with inclusive practices Why the MCIE approach is a multi-year program that doesn’t bring change overnight but takes a long-term view of change (Tim shares an example of how it works to bring more inclusion.) How Tim’s podcast, Think Inclusive, began as a Twitter feed and has been going strong for ten years!
Thank you for listening!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
We are always interested in how speech and language pathologists are providing their services and collaborating with school districts. Join us for a conversation with today’s guest about her experience working with students. Suzanne Aldrich has been a speech therapist for over a decade. After starting her career working with adults, she moved into the public school system to work with young students. She travels to work with and evaluate children in preschools and elementary schools.
Show Highlights:
How Suzanne’s work with adults helped her develop a new perspective on working with children What Suzanne is seeing in school-based evaluations and in her meetings with parents Common questions parents have when their preschooler sees a speech and language pathologist How speech and language goals and academic goals require collaboration among teachers and therapists Why working with a student one-on-one may not always be preferable over a group setting How a language processing deficit can handicap a student across multiple areas How Suzanne’s private practice work has her traveling to homes and preschools to do informal evaluations and collaborate with school personnel Suzanne’s advice for parents in evaluating their preschooler regarding sentences, vocabulary, and other basic abilities Why some parents are hesitant to take advantage of services because of the stigma of special education Suzanne shares a success story about a child with apraxia who has made great strides
Thank you for listening! Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions!
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Connect with Suzanne: http://www.playingspeech.com ( www.playingspeech.com) and https://www.instagram.com/playingspeech/?hl=en (Instagram).
It’s always interesting to see how things in special education law can be similar from state to state–and yet so different in many ways. Join us for an inside look with today’s guest. Lisa Hernandez is a special education attorney in New Jersey. She is a mom of three who came to this field because one of her children has disabilities. With a background in disability discrimination and employment discrimination, Lisa has been advocating for her child and for her friends’ children for over a decade. She handles special education litigation in NJ, a state which does not have a good reputation for inclusive education.
Show Highlights:
Why many parents shy away from inclusive education programs Lisa shares a 2007 case that highlights NJ’s poor reputation in special education How the attitude in court cases has become the drive to win litigation rather than to prevent it in the first place Why parents don’t know how to navigate the “legal arena” without the agency that the law intended How special education hearings compare and contrast in NJ and CA Why more school districts are filing for due process sooner than before How Lisa’s blog, ThinkSpEd, provides families with information and a deeper understanding about special education Why parents don’t know what they can ask for regarding their kids’ needs and evaluations Lisa shares a big win that happened with her own son after being told to “manage her expectations”
Thank you for listening!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions!
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Connect with Lisa: http://www.thinksped.com (www.thinksped.com) and https://www.facebook.com/SpecialED.edu/ (Facebook).
Today’s show covers the topic of critical disability studies as they relate to creating inclusive early childhood environments. We will take a hard look at what inclusion really means and why it’s not happening in many classrooms. Join us for a closer look! Nicole Eilers lives in North Carolina with her husband and two young children. She studied child development and family studies and went on to work as a special education teacher in a PreK classroom. Her next position was as a special ed teacher at a hospital school for students with long-term hospitalizations and those who were homebound with an identified disability. Her role was to support the students as they transitioned back into classrooms, which she did while working on her master’s degree in early intervention and family studies. Reading more about disability studies in education coupled with the work she was doing made her question how we are approaching inclusion and special ed. Nicole is now pursuing her Ph. D. full-time at UNC-Chapel Hill. Show Highlights: Highlights of critical disability studies focusing on three areas: external factors, how we perceive “normal,” and the lived experiences of the students What it means to have an inclusive classroom How teachers can allow students to better understand each other and have meaningful connections, especially those with disabilities How our attitudes are inadvertently teaching kids not to talk about disabilities Why teachers need to dedicate time in the classroom for conversations about inclusions, so students can give input and collaborate What it means to look through the lens of inclusivity concerning educational goals We want your questions about inclusivity in the real world for a future show!
Connect with Nicole: On Instagram Links/Resources: 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram)–We are doing videos on Instagram, so connect with us there and send us your questions! https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s conversation gives an interesting perspective on speech therapy. Join us to learn why sensory integration is a crucial component for autistic students with learning challenges.
Jessie Ginsburg is a sensory integration-trained speech and language pathologist. From southern California, Jessie ended up working in Washington, DC, where she connected with Jake Greenspan, the co-founder of Floortime Therapy; this encounter set the course for Jessie’s work. When she returned to southern California, she opened her own practice and now trains other therapists in how to better support their autistic students.
Show Highlights:
Jessie explains the basics of sensory integration and how it affects our behaviors and reactions
Why therapists and teachers need to have more training in sensory integration to help kids learn to regulate themselves
How kids are classified in IEP meetings as lazy, defiant, etc. when no one understands what they are trying to communicate
Why working with kids on regulation and engagement helps solve a lot of speech and language problems in natural ways
How the system is overlooking integral, foundational pieces, like why kids feel loved, safe, and connected when they establish relationships with those around them
How Jessie’s sensory certificate programs are training therapists all over the world
Why we need to teach kids the WHY of regulation strategies so they can incorporate them and learn to initiate them on their own
How self-advocacy comes when kids learn sensory strategies for themselves
Why sensory strategies shouldn’t be labeled as a “break” but should be built into learning
How acceptance, understanding, and normalization come when kids learn early that everyone is different in how they learn and cope
How social media is helping promote a newfound acceptance of disabilities and limitations
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), or https://play.google.com/music/listen%23/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Connect with Jessie: http://www.pediatrictherapyplayhouse.com (www.pediatrictherapyplayhouse.com), https://www.facebook.com/pediatrictherapyplayhouse/ (Facebook), and https://www.instagram.com/losangeles.kids/?hl=en ( Instagram).
With more school closures and changes in quarantine guidelines, there is not much consistency across school districts right now. This timely episode covers more ways to have access to technology and appropriate apps for students of all ages with special needs. Join us to learn more! Zafer Elcik is the co-founder of Otsimo, a platform that provides inclusive apps for students across the world for early and intensive education, communication, and speech. Show Highlights: Zafer’s story of growing up (in Turkey) with a younger brother with autism How Zafer realized how technology could enhance his brother’s education, skills development, communication, and speech How Otsimo uses video modeling and peer mimicking to help with speech development How the apps are being widely used by teachers, parents, and school districts to help students learn Why Zafer’s apps are unique in the field: No ads to lure kids into making purchases Positive reinforcement used in the games Customizable, personalized games structured to the child’s needs Less animation that conventional apps
How Otsimo’s licensing guidelines allow affordable special education to every household and classroom that need it
Connect with Zafer: By email, or visit the website to download the app. Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s show focuses on different ways to deliver educational services and a school district doing it the right way. The key is changing mindset from the established educational culture that has made people believe that “separate is better.” Join us to learn more! Kurt Schneider has served as superintendent of the TrueNorth Educational Cooperative 804 for more than six years. Suzanne Sands is the president of TrueNorth’s Leadership Council, and she’s been in this school board-like role for six years. TrueNorth finds ways to deliver services to all students in new and different ways based on what the research says: that there are better outcomes when kids are together in schools. Kurt and Suzanne will share why their approach is working and how the transformational work of TrueNorth has impacted the broader educational community.
Show Highlights:
How educational cooperatives work to be leaders with resources and support for all students of all diverse backgrounds as they partner with school districts How the cooperative is challenging the established structure for all kids The big vision at TrueNorth: to be committed to the possibilities of EVERY learner EVERY day The value and meaning of the name change to “TrueNorth Educational Cooperative 804” The value in the language used around “inclusive education” Hands-on approaches that have brought successful outcomes in inclusion, transitions, and early interventions Why much of the work is in shifting mindsets that all kids are “gen ed kids” How Kurt and Suzanne have seen that students and families well-connected to teachers and classrooms have fared better during the pandemic, and those who were more isolated before the pandemic have only struggled more Tips for other districts who want to take a similar approach as TrueNorth: work from the ground level to educate everyone (parents, teachers, students, and board members) about the best practices around inclusion The importance of collaboration, communication, and specific support for teachers to build a culture of unity, participation, and sharing Success stories from Kurt and Suzanne
Find TrueNorth on their https://www.truenorth804.org/ (website), https://m.facebook.com/TrueNorth804 (Facebook), https://mobile.twitter.com/truenorth804 (Twitter), and https://www.instagram.com/truenorth804/ (Instagram).
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Welcome to 2022 and a brand-new episode of the Inclusive Education Project podcast! As we enter the spring semester (and year THREE of the pandemic!), we’re hearing a lot more noise about the teacher and support staff shortage, so we’ll be exploring that, as well as sharing strategies on how to make it all as painless as possible.
Show Highlights:
Reasons for the staffing shortage But children are resilient…right? The potential issues with long-term subs Why parents and kids should be prepped for staffing changes What has made this last school year more difficult When regression happens Tips for getting the most benefit from aides Hindsight and looking-forward thoughts
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
NOTE: Hi, everyone! We've stepped away from the podcast for a short break, but we'll be back soon with great new content. Meantime, please enjoy listening to some of our most popular episodes from the archive! Our guest today describes herself as a “veteran educator, survivor of burnout, and a self-care advocate.”
Kayland Lamar coaches educators on self-care practices and boundary-setting in the classroom. If a healthy work-life balance and proactive personal wellness habits seem out of reach for you, then you will definitely want to listen to the tips that Kayland has to share with us, for the classroom and beyond.
Kayland Lamar is a high school science teacher who loves her job, loves her students, and teaches at the same high school from which she graduated.
Show Highlights:
Kayland relates her personal story of burnout that she experienced during her first official teaching job. How setting boundaries can help us find the proper work-life balance. Kayland describes the relationship she has with her students. Being vulnerable with her students lets them know that she has a life outside of the classroom, too. Developing routines with her students helps to set them at ease and know what to expect each day. “Family Fun Friday” - the students have to earn it, but here’s an idea that Kayland occasionally implements in the classroom. How Kayland helped her students weather the COVID storm.
Connect with Kayland!
Visit her https://www.kaylandlamar.com/ (website), and follow her on https://www.instagram.com/kaylandlamar/ (Instagram) and https://twitter.com/KaylandLamar (Twitter)!
Thank you for listening!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project ( Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
NOTE: Hi, everyone! We've stepped away from the podcast for a short break, but we'll be back soon with great new content. Meantime, please enjoy listening to some of our most popular episodes from the archive! Today’s guest is Diana Pastora Carson, a self-described sibling advocate and a big fan of her brother, Joaquin, who spent 15 years of his life in an institution. Joaquin’s family fought for three years to bring him home, and he fully supports and endorses the way Diana shares their family story.
Diana has been an elementary educator for over 30 years in both general and special education. A lecturer for a Disability and Society course through San Diego State University, Diana also teaches other disability and inclusion courses through SDSU and a local community college. She’s a public speaker, inclusion visionary, and community activist who has also done a TEDtalk. With two terms on the board of Disability Rights California, she currently serves on the board of directors for Disability Voices United. Last year, she helped produce a series for Ability magazine in which she interviewed 50 experts and activists in the field of disability. Diana is the author of https://amzn.to/3nkh2vh (Beyond Awareness: Bringing Disability Into Diversity Work in K-12 Schools & Communities) and the children’s book, https://amzn.to/3BX40HR (Ed Roberts: CHAMPION of Disability Rights).
In addition to starting her own podcast soon, Diana’s upcoming endeavors include launching an online course about disability awareness through a social justice lens.
Join us for a closer look at disability awareness and how inclusion in the classroom can benefit every student.
Show Highlights:
How inclusivity in education has changed--and what it means today A specific example of how Diana used a Marc Anthony song to help a non-speaking student engage with his classmates and the curriculum in her classroom Why a general education setting is best for most children with disabilities, even if their work output is very different How life quality is impacted by the early years of social and emotional opportunities Diana’s advice about the best way for teachers, administrators, and parents to establish more inclusion in schools What it takes to change people’s hearts and minds about inclusion and disability awareness Steps to bring disability awareness and justice
Connect with Diana!
Visit her https://www.dianapastoracarson.com/ (website)
Download Diana’s FREE ebook: http://www.gobeyondawareness.com/keys (The Five Keys to Going Beyond Awareness)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
NOTE: Hi, everyone! We've stepped away from the podcast for a short break, but we'll be back soon with great new content. Meantime, please enjoy listening to some of our most popular episodes from the archive! We’re excited to bring you this great conversation with Mallory, Katie, and Lori from The Childhood Collective.
Mallory, Katie, and Lori all have experience working with neurodiverse kids: kids with ADHD, learning and language differences, anxiety, and autism spectrum disorders.
Once families receive a diagnosis, they often feel underprepared to know how to parent their kids. This is where The Childhood Collective comes in, helping parents on their journey after diagnosis by providing resources and follow-up.
Stay tuned for some wonderful insights!
Show Highlights:
The Childhood Collective educates parents about how to help their kids at home through online courses. Learning about their child’s diagnoses and how their brains work helps parents to understand why certain behaviors are happening. Mallory, Katie, and Lori share their individual experiences working with neurodiverse children. Connection with your child is so much more important than feeling the constant need to correct. Anxiety can present in many different ways in our children. Tips and tricks for parents with neurodiverse kids. Strive to have the kind of relationship with your child where they feel safe coming to you with their struggles and challenges, without fear of punishment or criticism. Behavioral modeling can be an important, positive influence on any child, including the neurodiverse.
Connect with https://www.thechildhoodcollective.com/ (The Childhood Collective):
For support, resources, their blog, online classes, and more! You are welcome to send them an Email.
You can also find them on https://www.facebook.com/childhoodcollective (Facebook) and https://www.facebook.com/childhoodcollective (Instagram).
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
NOTE: Hi, everyone! We've stepped away from the podcast for a short break, but we'll be back soon with great new content. Meantime, please enjoy listening to some of our most popular episodes from the archive! We’re so thrilled to have Caroline Hines as our guest today. Caroline is a Social-Emotional School Counselor at a public charter school here in California, and she shares with us the advantages that having a dedicated counselor onsite provides, how kindness is taught through each grade level, plus she offers tips on how you can foster more kindness right in your own home. We hope you enjoy this conversation as much as we did!
Show Highlights:
Caroline explains her role as a Social-Emotional School Counselor. Having a dedicated Social Emotional Counselor at a school site gives the school an advantage as far as being able to build social-emotional learning. Kindness is the platform used to establish the school’s culture. Caroline shares the philosophy of her “Kind Kids Club”. Caroline breaks down the kindness-learning focus of each grade level. How COVID has affected the transition from distance learning, to hybrid, to in-person learning. What a kindness challenge looks like. Tips for parents to help get kindness in their home.
Thank you for listening!
Connect with Caroline:
Follow Caroline on https://www.instagram.com/the.kindness.teacher/ (Instagram)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
NOTE: Hi, everyone! We've stepped away from the podcast for a short break, but we'll be back soon with great new content. Meantime, please enjoy listening to some of our most popular episodes from the archive! When kids experience challenges meeting certain expectations, that can result in their frustration, which can often lead to concerning behaviors if they’re not equipped with the necessary skills to adapt. Our guest today trains parents, educators, and clinicians in an evidence-based treatment called the Collaborative & Proactive Solutions (CPS) model.
Be sure to tune in to this intriguing and insightful conversation and learn about all the benefits that CPS has to offer!
Ross W. Greene, Ph.D., is a clinical psychologist who lives in Freeport, Maine. He is the New York Times bestselling author of the influential books https://amzn.to/3vhK6Ex (The Explosive Child), https://amzn.to/3finbDA (Lost at School), https://amzn.to/2TfGYuV (Lost and Found), and https://amzn.to/3hUFIaL (Raising Human Beings). He is the founding director of the non-profit, Lives in the Balance, which provides a vast array of free resources on the CPS model that is described in his books.
Show Highlights: Dr. Greene’s non-profit advocates on behalf of kids with concerning behaviors and their caregivers by helping people solve problems with kids, rather than giving them detentions, suspensions, and expulsions. Concerning behaviors are simply the way that a kid is communicating to us that they’re having difficulty meeting certain expectations. If we only modify concerning behaviors, then the kid is still having problems meeting those expectations. However, if we solve those problems with kids, and help them better meet expectations, then the concerning behaviors subside. Dr. Greene details the CPS model. According to Dr. Greene, “crisis prevention” is a misnomer. It’s actually “crisis management”, and he explains more. https://www.livesinthebalance.org/public-awareness (The Kids We Lose) is an exposé that hopes to raise awareness of how horrible it is for kids with social, emotional, and behavioral challenges, not only because they’re struggling, but for what we do to them in the name of helping. Dr. Greene shares what he's working on next.
Thank you for listening!
Connect with Dr. Greene!
His https://drrossgreene.com/ (website)
https://www.livesinthebalance.org/ (Lives in the Balance)
https://www.cpsconnection.com/ (CPS Connection)
https://www.livesinthebalance.org/public-awareness (The Kids We Lose (Documentary))
https://truecrisisprevention.org/ (True Crisis Prevention)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We always feel that we are “on the same page” when our guest is a passionate advocate for students. Today’s guest explains the work she does with pediatric assessments to help the parents and teachers of struggling learners. Join us to learn more! Dr. Karen Wilson is a clinical neuropsychologist who specializes in pediatric assessments. She evaluates kids from age 4 through early adulthood where a struggle to learn indicates a suspected neurodevelopmental disorder. She figures out whether the problem is an executive functioning issue, attention deficit, or inappropriate instruction. By evaluating various areas, she can pinpoint the reason for the struggle and formulate a plan for success for the child at home and at school.
Show Highlights:
How parents are referred to a neuropsychologist, and why Karen can offer meaningful help Why parents and teachers might rationalize the decision to put off a professional assessment, which delays lifechanging interventions for the student How students can enjoy the learning process more when they don’t have to work as hard to learn and succeed What Karen notices about how red flags show up at different times for students, based on their individual strengths and weaknesses The need for universal screenings for kindergarten students Why it might seem like there are more struggling learners now than in the past How a teacher’s referral is usually for the child to see a pediatrician when they suspect a problem Why parent and teacher observations and rating forms are a crucial part of the professional assessment and diagnosis
Connect with Dr. Karen:http://www.westlaneuro.com ( )
http://www.westlaneuro.com (www.westlaneuro.com)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We continue to see compounded challenges in this school year. Today’s show focuses on the vital role school counselors can play in advocating for students and supporting student success, even in the uncertainty of a pandemic. Join us to learn more! Caroline Hines is an elementary school counselor in Sacramento, CA. Unlike many school counselors, Caroline is a social-emotional counselor who supports students and families, making sure her school is a kind and caring place where students feel safe, included, accepted, and cared for. Her last appearance on the podcast was about how schools and parents can promote kindness, and today’s conversation focuses on the unique challenges in our current school year. Show Highlights:
How school counselors wear many hats that differ greatly from school to school What Caroline notices about this school year and its challenges How our brains are wired to handle short bursts of stress rather than long, sustained periods of stress How COVID adds extra stress because of the uncertainty of each day, along with the capacity to handle everyday challenges The reality of the learning gap for students who haven’t had a normal school year for more than two years The difficulty for teachers in challenging above-grade-level learners while supporting students who are behind The need to revamp homework purposes and policies to account for students who are already behind How parents and teachers feel scared, helpless, and uncertain about what comes next Why our “new normal,” whenever it comes, needs to address the socioemotional needs of students better How MTSS (multi-tiered system of supports) is helping in Caroline’s school with a whole-child focus
Thank you for listening!
Connect with Caroline:
On https://www.instagram.com/the.kindness.teacher/?hl=en (Instagram) or via email: chines@natomascharter.org
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s conversation is with a guest recommended to us, and we are excited to hear her perspective. We are highlighting the immense challenges within the legal system for attorneys, parents, and students, especially how situations can vary from one state to another. Join us to learn more! Stacey Gahagan practices statewide in North Carolina. Her firm, with five attorneys, is the largest in NC that focuses on special education law. Stacey was in education for 19 years before she went to law school. From teacher to administrator, Stacey has “worn every hat at the IEP table,” except that of a speech therapist. After becoming an attorney, she realized her desire for fairness and her passion for education was leading her into this area. After leaving a salaried job, she started her own firm and has been able to make a difference in the area of inclusion in NC.
Show Highlights:
How Stacey’s unique background, experience, and expertise allow her to assist parents Why families are up against a wall in their fight for more inclusion in NC How Stacey sees the impact for each individual child How due process cases are handled in NC vs. CA How the playing field is not fair in NC, where the burden of proof is on the parent and the decision of the school district is “presumed to be correct” How Stacey’s current case in litigation began in 2014 How answers and procedures differ from one district to another Why 85-95% of the cases settle out of court in both CA and NC unless special circumstances are present Why few students are put in non-public schools in NC, as compared to CA The challenges when a judge’s track record shows them never favoring the parent The challenges for small law firms because of non-attorney advocates in NC’s two-tier system
Thank you for listening!
Connect with Stacey:http://www.ncgplaw.com ( )
http://www.ncgplaw.com (www.ncgplaw.com)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s show is a replay of the Thriving Special Families podcast hosted by Crystal Sanford. We appeared as guests on Crystal’s live podcast on September 22; the episode is titled “Compensatory Education: Where Are We Now?” You can view the video podcast on YouTube or find the link on Crystal’s website. She is a consultant with Sandford Autism Consulting and is passionate about working with families and community members. It was nice to talk to someone who understands the nuances of compensatory education. We dove deep into the topic, along with tips and tricks for getting compensatory education in this time of COVID. Join us to learn more! Show Highlights: How Vickie and Amanda were led to become special education attorneys How compensatory education is defined as “a way to put a student in the place they would have been if not deprived of special education-related services” How the comp ed law is an equitable remedy for the harm that has occurred; it can be educational services for the student OR reimbursement to the parents for private educational services How comp ed is a little different now in the time of COVID How parents get access to comp ed with the options of an IEP meeting, alternative dispute resolution, mediation, etc. Why it does not matter if one or all students regressed because every student with an IEP has rights and protections; many districts received additional funding to provide services during COVID--so the excuses are not valid! Tips for parents: the first step is an IEP meeting after in-person learning has gone on for at least 30 days; ask the IEP team how they are addressing the learning regression; ask for work samples, test results, and assessments; and consider asking for a private, independent assessment How a parent knows when it is time to see an attorney (There is a two-year statute of limitations.) Options for parents if the school is found negligible (Ex: reading interventions) The need that comp ed services be individualized and customized Highlights of Amanda and Vickie’s Inclusive Education Project: a non-profit organization providing legal services and a weekly podcast
Connect with Crystal To access autism and IEP resources: http://www.sdautismhelp.com/resources (www.sdautismhelp.com/resources) Find the Thriving Special Families podcast: Thriving Special Families - YouTube Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We have said it before: this school year is like no other. Now we are all dealing with the uncertainty of an upcoming holiday season that may be very stressful for parents, teachers, and students. There are simple practices and tools we can use with people of all ages to manage and reduce stress. Join us to learn more! Lynn Jimenez is a licensed clinical social worker and the founder of Connect-Flow-Grow Coaching & Therapy. Her past experiences include school mental health, foster care, and substance abuse prevention. She has taught prevention through restorative practices in general education and has taught teachers how to integrate social and emotional learning and conversations into their teaching style in their classrooms. As a mom of three boys, Lynn has practiced these skills at home, which has transformed their family experience as the boys have learned to interact better with each other.
Show Highlights:
Why the strategies used in special education should be used by all general education teachers How Lynn originally taught families how to talk to kids about stress and dove into the physiology of the stress response system What Lynn wants people to understand about stress as we move into the holiday season How daily self-care practices can help manage stress--and can be modeled for kids How this year is different for students who spent most or all of the previous school year learning virtually---and how holiday gatherings (hopefully) will be happening but might be overwhelming A personal example from Lynn’s family that brought open communication and clarity through a stressful experience with her youngest son; as a result, they have more intimacy and stronger relationships today Why it’s important for parents and teachers to admit when they “lose it” and need a break Why basic emotional regulation skills need to be taught in schools beginning at the kindergarten level Other helpful stress management tips: meditate, be in nature, and teach kids to name three things they see, hear, touch, and smell (this teaches mindfulness) Why being in nature can translate into family activities to reduce stress and things that teachers can do at school to help stressed students How Lynn teaches adults to scale their emotions from 1-10 by having them determine the size and intensity of their emotion( this is a coping regulation activity); kids can scale with small, medium, and large, which allows them to see their progress quickly How Connect-Flow-Grow brings together all Lynn’s endeavors to teach people about stress and becoming aware of their feelings so they can have more control; find out more about her programs and classes for managing and reducing stress on her website
Thank you for listening!
Connect with Lynn:
http://www.connectflowgrow.com (www.connectflowgrow.com)
Find Connect-Flow-Grow on https://www.instagram.com/connectflowgrow/?hl=en (Instagram)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your...
It’s safe to say that everyone in education is being stretched to their limits. Earlier optimism back in the summer has given way to a sense of drudgery that we find ourselves back in the same COVID-impacted situations as in the previous school year. We are excited to have today’s guest, a teacher and advocate, to share her perspective. Join us to learn more! Jessica Keogh has an undiagnosed neuromuscular disorder from birth that limits her physical abilities and keeps her in a wheelchair. Despite her disability, she’s been a special education teacher for the past ten years. She also runs the nonprofit Faith Above My Ability, which educates people and advocates for people with disabilities. The main goals of the organization are to change the narrative around disability, advocate for policy changes, and develop curricula that are truly inclusive.
Show Highlights:
An overview of this school year from Jessica’s viewpoint in light of the lack of paraprofessionals How administrations are dealing with the challenges by mass hiring efforts and being open to teachers’ suggestions How Jessica’s district implemented cyber programs but remains committed to in-person learning Jessica’s advocacy work for people with disabilities, especially the new law in Pennsylvania around income limits for disabled people (The law goes into effect in December 2021.) Jessica’s advice for those who want to advocate: Start with your story. Build your community and talk to others. Talk to local legislators and introduce yourself to them. Don’t be afraid to start small with local politics. How Jessica plans to celebrate in December when the new bill becomes a law How Jessica has shared her story with her students and colleagues
Connect with Jessica:http://www.faithabovemyability.org ( )
http://www.faithabovemyability.org (www.faithabovemyability.org)
Find Faith Above My Ability on https://www.facebook.com/faithabovemyability (Facebook), https://www.instagram.com/faithabovemyability/?hl=en (Instagram), and https://twitter.com/Faith_MyAbility (Twitter)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are all dealing with the regression that some of our students have experienced through these COVID-affected times. We went from having a hope of real innovation of inclusive education to a focus on mere survival. Today’s guest shares insights into the evidence-based need for inclusion, practical steps to bring inclusion, and the barriers that still remain in school systems. Join us to learn more! Diane Ryndak is a professor at the University of North Carolina at Greensboro in the Department of Specialized Education Services in relation to students with significant disabilities. She works in teacher training for undergraduates and doctoral students, and she works closely with school districts to bring systemic reform for improved student outcomes.
Show Highlights:
How Diane was led at an early age into advocating for marginalized students How Diane works in teacher training and affecting state policies regarding inclusive educational services for students with disabilities Why most school districts as a whole are resistant to inclusive education How segregated education has been established as the acceptable way to do things because of the support and attention that special needs students receive What the research shows about the level of engagement and instruction that students in inclusive classrooms receive from teachers AND peers How problems with inclusion occur when kids with IEPs transition from early childhood to kindergarten (95% of them will NEVER get back in general education classes once they are segregated!) Why the focus should be on preventing kids with disabilities from going into self-contained classrooms in the first place The big challenge for parents: Without universal preschool, their options are limited when early intervention identifies their child with special needs Why the focus has to be on specific strategies to address the barriers that are keeping a student from the general education classroom Two ways to address the need: Provide coaching and mentoring support for current teachers through professional development. Evaluate teacher education programs to prepare new teachers to co-plan, co-implement, and co-evaluate in the generalized education classroom.
Connect with Diane:
Email: dlryndak@uncg.edu
Find inclusive education resources for parents, teachers, and administrators: http://www.tiescenter.org (www.tiescenter.org)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are all in the middle of the adventure that has become this school year. The only certainty seems to be that uncertainty continues, and we have to make adjustments along the way. Gratitude is a mindset that has become more relevant than ever, and teaching gratitude practices can help set our students up for success in the classroom right now and in their lives for the future. Join us for a closer look at learning to live with gratitude and intention! Nicole Thomson is a wife, mom, teacher, author, and entrepreneur in Ontario, Canada. She co-authored the Love Math Journal and wrote the children’s book, The Little Things: Finding Gratitude in Life’s Simple Moments. As a new business owner of The Fulfilled Classroom, Nicole uses her talents to help teachers live better lives. Her focus is on living with gratitude, setting intentions, and finding fulfillment in and out of the classroom.
Show Highlights:
Get to know Nicole, a lifelong teacher from the kindergarten to college level What is gratitude, and why is it important for our students? Why gratitude has to be practiced before it becomes second nature How gratitude benefits kids from a young age Examples of gratitude practices for the classroom: read-aloud books, sharing verbally, bulletin boards to highlight gratitude, challenges for students to notice the little things each day, etc. How to use things you hear and things you see as triggers for moments of gratitude Nicole’s messages to teachers, parents, and administrators about how gratitude benefits our students: Gratitude brings more optimism, patience, happiness, and empathy. Gratitude helps with healthy sleep patterns and immune system, decision-making, self-esteem, and resilience.
Connect with Nicole:
The Fulfilled Classroom http://www.thefulfilledclassroom.com (Website), and on https://www.facebook.com/fulfilledclassroom/groups/?ref=page_internal (Facebook) and https://www.instagram.com/thefulfilledclassroom/ (Instagram)
Books by Nicole Thomson:
https://amzn.to/2ZJFJY0 (Love Math Journal)
https://amzn.to/3oCdZii (The Little Things: Finding Gratitude in Life’s Simple Moments)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
As the school year continues in full swing with in-person learning, inclusion has never been a more important topic. Today’s conversation takes a deep dive into inclusion through the eyes of a new documentary film. Join us! Hilda and Olivier are filmmakers and parents of their son, Emilio. Through their documentary, Forget Me Not, they share the personal impact of NYC’s segregated education system as they fight for Emilio’s right to be educated alongside his peers. The film gives a rare look at what inclusive education can look like and how it can lead to a more inclusive society where every child can reach their full potential. The film lives up to its powerful title as it shines the spotlight on the kids who are often forgotten and underrepresented in their education.
Show Highlights:
How Hilda’s background in special education became more meaningful when their son was born with Down Syndrome, an event that changed the course of their family in every way How Olivier knew nothing about special education or Down Syndrome until Emilio’s birth How they set out to make a film about inclusive education as they experienced segregation in the education of their son Why many people aren’t aware of what goes on in our educational system for students with disabilities How breaking up segregated classrooms while students are young helps them understand the differences in how people learn How the documentary makes people aware of the benefits of inclusion and spurs them to take action to help change the system Why Hilda and Olivier hope the film encourages parents to raise their voices about what their children can do--even with disabilities How some parents don’t have the knowledge base or resources to advocate for their child’s education How lasting change will happen when people want to make a difference
Learn more about Hilda, Olivier, and their documentary film:
https://www.forgetmenotdocumentary.com (https://www.forgetmenotdocumentary.com)
Find the film’s Facebook page: https://www.facebook.com/forgetmenotdocumentary/ (Forget Me Not Documentary)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re in it now: another school year taking us into the great unknown. Parents, students, and educators are all living with a “wait and see” approach as we live in a state of constant adaptability in yet another pandemic school year. Join us to hear practical tips and advice from today’s guest! Chris Banks is CEO and president of the Autism Society of America. He came to the society in 2020 from a comprehensive background in human services and healthcare, and he is a proven transformational leader committed to diversity and cultural growth. We are discussing what his organization does, along with the wealth of resources provided for parents, educators, and students.
Show Highlights:
Chris’ background and how his role merges his prior skills, talents, and interests Chris’ message about how businesses can help change the corporate culture and shift their perspective by hiring autistic employees Why a focus on diversity and inclusion in education serves the best interests of the children AND the best interests of the community as a whole How “big picture” thinking goes beyond awareness to acceptance, inclusion, and belonging How the Autism Society of America’s COVID-19 Toolkit is being distributed and used around the world Silver linings of the pandemic regarding many important issues in education Why many autistic students have thrived academically but regressed socially during the pandemic Why parents have to manage their own anxiety first in transitioning kids back to schoo Chris’ tips for easing the transition to in-person learning for autistic students: Ask for a video tour of the school to add a level of comfort for kids. Connect kids to the school’s support staff. Establish bedtime and waking routines. Take kids on social outings with masks. Create a countdown calendar and schedule. How the resources provided on The Autism Society of America’s website are relevant and timely and available through affiliates across the US
Connect with the Autism Society of America: http://www.autism-society.org (Autism Society)
On Facebook: https://www.facebook.com/AutismSociety/ (Autism Society of America)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We know the transition into motherhood is not always easy. Today’s guest works to ease the transition and help prevent burnout for moms as she brings sanity, solutions, and overall mental health into the chaotic world of motherhood. Join us to learn more! Danielle Bettmann is an early childhood development expert, parenting coach, teacher, and mom of two girls. She helps families with strong-willed tiny humans find patience, peace, and partnership. Her mission is to come alongside parents to provide mindsets and strategies that make you feel proud of how you parent. She hosts the podcast Failing Motherhood and provides many resources for parents through her website. Show Highlights:
Why Danielle was inspired to focus her work on helping moms and families How she identified the early childhood years as “ground zero” for families Why she started Wholeheartedly, her one-on-one coaching business for parents of young children Why parents come to Danielle for help when they feel inadequate in the parenting arena, need more tools, and want to do better How parents want to present a united front with their partner and function with more patience and cooperation in the home How parents are challenged in trying to mesh their parenting styles and varied upbringings as they parent their own children Practical tips for parents: Have a time set aside for curious conversations about how things are going, what has worked, what hasn’t worked, etc. Do research for free resources or consider reaching out to an expert for help. How the logistics of “getting help” works with appointments and time commitments Why learning and growing as a parent is like strengthening a muscle Danielle’s resources, classes, and podcast for parents
Connect with Danielle:
Danielle’s http://www.parentingwholeheartedly.com (Parenting Wholeheartedly) coaching website
Podcast: https://podcasts.apple.com/us/podcast/failing-motherhood/id1512670981 (Failing Motherhood)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s guest is Diana Pastora Carson, a self-described sibling advocate and a big fan of her brother, Joaquin, who spent 15 years of his life in an institution. Joaquin’s family fought for three years to bring him home, and he fully supports and endorses the way Diana shares their family story. Diana has been an elementary educator for over 30 years in both general and special education. A lecturer for a Disability and Society course through San Diego State University, Diana also teaches other disability and inclusion courses through SDSU and a local community college. She’s a public speaker, inclusion visionary, and community activist who has also done a TEDtalk. With two terms on the board of Disability Rights California, she currently serves on the board of directors for Disability Voices United. Last year, she helped produce a series for Ability magazine in which she interviewed 50 experts and activists in the field of disability. Diana is the author of https://amzn.to/3nkh2vh (Beyond Awareness: Bringing Disability Into Diversity Work in K-12 Schools & Communities) and the children’s book, https://amzn.to/3BX40HR (Ed Roberts: CHAMPION of Disability Rights).
In addition to starting her own podcast soon, Diana’s upcoming endeavors include launching an online course about disability awareness through a social justice lens.
Join us for a closer look at disability awareness and how inclusion in the classroom can benefit every student.
Show Highlights:
How inclusivity in education has changed--and what it means today A specific example of how Diana used a Marc Anthony song to help a non-speaking student engage with his classmates and the curriculum in her classroom Why a general education setting is best for most children with disabilities, even if their work output is very different How life quality is impacted by the early years of social and emotional opportunities Diana’s advice about the best way for teachers, administrators, and parents to establish more inclusion in schools What it takes to change people’s hearts and minds about inclusion and disability awareness Steps to bring disability awareness and justice
Connect with Diana!
Visit her https://www.dianapastoracarson.com/ (website)
Download Diana’s FREE ebook: http://www.gobeyondawareness.com/keys (The Five Keys to Going Beyond Awareness)
Links/Resources:
Thank you for listening!
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s episode is the final part of our series to kick off the new school year. Parents, students, and educators were assuming that things would be back to normal by the beginning of the 2021 school year, but we are still in a state of uncertainty. Since COVID-19 has impacted schools in many ways during the past two school years, we have seen many adjustments to learning. CA Assembly Bill 130 addresses the independent study (IS) options, not to be confused with virtual learning. We’ll dive into the bill’s provisions and what it means for school districts and your students. Join us! Show Highlights:
Independent study options have existed in many variations at different schools; IS varies from virtual learning in that students are required to do a lot of work on their own without teacher instruction. IS is a common element for students with IEPs and students in special situations that require them to leave school early, arrive late, or do coursework away from school. What’s new about IS in AB 130? School districts in CA are now required to offer IS as an option to students. Why the change? The state recognized that some students aren’t comfortable with full-time in-person learning. What is independent study? Independent study is not the same as virtual learning as it requires a lot of reading and work with much less teacher instruction. The fact is that IS is not a great option for students with IEPs who may not be comfortable with 100% in-person schooling right now. Main components of AB 130: A high standard of strict curriculum instruction minutes Student-to-teacher ratios equivalent to in-person learning Access to Wifi for all IS students Concrete plans to monitor and record student participation The problem is that not all districts are complying with the provisions of AB 130; some are only requiring a one-hour weekly check-in with a teacher. There is an exception to AB 130 that allows IS to be waived for this school year if low enrollment/participation creates an unreasonable fiscal burden for the district. Like most education bills, AB 130 pleases some advocates, but for others, it doesn’t go far enough. Listeners outside of CA should check out what’s happening with education legislation in your state for this school year.
Links/Resources:
Thank you for listening! We welcome your questions regarding the new school year, guidelines, and protocols, so send them in!
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s episode is part two of our three-part series to kick off the new school year. Parents, students, and educators were assuming that things would be back to normal by the beginning of the 2021 school year, but we are still in a state of uncertainty. California legislators have implemented specific steps to help students, even reaching into last school year. We are taking a closer look at Assembly Bill 104, which was passed in CA in July. We’ll dive into the provisions of the bill and what it means for your students. Join us!
Show Highlights:
AB 104 was passed in July and included a very quick deadline of August 15 for parents; two major components make up the bill: The pass/no pass option allows 2020-2021 students to apply for a letter grade to be changed to “pass/no pass.” The retention option allows parents to request retention in a consultation if a K-11th grade student had a D, F, or no pass grade in at least half of their course work. Another part of the bill allows for a 5th year for course recovery for students not on track to graduate after four years of high school. IF YOU MISSED THE AUGUST 15 DEADLINE, IEP meetings can be scheduled to implement these measures for your student. California colleges and universities are encouraged to accept pass/no pass grades for incoming students.
Links/Resources:
Thank you for listening! We welcome your questions regarding the new school year, guidelines, and protocols, so send them in!
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today’s episode is the first in a three-part series covering guidelines for going back to school for in-person learning for the 2021-2022 school year. It’s hard to believe that we are here on the cusp of beginning another school year, and as with the last two school years, COVID-19 has changed everything for students, educators, and parents. Join us for this three-part guide to everything you need to know and the momentum you need to kick off a new school year. We are discussing COVID-19 guidelines, safety protocols, and the recent teacher vaccine mandate in California.
Show Highlights:
The Safe Schools for All Hub through the http://www.cde.ca.gov (www.cde.ca.gov) website is THE place to go for updates and guidelines from the CA Department of Public Health. The main components of the guidelines for schools include: recommended vaccines for everyone over age 12 and a mask mandate for all to allow less social distancing within school activities Mask mandates (with medical exemptions) are identified as part of the best practices for schools, and districts have been busy developing their testing protocols. After a positive COVID-19 diagnosis, the requirements for returning to school are as follows: A negative COVID-19 test 24 hours fever-free (without using fever-reducing medications) Improvement of all symptoms
**With any positive COVID-19 test, the guideline is for the person to isolate at home for ten days, even if they have no symptoms
Assembly Bill 86, approved in March, requires schools to report COVID-19 cases to their local public health department. If a vaccinated person comes into close contact (per CDC definition) with a positive COVID-19 case, they only have to quarantine if they show symptoms. These safety protocols have to be documented to account for various scenarios and posted on schools’ websites before the school year begins. The recommendation remains that schools limit non-essential visitors, volunteers, and activities for those not fully vaccinated. Why it is still important to conduct meetings virtually when possible so as to limit exposure for those under vaccination age Hand-washing hygiene and rigorous cleaning recommendations are still in place, as well as maximum social distancing when possible for school activities. As of August 11, CA Governor Newsome stated that teachers in CA be fully vaccinated or submit to weekly COVID-19 testing. CA has 6.1 million students and 550,000 teachers (about 90% of teachers are vaccinated so far)
Links/Resources:
Thank you for listening! We welcome your questions regarding the new school year, guidelines, and protocols, so send them in!
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
It’s the end of the school year, and this will be our last episode before we break for the summer. What a year it’s been! Stick with us as we take a look back on this unusual year and its different hybrid models, issues to look out for and to make your teams aware of, and what the 2021-2022 school year may hold.
We appreciate your support and remember, summer break would be a great time to listen to any of our past episodes that you may have missed!
Show Highlights:
When kids returned to school back in August/September, it was still all distance learning. There was a lot of repetition of content from the previous school year in this past school year If you have a health care plan within your IEP, you may need to get updated doctor's orders. Communicate with your team! How schools will be addressing regression. Thoughts on enrichment programs. Although it’s been a hard year for everyone, our focus should be on the child that is right in front of us. The trap of lowered expectations. September 2021 will be the jumping-off point. Although it will take some time to get our kiddos caught up academically, we can’t forget to address their mental health and social skills. Consider giving your kids a break this summer. Be mindful of the trauma a child has experienced from this pandemic. During our summer break, you can still visit our website or catch us on social media. We’ll be back soon with new content for you!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Carlia Oldfather, Director of Operations from Stand Up for Kids in Orange County, is our guest today! Stand Up for Kids is a national, non-profit organization that serves youth between the ages of 12-24 that are experiencing homelessness. There are twenty chapters throughout the nation. Join us for a behind-the-scenes look at this wonderful organization that is about FAR more than just getting kids off the street. You’ll be glad you did!
Show Highlights:
In Orange County alone, there are an estimated 31,000 homeless and at-risk youth. Carlia provides additional statistics from the school districts regarding homeless youth. A holistic approach is used when addressing the multiple needs of this at-risk population. Stand Up for Kids is big on partnering with members of the community. Carlia offers different ways for people to get involved in the programs. How COVID impacted their programs. 90% of their high school seniors graduate and go on to college or full-time employment. Stand Up for Kids has four pillars of service: street outreach, outreach centers, mentoring, and apartment support. Carlia shares a heart-warming success story. If you know someone in need of services in Orange County, please call (714) 356-5437.
To Find Out More or to Learn How You Can Help:
https://www.standupforkids.org/orangecounty (StandUp For Kids - Orange County)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
If you dread hearing, “What’s for dinner tonight?”, then you’re going to LOVE today’s guest. If, like most of us, you live a busy life, have picky eaters or food allergies in your family, or just need a dash of inspiration and a serving of encouragement for answering that burning question, keep listening!
Marie Fiebach is the founder of “Feed Your Family Tonight”. She is an author, podcaster, coach, and, in her own words, a “Weeknight Dinner Expert”. Marie has plenty of tips and strategies to share with us today!
Show Highlights:
Marie explains what motivated her to start “Feed Your Family Tonight”. Having dinner together each night as a family builds connection and stability with your children. The pandemic gave those working from home an opportunity to look at dinner differently. Marie addresses balancing different dietary needs within a family. Marie teaches others how to plan their meals around the kind of day that they’re having. “What do I need to do today, in order to be successful later in the week?” Planning WHEN you cook is almost more important than planning WHAT you cook. The importance of having (and how to plan for) backup meals. Marie reflects on the emotional burden of feeding your family. Marie shares her philosophy on base ingredients. Feeding your family is enough. It doesn’t have to be perfect all the time.
Connect with Marie:
Feed Your Family Tonight’s https://feedyourfamilytonight.com/ (Website) and https://www.instagram.com/feedyourfamilytonight/ (Instagram)
Get Marie’s FREE https://feedyourfamilytonight.com/plan (Weekly Meal Plan Sheet)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re so thrilled to have Caroline Hines as our guest today. Caroline is a Social-Emotional School Counselor at a public charter school here in California, and she shares with us the advantages that having a dedicated counselor onsite provides, how kindness is taught through each grade level, plus she offers tips on how you can foster more kindness right in your own home. We hope you enjoy this conversation as much as we did! Show Highlights:
Caroline explains her role as a Social-Emotional School Counselor. Having a dedicated Social Emotional Counselor at a school site gives the school an advantage as far as being able to build social-emotional learning. Kindness is the platform used to establish the school’s culture. Caroline shares the philosophy of her “Kind Kids Club”. Caroline breaks down the kindness-learning focus of each grade level. How COVID has affected the transition from distance learning, to hybrid, to in-person learning. What a kindness challenge looks like. Tips for parents to help get kindness in their home.
Connect with Caroline:
Follow Caroline on https://www.instagram.com/the.kindness.teacher/ (Instagram)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Our guest today describes herself as a “veteran educator, survivor of burnout, and a self-care advocate.” Kayland Lamar coaches educators on self-care practices and boundary-setting in the classroom. If a healthy work-life balance and proactive personal wellness habits seem out of reach for you, then you will definitely want to listen to the tips that Kayland has to share with us, for the classroom and beyond.
Kayland Lamar is a high school science teacher who loves her job, loves her students, and teaches at the same high school from which she graduated.
Show Highlights:
Kayland relates her personal story of burnout that she experienced during her first official teaching job. How setting boundaries can help us find the proper work-life balance. Kayland describes the relationship she has with her students. Being vulnerable with her students lets them know that she has a life outside of the classroom, too. Developing routines with her students helps to set them at ease and know what to expect each day. “Family Fun Friday” - the students have to earn it, but here’s an idea that Kayland occasionally implements in the classroom. How Kayland helped her students weather the COVID storm.
Connect with Kayland!
Visit her https://www.kaylandlamar.com/ (website), and follow her on https://www.instagram.com/kaylandlamar/ (Instagram) and https://twitter.com/KaylandLamar (Twitter)!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
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This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
When kids experience challenges meeting certain expectations, that can result in their frustration, which can often lead to concerning behaviors if they’re not equipped with the necessary skills to adapt. Our guest today trains parents, educators, and clinicians in an evidence-based treatment called the Collaborative & Proactive Solutions (CPS) model. Be sure to tune in to this intriguing and insightful conversation and learn about all the benefits that CPS has to offer!
Ross W. Greene, Ph.D., is a clinical psychologist who lives in Freeport, Maine. He is the New York Times bestselling author of the influential books https://amzn.to/3vhK6Ex (The Explosive Child), https://amzn.to/3finbDA (Lost at School), https://amzn.to/2TfGYuV (Lost and Found), and https://amzn.to/3hUFIaL (Raising Human Beings). He is the founding director of the non-profit, Lives in the Balance, which provides a vast array of free resources on the CPS model that is described in his books.
Show Highlights:
Dr. Greene’s non-profit advocates on behalf of kids with concerning behaviors and their caregivers by helping people solve problems with kids, rather than giving them detentions, suspensions, and expulsions. Concerning behaviors are simply the way that a kid is communicating to us that they’re having difficulty meeting certain expectations. If we only modify concerning behaviors, then the kid is still having problems meeting those expectations. However, if we solve those problems with kids, and help them better meet expectations, then the concerning behaviors subside. Dr. Greene details the CPS model. According to Dr. Greene, “crisis prevention” is a misnomer. It’s actually “crisis management”, and he explains more. https://www.livesinthebalance.org/public-awareness (The Kids We Lose) is an exposé that hopes to raise awareness of how horrible it is for kids with social, emotional, and behavioral challenges, not only because they’re struggling, but for what we do to them in the name of helping. Dr. Greene shares what he's working on next.
Connect with Dr. Greene!
His https://drrossgreene.com/ (website)
https://www.livesinthebalance.org/ (Lives in the Balance)
https://www.cpsconnection.com/ (CPS Connection)
https://www.livesinthebalance.org/public-awareness (The Kids We Lose (Documentary))
https://truecrisisprevention.org/ (True Crisis Prevention)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re thrilled to bring you another great interview today! Melanie Oates is a motivational speaker, philanthropist, and advocate for special needs families, including her own. Stay tuned to hear more about her amazing nonprofit, Here For A Reason, Inc., and the work she does as an advocate, the intensive research she did on behalf of her children, and the plethora of knowledge and resources she is now able to share with families who are looking to be their own best advocate for not only their children but for themselves, as well.
Show Highlights:
Melanie provides an overview of how her nonprofit came to be. Financial hardships for a child’s medical equipment and care happen to families even when they have seemingly great insurance coverage. Melanie addresses how she had to strategize to get her daughter the nursing care she needed. If you’d like to apply for assistance, or if you would like to make a donation, please go to http://www.hereforareason.org/ (Here For A Reason). Motivational speaking is Melanie’s way of encouraging others to find the successes in their own stories and to find ways that change what appear to be negatives into positives. Melanie wants to set a positive example for other African American families who may culturally have trouble sharing information about their child’s special needs. Melanie shares how her nonprofit has impacted others.
Connect with Melanie!
Nonprofit Website: http://www.hereforareason.org/ (Here For A Reason)
Nonprofit https://www.instagram.com/hereforareasoninc/ (Instagram)
Personal Website: http://melanieoates.com/ (Melanie Oates)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
It’s been a little more than a year since the start of this pandemic, so we thought we’d take a look back at California-specific senate bills to revisit how we saw them played out. We’ll also be discussing how you can be preparing for the summer and the upcoming school year. We hope you join us! Show Highlights:
California Senate Bills: an overview of the highs and lows. It’s important to note that state senate bills do not trump federal law’s IDEA (Individuals with Disabilities Education Act). Taking a look at IEPs. How the courts see violations. The problems with aide support. Thoughts on individual educational evaluations during this time. Dealing with compensatory education. As the parent, you are the holder of the data and the most important component of the IEP team. Encouraging tips for feeling empowered to speak up during this upcoming school year.
Thank you for listening!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re so thrilled to have Dr. Whitney Casares (“Dr. Whitney”), creator of the popular “The Modern Mommy Doc” website with us for today’s interview! Join us as we dive into the topics around new parenthood and self-care, and discuss her newest book, https://modernmommydoc.com/books (The Working Mom Blueprint), which will be released May 11, 2021. Whitney Casares, M.D., M.P.H., F.A.A.P. is a pediatrician and a mom to two young girls in Portland, Oregon. After completing her undergraduate degree in journalism, she completed her medical school training at the University of Vermont and her pediatrics residency training at Stanford University. She also holds a Master of Public Health in Maternal and Child Health from the University of California, Berkeley.
She cares for children and adolescents as a full-time, board-certified pediatrician in Portland, Oregon. She knows from experience what it’s like to welcome a new baby into the world and what it’s like to make sure those babies thrive in their first days, weeks, and months.
Show Highlights:
Dr. Whitney reveals how her struggles as a new mom lead to her writing a blog, which in turn became her first published book. Having a village of mom-friends and dad-friends around you provides a much-needed network of support. Creating a sustainable framework for herself, where she could be tuned in to her own needs, turned out to work for other moms, too. Learn to say ‘no’ to things that do not serve you. Learn to say ‘yes’ to the things that will give you the reserves that you need. Dr. Whitney offers strategies to streamline your life so that you can have more time and energy for the things that you care about. Self-care: there's a whole new movement around it. Dr. Whitney provides her personal definition of "self-care" and suggests ways to work it into your schedule.
Thank you for listening!
Connect with Dr. Whitney:
Check out The Modern Mommy Doc’s https://modernmommydoc.com (website). https://modernmommydoc.com/podcast (podcast), https://www.facebook.com/modernmommydoc (Facebook) page, and https://www.instagram.com/modernmommydoc/ (Instagram)!
Book Mentioned:
https://amzn.to/3aZ7ZZq (How Not to Hate Your Husband After Kids) by Jancee Dunn
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We can’t wait to share our wonderful conversation with you today! Our guest is Renee Pena Lopez, an Early Childhood Learning Specialist, a Special Education Itinerant Teacher (SEIT), and the host of “The Magic of Littles” podcast! Join us as we talk about advocacy, early intervention, the importance of play, and making sure each child receives what they need.
Show Highlights:
Renee shares her introduction into (and passion for) early childhood education. The importance of early intervention. Renee discusses her daughter’s challenges and abilities. How teachers and parents are getting more educated about what a child needs, and how there’s less stigmatizing now. How to avoid the fallout of carry-overs from one teacher to another, or from one school to the next. Renee relates a story dear to her heart, that is related to why she chose her profession. Play: there are many types of play and they all have a purpose. Tips and strategies to engage with your little.
Connect with Renee!
Visit her https://www.themagicoflittles.com/ (website), check out her https://www.facebook.com/TheMagicOfLittles/ (Facebook), follow her on https://www.instagram.com/themagicoflittles/ (Instagram), and listen to her https://www.themagicoflittles.com/podcast (podcast)!
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
In recognition of Autism Acceptance Month, we’re honored to speak with Nicole Ballingoff. Nicole is a Board Certified Behavior Analyst (BCBA) and the Regional Director at Kyo, formerly known as Gateway Learning Group. Kyo has undergone recent rebranding and other exciting changes and continues to grow across the nation. Kyo’s focus is autism therapy and achieving results that matter to each child’s future.
Today, Nicole discusses ABA (Applied Behavior Analysis), consistency, and the value of collaboration. She also shares some tips on easing a child through the “at-home” to “in-person” transition!
We hope you join us for this intriguing conversation!
Show Highlights:
Nicole describes the different ABA therapy options offered by Kyo. ABA is the science of using the principles of reinforcement to teach skills. Nicole shares common misconceptions around ABA therapy. Collaboration with all teams in a child’s life is essential in achieving the best possible outcomes for that child. Kyo’s services are provided in the school, the home, and the community. Now that more things are opening up again, Kyo will resume their outdoor activities at parks. Nicole discusses the benefits they discovered during Tele-Health sessions. Nicole offers strategies for easing a child through the “at-home” to “in-person” transition!
Connect with Nicole!
Learn more about https://kyocare.com/ (Kyo)
Nicole’s https://www.linkedin.com/in/nicole-ballinghoff-27092819a/ (LinkedIn)
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
https://www.instagram.com/iepcalifornia/ (Instagram)
https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re so happy to have Kara Ryska with us today! Kara is local to SoCal and has her own podcast that we think you will find very helpful. In this episode, Kara shares how her journey propelled her to become a life coach to specifically help other special needs moms. We’re sure you’ll find encouragement and inspiration as you listen! Show Highlights:
Kara relates the story behind her becoming a special-needs mom. Kara went from feeling ill-equipped to being a mom of a child with special needs to actually becoming a life coach for other special-needs moms. “The Special Needs Mom Podcast” is a combination of Kara sharing life stories, the things that she’s currently learning, and she also interviews other special needs moms. Kara shares the differences in challenges between what her son experienced as a toddler compared to what he experiences as an eleven-year-old. Building community with other moms or being a part of groups for specific diagnoses can be amazing support systems.
Connect with Kara!
Visit her https://www.kararyska.com (website), listen to her https://www.kararyska.com/podcast/ (podcast), follow her on https://www.instagram.com/kararyska/ (Instagram), and download her FREE https://kara-ryska-coaching.ck.page/7514efaca4 (“A Mom’s Guide to Self-Care”).
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
If you’ve never heard of the Inclusive Digital Expression and Literacy (IDEAL) program out of Georgia State University, you’re in for a treat! IDEAL is an inclusive, post-secondary education program with a unique focus on creative and digital media.
We are so excited to bring you this conversation with Cara Davis, who serves as the Academic Access Coordinator for the IDEAL Program, and other members of the IDEAL team (Deriq Graves, Banji Bamidele, and Teymbi Toliver Tannis) for an insightful and inspiring look inside this empowering program.
Show Highlights:
IDEAL is a 2-year program where students specialize in their area of interest in the creative and digital media fields. IDEAL students audit Georgia State University courses in their areas. Internship is integrated into the program because the goal, upon completion of the program, is to become gainfully employed. Cara discusses their apprenticeship model. Team members share their individual perspectives on peer mentorship and support, social coaching, and what it’s like to be a student in the program. Cara provides an overview of the process for starting up a program. Teymbi discusses how the IDEAL program has grown over the four years she’s been involved. Team members relate some of their favorite stories and experiences.
Thank you for listening!
For More Information:
https://cld.gsu.edu/ideal/ (IDEAL - Center for Leadership in Disability)
http://facesofideal.com/ (Faces of IDEAL)
Email: ideal@gsu.edu
Links/Resources:
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 in https://itunes.apple.com/us/podcast/id1307157016 (Apple Podcasts), https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (Stitcher Radio), or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a (Google Play.) It helps other listeners find this show.
Be sure to connect with us and reach out with any questions/concerns:
https://www.facebook.com/IEPcalifornia/ (Facebook)
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https://twitter.com/iepcalifornia (Twitter)
http://www.inclusiveeducationproject.org/ (IEP website)
This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Among many other roles and accomplishments, our guest today, Robin Williams Evans, is a wife, a mother to a child with severe disabilities, an ordained minister, a coach to families with special-needs children, and author of the Washington Post best-seller, Living a Happy Life with a Special-Needs Child: A Parent’s Perspective. As Robin explains, for the first two years after the birth of her son, Wyatt, she was in an emotionally dark place because she wasn’t prepared for the journey of being a parent to a special-needs child. Listen in to this inspiring conversation around the importance of self-care, and finding and keeping happiness and your peace of mind. Show Highlights: Robin shares the circumstances surrounding the birth of her son, Wyatt. Both Robin and her husband went through the process of grief differently and on different time-tables. There is no shame in seeking professional help when mourning the loss of your child’s abilities. As Robin attests, there is happiness to be found in the struggle, and she feels that she and her husband evolved into better people for it. https://amzn.to/3m0DMO1 (Posttraumatic Growth) by Richard G. Tedeschi, Jane Shakespeare-Finch, Kanako Taku, and Lawrence G. Calhoun, is a book in which this relatively new field of science (by the same name) details how positive change can come after traumatic experiences. We are all faced with the decision of trying to make things better or to allow life to crush us at every turn. It’s a choice, every single time. Robin encourages us to choose to be happy. For special needs families, and especially for those with medically-complex children, it’s key to having a flexible mindset. Women are often socialized to believe that we can do it all by ourselves and we tend to be uncomfortable asking for help. It is not a weakness to ask for help! Robin’s passion is to help other families find and maintain happiness by teaching them how to choose the way they organize their lives.
Connect with Robin! Visit Robin’s website, follow her on Instagram, like her on Facebook, or email her at robin@robinwilliamsevans.com. Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re excited to get to speak with Rachel Lissy, an educational consultant for the podcast series, “Nice White Parents”! Listen in to hear the inside scoop on how the podcast came about, the role she played in it, and what her own research and experience reveal about the intersection of integration and the discipline gap. Show Highlights: Rachel details her background and how she became interested and involved in integration. The “discipline gap” is disproportionate racialized discipline, which are ways in which students of color are suspended and expelled at higher rates. Rachel works for https://ramapoforchildren.org/ (Ramapo for Children), an organization that started in 1922. Rachel shares how she hopes to see education in schools going forward. Integration and inclusion is hard work for everyone, as Rachel explains. How we learn from the past gives us hope that we will have the tools to build a more integrated and inclusive future. Every school has a story to tell!
Connect with Rachel! Rachel’s email: rlissy@ramapoforchildren.org Rachel’s personal website: https://www.rachellissyphd.com/ (Rachel Lissy, PhD ) Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re so pleased to talk today with Lee Lombardo from the YMCA of Orange County. She has been a Licensed Clinical Social Worker since 1996 and has been in the fields of social services and mental health since the mid-80s. Lee has always had a heart to serve vulnerable populations in the community. The programs that Lee currently oversees are two that focus on those with developmental disabilities. One program is for adults and the other one that is our focus today is for children ages 3-17. Join us for this incredible glimpse inside their children’s program and be sure to stay tuned for information on an upcoming event organized by the YMCA of Orange County, in honor of Disabilities Awareness Month! Show Highlights: Lee describes some of the varied programs offered by the YMCA. One program that she oversees is for children with developmental or intellectual disabilities, whose parents work and need a place to be after school. This particular program provides one-to-one aides for children with special needs in their after-school programs throughout Orange County. Each child who comes into the program gets an assessment and individualized goals. The aide works with the child on the goals, and also works with the site staff and other children towards “their” child’s inclusion in all the program’s activities. Lee’s provides an overview of the program training for staff, but it all starts with the principle that all kids are different. In honor of Disabilities Awareness Month, the YMCA of Orange County will be presenting Caring for a Child with Special Needs - A Panel Discussion on Thursday, March 18, 2021, from 6 PM – 7:30 PM PDT. This is a panel of experts (including our very own Vickie Brett!!) discussing everything from early detection, resources for your child, and advocacy support with school intervention. Following will be an attendee Q&A. Click HERE to register for this FREE online event!
For More Information: YMCA of Orange County - Community Services Lee’s Phone #: (714) 508-7643 Lee’s email Caring for a Child with Special Needs - A Panel Discussion Thursday, March 18, 2021 6PM – 7:30PM PDT Click HERE to register for this FREE online event! http://www.helpmegrowoc.org/families-screening.html (Help Me Grow - Developmental Screening and Monitoring) - In English and en Español Related Episode: Help Me Grow with Yvette Nunez [IEP 086] Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are so very pleased to share this enlightening conversation we had with Andrew Edwards, the author of three books, including the memoir, I've Got a Stat For You: My Life With Autism. Listen in as Andrew opens up with us about his life with autism, what inspires him, what he does to maintain his positive outlook, and the legacies of determination and strength that his beloved mother left behind. Show Highlights: Andrew describes his experiences and ensuing opportunities leading up to writing his first book. Andrew shares a compelling story about his mother, Hazel Davies, and her gift of persuasion. What a person is able to accomplish is often clouded by pessimism and negativity. Andrew explains some of the lesser-known traits associated with autism, such as eating disorders. Andrew addresses discrimination and how last summer’s events enabled much-needed conversations. How exercise training helped him manage his autism was the inspiration for Andrew’s latest book, https://amzn.to/3rxgGRc (A Vision of Exercise: Tales of Inspiring People and Organisations) Mentorship tips from Andrew.
Connect with Andrew! Visit his website Check out his Steel, Bat and Ball: A Pictorial History of Brymbo Football and Cricket Club 1882-2015 Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re excited to share this enlightening conversation with you today. It will give you a whole new meaning of the term “good schools” and it will give you a reason to consider the benefits of an integrated school. Our guest, Andrew Lefkowits, is part of the leadership team at Integrated Schools and is the host of the Integrated Schools Podcast. Integrated Schools is a grass-roots organization started back in 2015 with the focus on parents with the racial or economic privilege to engage in the education system in a different way than they have in the past, in the hope that all kids are learning together and strides toward true, multiracial democracy are being made. Show Highlights: Andrew explains why he has trouble with the traditionally-understood meaning of “good schools”. Integrated Schools started out as a blog by Courtney Everts Mykytyn, and Andrew shares how their lives intersected. Desegregation and integration: defining the differences. Children have to be a central part of the difficult conversations. We are not providing the same education to all our children. Create a supportive environment for people to do their self-work so that they can learn to engage in a more helpful way.
Connect with Integrated Schools! Visit their website, like them on Facebook, follow them on Instagram, and listen to their podcast! Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Our guest today is Will Butler, Vice-President of Community of the Be My Eyes app. If you haven’t heard of this app yet, we think that you’re going to be blown away when you learn how a small act of kindness can have such a big impact in the lives of blind and low-vision people. Listen in to learn more about this app, the people behind it, who it reaches, and how it stretches across a global community with a bold, yet simple, mission in mind. We hope you come away with the same sense of “wow” as we did! Show Highlights: Will shares the compelling beginnings of the Be My Eyes app., which launched in January 2015. Overnight, more than 10,000 people signed up to volunteer. Today, there are 4.5 million volunteers supporting about 300,000 blind and low-vision people in 185 languages. Most calls only average 2-3 minutes. Will explains the simple process of signing up to volunteer and what an actual call is like from a volunteer’s perspective. Will describes users of the app, which extends far beyond what we think of as blind and low-vision people. Most of the people with disabilities in this world do not identify as disabled, so when it comes to inclusion, accessibility, and making progress, that can be a big hurdle. “Be My Eyes for Work” is the latest software feature. Connection times over the last six years has been one of the biggest challenges. That time is now down to an average of 30 seconds for every language. In the English language, connection time is down to around seven seconds! If you work at a company that wants to support the blind community in a greater way, partner with Be My Eyes, the biggest blind community in the world. These partnerships keep the app free and unlimited for the 4.5 million volunteers!
Connect with Will! Visit Be My Eyes - To download apps, check out their social media pages, read their blog, read community stories, and more! https://www.bemyeyes.com/solutions (Partner) with Be My Eyes to help your customers, employees, and stakeholders who require visual assistance. Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Our guest for this episode is Leah Moore, a high school English teacher and a 2009 recipient of the prestigious, “Teacher of the Year” award, which is presented to ten New York City Teachers annually. She also teaches adaptive theater to mostly non-verbal students, which gave her an opportunity to learn a whole new way to approach a curriculum that she knows and loves. Leah is passionate about storytelling and getting your voice heard, whether that voice is in a traditional, general education classroom, a non-traditional theater. or a non-traditional, special-education theater class. We can’t wait to share this interview with you! Show Highlights: Leah reveals how her daughter’s diagnosis of Cri Du Chat has shaped her own understanding of what education, access, and inclusion looks like for her. Leah also has twin sons, one of which has special needs. Advocacy and connecting to other parents have become very important to Leah. #explodethenarrative - Leah shares her thoughts on this hashtag and what inspired her to start writing her memoir. The secrets to a joyful and successful adaptive theater classroom. A very important lesson that Leah has learned in her adaptive theater classroom that is great outside the classroom, as well, is to just let things take the time they take. Parents need to give themselves permission to make a mess of things and to leave the shame and the guilt behind. How being in a classroom with special needs kids has changed Leah’s perspective as a parent of special needs children.
Connect with Leah! Visit Leah’s website, like her on https://www.facebook.com/lovingyoubig/ (Facebook), and follow her on Twitter and Instagram! Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today we’re joined by fellow podcaster, Janice Scholl of “Money, Career, and Motherhood Podcast”. You’re in for a treat (and some reflective moments!) as our conversation centers not only around the intersection of money, career, and motherhood but the wild cards that appear in our lives, at times! We hope you join us! Show Highlights: Janice shares her background and her experience when her family lived overseas. Living in foreign countries gave Janice a new perspective on what really mattered to her, much as the Covid-19 pandemic has. Going from a full professional identity to a full motherhood identity is not easy. It’s better to blend the two. Janice relates the challenges she and her husband had with their first daughter and the realization that they had to advocate for her. Taking career breaks can lead to entrepreneurship! The ‘a-ha’ moment when Janice realized she wanted to help other mothers navigate the blending of money, career, and motherhood. Even if your husband takes care of the family finances, you should still be financially involved in decisions. There is a value to our time, especially for moms who have stayed at home for any time. The way you talk about money can help reinforce the family values that you’re trying to teach your kids. Janice’s advice to women who are thinking about taking career breaks.
Connect with Janice! Visit her Website, like her on Facebook, follow her on Instagram, and listen to her Podcast! Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Ever since we talked to Jill Stowell, Founder and Executive Director of Stowell Learning Center, some time ago about Getting to the Root of Learning and Attention Challenges [IEP 090] and hearing about how evidence-based science and clinically researched programs encourage the brain to develop new, and more effective neurological pathways, we have been looking forward to learning even more about what their programs have to offer. That’s why we’re so excited to be speaking with Lauren and Chantel from Stowell Learning Center today. They’re going to catch us up on where we left off with Jill, and we can’t wait to share this intriguing conversation with you! For some great parent resources or to schedule a free consultation, visit Stowell Learning Center. They have four locations in Southern California: Chino, Irvine, Pasadena, and Thousand Oaks. Show Highlights: Starting off with a functional assessment reveals not only academic skills but the underlying thinking and processing skills, as well. Programs are customized based on needs. Stowell Learning Center works one-on-one with students and adults with learning and attention challenges. Most of the programs at Stowell Learning Center focus on Core Learning Skills and Processing Skills. Cognitive training these underlying skills so that the academics, the behavior, and the functioning agree. Onsite learning is currently available at the Stowell Learning Center. They also offer hybrid and completely remote sessions, as well. Relationship is key and it’s the piece that our kids are missing with online schools. Lauren plays a demo that illustrates to listeners what it’s like to be a 6th-grade student (with learning, attention, or auditory processing difficulties) on a Zoom session.
Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Hello, listeners! We just wanted to check in with you and give you our most up-to-date information on what we’ve been experiencing so far, now that we have a full first semester of the 2021 school year behind us. Show Highlights: On the positive side, California’s Governor Newsom is taking education during this time seriously, but unfortunately, all of the school districts are not following his guidance and orders. There is still a myriad of differences between school districts and their educational directions. Here are a few problems we’re seeing with distance learning! Resultant mental health issues need to be identified and addressed. We continue to make our suggestions, many of which are simple concepts, but with big impacts. What we might expect in Fall 2021. Compassion and collaboration go a long way! Updates on the Bureau of Disability Rights within the Civil Rights Enforcement Section of the California Department of Justice. Remember to check out our Facebook Group and collaborate with the teachers there. Please share your tips!
Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We are so thrilled to have Donna Tetreault back on our podcast. This last year has been a rollercoaster ride of emotions, and Donna will be sharing her resources, tips, and tricks for parents to help their children in identifying and moving past what they’ve been feeling. Donna Tetreault currently hosts the podcast ‘Kids Under Construction.’ Her parenting book by the same name is coming out in fall 2021! Donna is an author at Familius Workman. Donna has been a TV reporter for more than 15 years in Los Angeles. She is also an educator and writer. Donna's unique experience has taken her career in several different directions. https://www.donnatetreault.com/donnas-picture-books (Dear Me: Letters to Myself for All of My Emotions) is Donna’s picture book that will be published in February 2021. Donna lives in Los Angeles with her husband, Andrew, and their two sons, ages ten and eleven. Show Highlights: It’s important for our kids to see us focus on the positives during this time, even when we’re experiencing disappointments. What parents should do when they see their child having trouble expressing their emotions. Don’t miss the various opportunities to teach your kids how to self-advocate. Donna offers tips on how to encourage socialization. Setting new expectations is really just a part of life. Having a solid family value system makes it easier because new expectations will always fall within that value system. Parents need to find their own self-compassion, as Donna details.
Connect with Donna! Visit her website, listen to her podcast, and follow her on Instagram! Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Joining us today is TJ Nelligan, author of the newly-released book, Live Like Sean. TJ is an entrepreneur, advocate, and former Chairman & CEO of the 2014 Special Olympics USA Games. The sudden passing of his son, Sean, stirred TJ to write a loving tribute that is poignantly captured via a first-person perspective of seeing the world through the eyes of his special-needs son. As you will hear TJ express, Sean taught the world more than it could ever teach him. Listen in to hear more about what Sean’s life can teach us all. Show Highlights: TJ shares his personal story of learning that Sean had special needs. The advocacy lessons that TJ learned early on. Inclusion isn’t just about education while attending school. When special-needs kids graduate from high school, inclusion needs to continue. TJ relates some of Sean’s unique characteristics. The way that Sean lived in the moment is worthy of our own self-reflection. Suggestions from TJ on how parents can learn to accept that their child has struggles, and how they might advocate. Special-needs kids have a way of inspiring and positively impacting the lives of so many of those around them!
Connect with TJ! Visit his Website & purchase his book! Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re excited to bring you this conversation with Haley Moss! Haley is a South Florida native who was diagnosed with autism at age three. She is now an attorney who is open about her journey, inspiring hope for other autistic people and their families and friends. Haley is a leader on disability inclusion, autism, and neurodiversity in the workplace, employment policy, accessibility, and lawyers with disabilities. She is the author of two books: “Middle School: The Stuff Nobody Tells You About” and “A Freshman Survival Guide for College Students with Autism Spectrum Disorders: The Stuff Nobody Tells You About.” We know that you're going to enjoy this conversation just as much as we did! Show Highlights: Haley addresses societal and cultural perceptions around autism. Haley shares the challenges she’s had working as an autistic attorney. Don’t make assumptions; ask! Policy and legislation for disability rights didn’t begin until the 1970s, with an overhaul in the 90s, and slightly more happening with the Americans with Disabilities Act Amendments Act (ADAAA). Unemployment rates for the autistic population are massive, and so is the salary disparity among professionals with disabilities. The only limit that should be set is healthy boundaries between you and your child. Now does not mean never! Don’t get hung up so much on milestones.
Connect with Haley! Haley’s Website Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Welcome to 2021! We’re excited to bring you this great conversation with Mallory, Katie, and Lori from The Childhood Collective. Mallory, Katie, and Lori all have experience working with neurodiverse kids: kids with ADHD, learning and language differences, anxiety, and autism spectrum disorders. Once families receive a diagnosis, they often feel underprepared to know how to parent their kids. This is where The Childhood Collective comes in, helping parents on their journey after diagnosis by providing resources and follow-up. Stay tuned for some wonderful insights! Show Highlights: The Childhood Collective educates parents about how to help their kids at home through online courses. Learning about their child’s diagnoses and how their brains work helps parents to understand why certain behaviors are happening. Mallory, Katie, and Lori share their individual experiences working with neurodiverse children. Connection with your child is so much more important than feeling the constant need to correct. Anxiety can present in many different ways in our children. Tips and tricks for parents with neurodiverse kids. Strive to have the kind of relationship with your child where they feel safe coming to you with their struggles and challenges, without fear of punishment or criticism. Behavioral modeling can be an important, positive influence on any child, including the neurodiverse.
Connect with The Childhood Collective: For support, resources, their blog, online classes, and more! You are welcome to send them an Email. You can also find them on https://www.facebook.com/childhoodcollective (Facebook) and Instagram. Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Please join us in what will be our last conversation of 2020. We’re taking a break during the month of December to rest and rejuvenate from what has been a difficult and unpredictable year for most of us, and we plan to return in January 2021 with a fresh perspective and more interviews with some really great guests. Our hope is that you will also take this time to slow down and recharge, even if it’s just during the time you share with us on this episode. We have a special treat for you that will help you on your way to doing that. Jona Genova is our special guest today and she will be leading us in a compassionate meditation. Jona is an energy healer and a meditation teacher. You’re going to love this! Enjoy the holidays the best way you can, and we’ll see you next year. Show Highlights: Jona teaches “sustainable compassion training”. As Jona relates, this form of meditation has been adapted from Tibetan tradition. Lama John Makransky, who is also known as Professor John Makransky, is Jona’s mentor. Jona shares evidence of meditation and its positive effects on the body. There are some differences between this type of meditation and mindfulness, and Jona explains the term “relational starting point”. Sustainable compassion training has a powerful impact on trauma. Jona explains how our happiness and our suffering are interwoven. “In order to send love and compassion, you must be in a state that is available to receive love and compassion.” - Lama John Makransky If we are in the position of caregiver during this holiday season (or during any stressful time), we must take a posture of receptivity and we must learn how to receive care. Jona leads Vickie and Amanda in a “voo-ing” exercise that tones the vagus nerve. Jona wraps up the show by leading a short meditation.
Connect with Jona! Jona’s Website Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Rob Gorski is an author, influencer, and advocate. He is known on social media as The Autism Dad and we are honored to have him on the show with us. Rob is a single dad of three kids with autism, and he shares his compelling story of how he started a blog years ago in order to cope with his overwhelming feelings and how that has evolved into him being the internationally-recognized autism advocate that he is today. Show Highlights: Rob provides an overview of why he started blogging about his family’s experiences and the resultant feedback that he received. Many families have found comfort and validation in Rob’s raw emotions and vulnerabilities that are expressed through his written or spoken words. Rob discusses the types of feedback he receives, including the ignorant and hateful kind. Stereotypes within the autistic spectrum make it harder for people to understand those with autism. Rob reflects on his experiences with public schools and IEPs. Effective communication is critical when dealing with schools. Rob shares how he’s been dealing with the coronavirus quarantine situation.
Connect with Rob! https://www.theautismdad.com/ (The Autism Dad - Website) https://www.theautismdad.com/ (The Autism Dad - Podcast) Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
What do you remember about being in middle school? It can be such a difficult transition time for many of us, and our children and students in that same age group are no exception. That’s why we are so thrilled to have Phyllis Fagell with us today. Phyllis Fagell is a school counselor for K-8 children and teens. She is also a psychotherapist, a columnist for The Washington Post, and the author of Middle School Matters: The 10 Key Skills Kids Need to Thrive in Middle School and Beyond--and How Parents Can Help. Listen in on this insightful conversation as Phyllis guides us through some of the ways that we can assist this malleable age group develop confidence through character-building skills. Show Highlights: Desiring to learn more about the middle school-aged students she worked with is what prompted Phyllis to write her book. Phyllis relates why she thinks many teachers don’t want to teach middle schoolers. Middle-school age can seem like such a difficult time in our child’s lives, but there's a reward when we can teach them how to cope. The way you communicate with your child can make all the difference in how ready they are to hear you and how ready they are to absorb that information. One of the most important skills we can teach our kids in this age group is to challenge the lies that they tell themselves. Another thing we should be teaching our kids is the importance of being someone that people can trust. Middle school is the time when it’s easier for a child to rebound over whatever they might be stumbling over or struggling with. By high school, they are more “set” in their ways. Phyllis shares the impact on students that she has observed during the coronavirus pandemic. Phyllis addresses how parents should be communicating with schools and how they should build a partner-type relationship instead of an adversarial-type relationship during team meetings. Self-advocacy is not an innate ability but is another important skill that needs to be taught, especially by modeling this behavior.
Connect with Phyllis! Phyllis’s Website Phyllis’s Book: Middle School Matters Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re pleased to sit down with Maria Davis-Pierre for today’s conversation! Maria is a Licensed Mental Health Counselor who works with children who are on the spectrum and their families. Her oldest daughter is autistic, and as both a parent and professional, Maria noticed gaps in the representation and servicing of black families with ASD diagnoses. Her passion is to bring awareness and advocacy to these under-represented families through her Autism in Black organization, of which she is the Founder and CEO. Listen in to hear how Maria’s organization educates and supports the parents and couples of the black community with children on the spectrum. Show Highlights: Maria shares an overview of her advocacy within the black community. As Maria explains, there is shame and stigma associated with certain disabilities in the black community and her outreach helps families lose that shame and fear. One thing that stands out to Maria where black ASD families are concerned is that they are not being heard. Advocating for a black child involves a few extra considerations. Certain IEP tests cannot be performed on black children because of evaluator bias. Bias is one cause of the high rate of misdiagnosis and underdiagnosis of black children, often leading to the prison pipeline. Maria describes the conundrum that many black parents find themselves in when advocating for their child. Maria discusses why she wanted to write her Self Care Affirmation Journal.
Connect with Maria! https://www.autisminblack.org/ (Autism in Black - Website) https://www.facebook.com/autisminblk (Autism in Black - on Facebook ) https://www.instagram.com/autisminblack/ (Autism in Black - on Instagram) https://www.autisminblack.org/podcast/ (Autism in Black Podcast) https://amzn.to/3kdlkPx (Self Care Affirmation Journal: 52 Self Care Affirmations to Reconnect with Yourself and Develop a Healthy Mindset) by Maria Davis-Pierre Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Our guest today is Dr. Katherine Cumings Mansfield and she walks us through a fascinating glimpse into the research behind the historical, political, and socio-cultural roles of education, and the way it all intersects with race, ethnicity, gender, religion, and language. We know that you’re going to enjoy this episode! Dr. Katherine Cumings Mansfield is a seasoned school teacher and program administrator and has been certified to teach in four states due to her husband’s prior military status. Dr. Mansfield has served in a number of different roles, including time spent as an elementary school teacher, a gifted program administrator, and an educator for medically-impaired children at a medical center. Dr. Mansfield is interested in policy and politics and is currently an Associate Professor at the University of North Carolina at Greensboro in the Department of Educational Leadership and Cultural Foundations. Show Highlights: The coronavirus pandemic has become a magnifying glass that has helped us to hone in and see the disparities in education. Dr. Mansfield discusses some of the distance learning issues that she has been hearing about from various parents. More parents need to go to the school board meetings and push the administrators to do things differently, instead of just giving up. Dr. Mansfield shares her thoughts on asking students how best to improve the schools. We need to teach students how to be part of a civic community. At first glance, it may seem neutral, but when viewed through racial, gender, poverty, or disability lenses, you find that so much of our education policy is actually skewed. As Dr. Mansfield explains, not a lot of research takes place on kids with special needs or IEPs where the researchers actually speak with the students, so she thinks it would be interesting if researchers started asking these students with IEPs what they thought about their placements. A public school that treats every student as gifted is what Dr. Mansfield’s current emphasis on research is based on.
Referenced Netflix Documentary: https://www.netflix.com/title/81001496 (Crip Camp: A Disability Revolution) Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re thrilled to have Fiona McEntee, from McEntee Law Group, as a guest today. Fiona is an immigrant from Dublin, Ireland, who has been in the United States for more than fifteen years and is a naturalized citizen. She is a mom, a wife, and an immigration lawyer based in Chicago. Fiona is also the author of a recently published, award-winning children’s book, Our American Dream, which helps children to understand the importance of a diverse and tolerant America. Join us for this moving conversation around teaching our children to be welcoming of diverse cultures and showing empathy towards the stories behind immigration. Show Highlights: Fiona addresses the hypocrisy surrounding immigration. Our American Dream was inspired by Fiona’s diverse clientele that she sees on a daily basis in her law practice. The book shares stories based on real people that are relatable to kids. Research shows that the younger children are when exposed to different cultures and diversity, the more culturally-competent they become and the more empathy they can have for other people. ‘Undocumented’ is the appropriate word to use, rather than ‘illegal’. Positive immigrant representation in the media has the ability to change the narrative on immigration. There are an estimated eleven million undocumented immigrants living and working in the US. Fiona speaks from the heart about what immigrants would be able to accomplish if they were given the security of status here in the US. Immigration has been described as ‘the great entrepreneurial journey’. We’re all in this together!
Connect with Fiona! Fiona’s Website Fiona’s Book: Our American Dream Fiona’s Immigration Revelation Podcast Fiona’s SM Handle: @usvisalawyer Websites Mentioned by Fiona: https://www.defineamerican.com/ (Define American) https://www.iamanimmigrant.com/about-us-2/ (I Am An Immigrant) https://www.americanimmigrationcouncil.org/ (American Immigration Council) Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re thrilled to have Melinda Arnost on the show today for an exciting conversation around teachers and providing them not only the tools they need to successfully create and lead their inclusive classrooms but a guidebook that breaks it all down for them. Melinda Arnost is an Intervention Specialist who currently teaches grades K-3 in autism units. She previously taught middle school and high school and has always been an inclusive advocate. Melinda also runs a non-profit ice skating program called Gliding Stars of Northeast Ohio that assists with creating adaptive equipment for those who wish to ice skate. Show Highlights: Melinda explains what the role of an Intervention Specialist is. All of the important emotional-social standards should be taught to ALL school children, not just the uniquely-abled kids. Communication and collaboration in the classroom is a win for the teachers and a win for the students. Melinda has a passion to share what she’s learned with other teachers. Building relationships and accepting people for who they are is critical. Melinda details the book she is writing, Empowering Inclusion, and what it will offer teachers. Just because teachers are told what they’re supposed to do for their students, they don’t always know how to do it or why they’re doing it, and Melinda’s book will help educate, entertain, and inspire them.
Connect with Melinda! Melinda's Instagram Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
If talking kindly to plants helps them to grow, just imagine what it would do for us humans! Today we’re chatting with Andi Long, Founder and CEO of Bloom Foundation, a 501(c)(3) non-profit organization whose mission is to empower and encourage girls experiencing bullying. Listen in to this encouraging conversation around learning how to be kind to others as well as ourselves, and changing the narrative from being bullied to becoming a leader. Show Highlights: Andi shares her traumatic personal experience with cyberbullying as a young girl. Brushing the matter off compounds the pain of the experience, but validating words helps to heal. Bloom Foundation teaches empathy and other social-emotional intelligence. Andi discusses the reason she founded Bloom Foundation and the programs offered to middle school and high school girls. Words are powerful, and there can be a disconnect in written words. Words build up or tear down, and Bloom Foundation teaches how to choose validating words, for others and also for ourselves. Andi speaks to how COVID has impacted the programs. Email info@hellobloom.org for information on how Bloom Foundation can bring its programs to your schools, after-school programs, churches, or non-profit organizations. Andi relates a story about one of the young girls who has gone through the program and the impact it has had on her life.
Connect with Andi! Andi’s LinkedIn https://www.hellobloom.org/ (Bloom Foundation) https://www.facebook.com/hellobloomorg/ (Bloom Foundation on Facebook) https://www.instagram.com/bloomfoundation/ (Bloom Foundation on Instagram) Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re excited to welcome Todd Hasak-Lowy back to the show. There was an amazing Netflix documentary called “Crip Camp: A Disability Revolution” that aired right around the time the pandemic hit, and many people, including us, missed out on seeing or hearing about it because of that event. Thankfully, Todd let us know about it, we’ve watched it, and now we’re all going to be sharing our thoughts on its relevance today and why you just might want to watch it, too! Todd Hasak-Lowy is an author and Professor at the School of the Art Institute of Chicago. He lives in Evanston, Illinois (just outside Chicago), with his wife, two daughters, a dog, and two cats. His latest book for the younger crowd is We Are Power: How Nonviolent Activism Changes the World. Show Highlights: Access to education is not a new issue; it has been an ongoing struggle. Todd shares the premise of the movie, Crip Camp, wherein teens with disabilities at a camp in the mid-70s are provided filming equipment. This leads them to become activists for the disability rights movement, and the movie follows their fight for accessibility and inclusion. Powerful, emotional moments of recognition are shared. These kids knew they had value, and they were demanding that others see it in them, as well. We can never assume that those with disabilities have reached a point where they have stopped learning or growing. It’s important to put a face to the fact that anybody could become disabled at any point during their lives. Crip Camp: A Disability Revolution is a must-see! It has a great soundtrack, is a fascinating glimpse inside grassroots activism, and is executive produced by Barack and Michelle Obama.
Connect with Todd! https://www.toddhasaklowy.com (https://www.toddhasaklowy.com) Enjoy Todd’s Previous Interview on the Podcast: We Are Power: How Nonviolent Activism Changes the World with Todd Hasak-Lowy [IEP 134] Books Mentioned: https://amzn.to/2Au14bV (We Are Power: How Nonviolent Activism Changes the World) by Todd Hasak-Low More About Crip Camp: https://cripcamp.com/ (Crip Camp Website) https://www.netflix.com/title/81001496 (Watch Crip Camp on Netflix) Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re so excited to welcome Dr. Ariel Eckfeld, a pediatric neuropsychologist, to the show! Dr. Eckfeld has always been interested in brain-behavior relationships and understanding how the things that happen in our brain and our mind affect the way that we interact with people, both at school and later on in work settings. Today we’re talking about quality assessments, that critical step required in order for us to advocate on behalf of those children who are in need of our services. We hope you join us! Show Highlights: Dr. Eckfeld shares an overview of her educational and professional experience. A school psychologist focuses on how a child is doing in the academic setting. A neuropsychologist sees the academic part as a small piece of the puzzle. As Dr. Eckfeld explains, she looks at the academic achievements of children across all of the different areas, but she also looks at language skills, how they are able to express themselves and understand other people, their behavior, and the higher-order skills, among other criteria. As part of an assessment, it’s important to ask the teachers, the parents, and the child what their own concerns are. Dr. Eckfeld addresses how COVID-19 has changed the evaluation process. There is no such thing as waiting for the perfect environment to perform testing. No matter if assessments have taken place virtually or in person: Valid interpretations about a child’s functioning can still be made in this moment, as well as the interpretation of what you think is going to be helpful for them. Dr. Eckfeld shares her advice on quality, comprehensive assessments, and what to look for in a skilled professional.
Connect with Dr. Eckfeld! http://mhi-nb.com/ (The Mind Health Institute, Newport Beach) MHI Phone #: (949) 891-0307 Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Co-parenting is becoming more common these days, but things can get a bit more complicated when the arrangement involves a child with unique needs. On today’s show, we welcome Dr. David Hill, co-author with Dr. Jann Blackstone, of Co-parenting Through Separation and Divorce: Putting Your Children First. Dr. David Hill is a practicing pediatrician and a dad in a blended family, with personal experience in the co-parenting field. We are thrilled to have this conversation that will provide you with insight into the importance of building and maintaining a strong co-parenting relationship in support of helping your children navigate an already difficult time in their lives. Please join us for solid advice and helpful strategies on how collaboration lets everyone win! Show Highlights: Dr. Hill shares why we must consider the long-term effects of co-parenting on our children. Co-parenting a special needs child does not end when they turn 18. Dr. Hill often sees children whose co-parents are not able to answer simple questions about their child’s health or illness due to a lack of communication with the other parent. There are extra considerations for the special needs child who has co-parents. The stress that comes from a parent’s separation makes it really hard for children to behave and harder for them to learn. Stress is an enormous distractor and the results of this can sometimes be mistaken for ADHD or other disorders. If you’re having a child evaluated for learning or behavioral problems, it’s important for the person doing the evaluation to understand what’s going on at home first. We must be teaching emotional intelligence to our children. If you can praise your co-parent for anything, take advantage of it in front of your child. Dr. Hill provides some great examples! Even in the midst of being worried about our health, finances, justice, inclusion, and racism, and all of the other stressors of life, it’s still a great time to model positive behaviors, because our kids will model that.
Connect with Dr. Hill! https://doctordavidhill.com/ (https://doctordavidhill.com/) Dr. Hill’s Books Links/Resources: 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 in Apple Podcasts, https://www.stitcher.com/podcast/inclusive-education-project-podcast/inclusive-education-project (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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
You may remember today's guest from a couple of previous episodes, once when we interviewed her and another episode where she was gracious enough to allow us to replay the show where she interviewed US. Anne Fricke is a poet, writer, and host of the Walking with Freya podcast, through which she shares her story of raising a daughter with Prader-Willi Syndrome. On today's episode, we'll be hearing about how Anne's family has been handling the distance learning experience during the pandemic, the challenges it has presented, and the lessons that go along with it. Please join us! Show Highlights: Anne shares one of her saddest moments watching her girls during homeschooling.
In the midst of the traumatic reactions we might have experienced due to social distancing, there is also an undercurrent of hope that things might be changing.
Now is a great time to look at school reform.
Anne describes the good and bad points regarding homeschooling, as experienced by her family.
Foundation building is still very important at this time.
Anne relates some obstacles that Freya encountered during distance learning.
One of the glaring differences between attending school and distance learning is the lack of socialization.
Children need extra reassurance during this time.
Check in with us on Facebook, check in with each other, and hang in there!
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) IEP website This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Anne: Anne’s https://www.annefricke.com/ (Website) Anne’s https://www.annefricke.com/walking-with-freya (Podcast) Anne’s Email Anne’s https://www.instagram.com/walkingwithfreya/ (Instagram) Anne's Medium Annie’s Facebook Anne’s https://www.facebook.com/groups/776584825845431/ (Facebook Group - Private) Anne’s Self-Published Poetry Book One Mother’s Revolution, by Anne Fricke Enjoy These Additional Episodes with Anne Fricke: The Walking with Freya Podcast Featuring Amanda and Vickie [IEP 110] Anne Fricke: Walking with Freya: A Journey Through Special Needs Parenting [IEP 104]
The changes that will likely be made in the new school year due to the coronavirus pandemic will likely be long-lasting, possibly into the next few years. While we may see some positive technological advancements, we are also going to see differences in the way we educate our children and in the ways we help our children cope with the traumatic after-effects of this unprecedented event. Updating the current broken educational system is an important perspective shift, and today’s guest just may help you see things in a new light. Robert Bernstein, author of Uniquely Normal: Tapping the Reservoir of Normalcy to Treat Autism, joins Vickie and Amanda on today’s show. Rob is an educational specialist with more than 35 years working with kids on the spectrum and he has some great stories to share! Show Highlights: A parent can find their own child in some of the stories he shares in https://amzn.to/3lUKvbV (Uniquely Normal: Tapping the Reservoir of Normalcy to Treat Autism). Rob shares how he resolved a kid’s tantrums by playing baseball with him everyday. Temple Grandin, who wrote the Foreword to the book, had two words for Rob when he asked her take on it. How the book can be an asset to parents and educators. It’s not about good or bad, right or wrong, it’s a different way to do things. It’s imperative to get language from “within” a child. Rob walks Vickie and Amanda through a short exercise on perspective. Real, genuine friendships for a child should always be a goal.
Connect with Rob! Rob’s LinkedIn Rob’s Email Rob’s Book: https://amzn.to/3lUKvbV (Uniquely Normal: Tapping the Reservoir of Normalcy to Treat Autism) Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP Website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Welcome back to the Inclusive Education Project Podcast! We hope you’ve enjoyed the summer break and we have some great podcasts lined up for you this fall, including plenty about the new school year. Joining us today, however, is Taylor Smith, the Executive Director of the Maryam Parman Foundation for Injured Children. We are incredibly honored to have her on the show and think that you will be as touched by the unique work that the Foundation does, as we are. Don’t miss this inspiring conversation! Show Highlights: Taylor provides an overview of her educational and work background and how this played a part in being invited to start a non-profit with successful personal injury attorney, Maryam Parman. The Foundation steps in to assist low-income, severely injured children. The Maryam Parman Foundation for Injured Children has served 26 children and families since its inception in 2017. Taking care of an injured child takes a physical and mental toll on families, especially if they cannot afford the medical devices, services, programs, and resources needed to care for their child. The Foundation offers assistance with medical devices, services, programs, and resources that are not covered by insurance. Taylor sings the praises of the Founder, the Executive Team, and the Board of the Maryam Parman Foundation for Injured Children. The Foundation is a 501(c)(3) public charity, which means more than one-third of their donations come from the general public. They focus on fundraising and raising awareness for the foundation. If you’re ready to help change lives, including your own, please visit the https://mpfic.org (Maryam Parman Foundation for Injured Children) for volunteer opportunities and different ways to donate. Taylor shares some heartwarming stories of families that they help.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP Website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re taking a break during July and August to recharge our creative juices, but we’ll be back with brand-new episodes in September! We’ve been bringing you timely information from the Federal and State Departments of Education and what the school districts are doing during this pandemic, but during these summer months, we’re in a gray area where we’ve now heard that most school districts won’t be making decisions about the upcoming school year until later in the summer. Listen in as we recap how we’ve spent our time during this coronavirus event, the scoop on one Orange County school district and the options they’re providing, some IEP suggestions, and what you can expect with our new episodes! Keep up with us on social media for updates and changes as they occur, and re-visit or catch up on past episodes of our Inclusive Education Project podcast, meantime! Enjoy your summer! Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
The programs at Best Buddies International empower those with special abilities to develop meaningful friendships with their peers, secure successful jobs, live independently, improve their public speaking, self-advocacy and communication skills, and to feel valued by society. Today’s guest is Sarah Won, the Director of State Operations for Best Buddies California, and her co-guest is Caley Versfelt, a Best Buddies Ambassador. Together, Amanda, Vickie, Sarah, and Caley explore this global volunteer movement and the many benefits experienced, from both volunteer and participant perspectives. Don’t miss this inspiring conversation! Show Highlights: Sarah provides an overview of Best Buddies International, which is the world’s largest organization dedicated to ending the social, physical, and economic isolation of the 200 million people with intellectual and developmental disabilities. Anthony Kennedy Shriver is the Founder and CEO of Best Buddies International. Sarah details the programs that Best Buddies offer, such as the Friendship Program, and discusses some of the many employers that offer employment to participants. There are many ways for people and businesses can get involved and benefit from the programs. Best Buddies hosts a lot of diversity and inclusion Lunch & Learns. Best Buddies wants to be a lifetime organization for its participants. Caley opens up about her experiences as a Best Buddies Ambassador. Sarah shares the mission and goals of Best Buddies. Caley discusses the Job Program and how it has given her self-confidence.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Sarah & Best Buddies! https://www.bestbuddies.org/california/ (Best Buddies - California) https://www.bestbuddies.org (Best Buddies International) Sarah’s Email Connect with Caley! https://caleyversfelt.com (Tides of Kindness)
How can we use the lessons we’re learning during the COVID-19 pandemic to better the education system? That is the main topic of discussion today between Amanda, Vickie, and their special guest, Gwen Vogelzang. Gwen and her husband are adoptive parents to two great kids, one of whom thrives and struggles with Autism and Tourette Syndrome. Gwen and her son, Rylan, have written a book, If I Squeeze Your Head I’m Sorry. Rylan is gifted with imaginative, figurative language and this book captures what it feels like to be him. Gwen offers connection and resources for families journeying through special needs parenting and adoptive parenting. Show Highlights: Gwen shares how she collected Rylan’s quotes over the years and why she decided to turn that into a book. If I Squeeze Your Head I’m Sorry has a curriculum guide and offers teachers a deeper dive into the particular topic for every page of the book, as well as strategies for emotional and social activities for getting your class to know each other on that kind of level. Amanda, Vickie, and Gwen discuss the differences between the way education used to be compared to how it is now. Teachers are being denied excellent tools and resources due to budget concerns or supplier agreements. Prior to COVID-19, Gwen was a special abilities advocate. Inclusion education is education for everyone. Universal strategies are going to work for everyone and they focus on whole-child learning. Gwen now advocates these strategies not just for those with special abilities, but for everybody. When kids are in community together, they help each other and this takes some of the burdens off of teachers. You have to focus on the social and emotional piece before you get to the academics. Kids with special needs are especially suffering right now because they need peer modeling and tools through social and emotional connections. Gwen suggests that we should be teaching very important life skills for emotional regulation rather than focusing on academics for now. We should be evaluating what schools will be able to come back and function. Our main concern should be managing our kids’ emotional trauma through the course of COVID-19. They are all going to be behind academically but that shouldn’t be the main focus.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Gwen! Gwen’s https://ifisqueezeyourheadimsorry.com (Website) Gwen’s If I Squeeze Your Head I'm Sorry Facebook Group Gwen’s Instagram Books Mentioned: https://amzn.to/3fQoGqb (If I Squeeze Your Head I’m Sorry) by Gwen Vogelzang and Rylan Vogelzang
Todd Hasak-Lowy joins Amanda and Vickie for a conversation about nonviolent activism, in light of the current protests going on around the country. Listen in to this eye-opening conversation on how monumental change takes place! Todd Hasak-Lowy is an author and Professor at the School of the Art Institute of Chicago. He lives in Evanston, Illinois (just outside Chicago), with his wife, two daughters, a dog, and two cats. His latest book for the younger crowd is We Are Power: How Nonviolent Activism Changes the World. Show Highlights: Todd shares the unorthodox story of how his latest book came about. Todd explains the meanings of “the moment of the whirlwind” and “the trigger event”. The role that media plays in protests. How and why public opinion has shifted in favor of protestors. The book, We Are Power: How Nonviolent Activism Changes the World, addresses how to make monumental change, although it isn’t always easy. Nonviolent activism and nonviolent direct action are forms of conflict. Ghandi understood that change can come from a third way. It is not submitting and it is not fighting with arms. There is a middle space that when entered, accesses something very disruptive and impactful. When we have order, everybody else has agreed to consciously or unconsciously to obey, but we always have the potential to not obey. When many of us refuse to obey, we reclaim power. The role of created conflict chaos in today’s effective movements and how this forces authority to respond. It’s one thing to understand that if we all resist, we have power, but the harder question to answer is, “Now that we have that power, what are we going to do with it”.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Todd! https://www.toddhasaklowy.com (https://www.toddhasaklowy.com) Todd can bring We Are Power to the classroom and teach students to rethink the relationship between power, violence, and change. He is available for School Visits, discussions via Skype, library talks, and more! Books Mentioned: https://amzn.to/2Au14bV (We Are Power: How Nonviolent Activism Changes the World) by Todd Hasak-Low https://amzn.to/3d2qF8T (This Is an Uprising: How Nonviolent Revolt Is Shaping the Twenty-First Century) by Mark Engler and Paul Engler https://amzn.to/3cYcEZW (Conquest of Violence: The Gandhian Philosophy of Conflict) by Joan Valerie Bondurant
On today’s show, Genia Stephen joins Amanda and Vickie in a conversation about what the coming school year might hold and the reasons that remote schooling might not be working for everyone. Genia Stephen helps kids with intellectual disabilities build inclusive lives at home, at school, and in the community. She is the founder and host of the Good Things In Life For Kids With Disabilities Podcast with more than 11,000 downloads and manages a community of parents of children with disabilities. Having a younger sister and son with disabilities and medical complexities led her to a lifetime of training in the disability field under premier thought leaders and mentors. Her podcast, courses, and membership now give other parents access to the world-class disability parenting education that she has enjoyed. She is a practicing midwife, medical advocate, and currently completing her MSc. in Evidence-Based Health Care at the University of Oxford. Featured in Travel Without Limits Magazine and Community Living Ontario publications, Genia speaks about creating a positive vision for kids with disabilities, getting the good things in life through valued social roles and social capital, and medical safeguarding. Show Highlights: Even under the best of conditions, sometimes school just isn’t going to be successful for many kids. Genia covers a number of reasons why remote education might not work. There is an overwhelming amount of pressure on parents to get it all done. Some students have never even logged in to Zoom for lessons. There needs to be a better level of understanding on all sides. Relationships and the social capital that a child has with others can make all the difference in learning. Parents must figure out for their own kids what their biggest priorities are. Genia’s work focuses on some of the ways that kids can make a difference in the lives of other people. Families are better positioned to be working on connectedness in relationships than they are to be working on curriculum, particularly within the context of pandemic restrictions. Kids can still serve academic goals, and Genia offers some ideas. There are many differently-abled kids who do not have connections outside their family circle, and this pandemic experience presents a unique opportunity to develop connections.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Genia! https://goodthingsinlife.org (Good Things in Life) Stay Connected - Free Resources https://www.facebook.com/groups/351362831977895/ (Facebook Group - Good Things in Life For Kids WithDisabilities Podcast )
In the state of California, kids need to be active in Physical Education for 110 minutes each week. In this pandemic, most kids are not getting anywhere close to that. On today’s show, Amanda and Vickie welcome Joe Reed, a health trainer who saw a need and reached out with a solution. Don’t miss Joe’s inspiring story of how he went from wheelchair to personal health trainer, from retiring with a disability to overcoming it and being healthier than ever. Joe Reed is the owner and founder of Trainouttapain.com. He’s a health coach and a strength coach who specializes in helping people with fibromyalgia. Joe also leads live Zoom classes each week to help meet the need of students in need of physical activity. Joe is a former school district warehouse supervisor. Show Highlights: Joe shares his personal story of how he went from being in a wheelchair five years ago to being a health trainer today. As much as Joe enjoys working with professional athletes, his passion is working with helping those who need it the most. He is two years symptom-free and more healthy than he’s been in his whole life. Joe visited more than 30 doctors during his illness. Joe adopted from his mentor the philosophy of the 4 M’s and made it his own: Move yourself more often in more ways, in more environments than you currently are now.
Kids aren’t currently getting physical education and Joe addresses the need for them to move, especially during this time. Seeing a need, Joe reached out to teachers to find out the California state standard for P.E. Once he researched this, he decided to offer a solution and started a live Zoom class three days a week with three different levels: Kindergarten through 3rd grade 4th through 6th grade Special needs class
Joe describes his class, which is called “Parentless P.E.”. There’s only one piece of equipment required for class, and that is a ball. If you don’t have a ball, he will teach you how to make a sock ball. The special needs class helps develop coordination and confidence. Classes are interactive and educational, as well.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Joe! https://strongbeyondthespectrum.com (Strong Beyond the Spectrum) For More Information on Zoom Classes, Call or Text Joe at (714) 290-0745. Joe’s https://www.linkedin.com/in/joe-reed-9b3312116 (LinkedIn) Joe’s https://trainouttapain.com (Website)
It may not be an easy subject to discuss, but it’s a necessary one in order to protect one of our most vulnerable assets. Reducing the risk of sexual violence for those on the autistic spectrum or those with developmental disabilities is not spoken of enough, but sexual abuse is something that is happening in schools, in agencies, and in other caregiving settings. If we’re not talking about it, then we can’t do anything about it. Teaching human sexuality to individuals on the autism spectrum and to those with developmental disabilities is the passion of today’s guest. Dr. Sarah Curtiss joins Amanda and Vickie to discuss teaching better sex education and the need for awareness of the risks posed to these individuals. Dr. Curtiss also shares ways that parents can advocate on behalf of their child to get that system of safety in place, plus she has an incredible website loaded with information for parents, educators, those with autism, and Spanish-language speakers. This is an eye-opening conversation that you don’t want to miss! Dr. Sarah Curtiss is an assistant professor specializing in special education in the School of Education. She completed her Ph.D. in Human Development and Family Studies at the University of Illinois at Urbana-Champaign. Dr. Curtiss explores how to develop programs for autistic youth that foster resilience, facilitate positive development, and are grounded in lived experience. Throughout her research, Dr. Curtiss situates autistic youth in context—in families, communities, schools, service systems, and cultures. Her research is applied and informed by stakeholders. This has led to projects on human sexuality education, social skills, family mealtimes, and the transition to adulthood. Prior to earning her Ph.D., Dr. Curtiss managed a day program for adults with developmental disabilities. Show Highlights: By providing sex education, you’re providing the actual instruction needed to make a disclosure. Without intentional instruction, most people on the autism spectrum or with developmental disabilities are not necessarily going to pick up on the words, the body parts, and the labels. When you teach human sexuality, you’re explaining that this is an aspect of their lives that is normal, and you’re going to talk to them about it in a healthy way so that in the event something doesn’t feel right within a relationship, there’s at least one person who’s willing to talk to them about it. The quality of sex education in schools varies from state to state in the United States. Consent is a difficult and challenging concept to teach. Talking openly and honestly helps build resilience. Dr. Curtiss relates some of her teaching tools and shares what she, herself, learned by talking to students. Dr. Curtiss suggests that parents use the IEP meeting as a way to legally advocate making sure that their child is not being systematically precluded from receiving sex education. If your child’s school offers sex education, the school should have a plan for how to modify that sex education to meet your child’s educational needs. A parent can also use the IEP meeting to talk about issues of systematic safety. “As much as we want to build up resilience in young people, the weakness in our system is because there are adult perpetrators in our educational and other caregiving settings that we have a responsibility to protect people against,” Dr. Curtiss asserts. As parents, we have the opportunity to bring this issue to the attention of our child’s educational teams to let them know that we’re paying attention and thinking about issues of safety. Understand the measures that your school has in place to protect the safety of your child, particularly if your child is receiving services of a personal care assistant. Dr. Curtiss created a website, http://asdsexed.org (asdsexed.org), full of sex education resources with individual sections for parents, educators, those with autism, and...
The school year is drawing to a close during this coronavirus event, and there are a lot of adjustments still in progress. We’re not going to know the consequences of these last couple of months for some time to come, nor the trauma that results from it. On today’s show, Jennifer Price, an author and attorney that practices special education, guardianship, and special needs trusts on the East Coast, joins Amanda and Vickie to discuss all things IEP. Listen in to for fascinating insights into the differences and similarities between West and East Coast laws and school boards. And yes, Jennifer is accepting new clients! Show Highlights: Jennifer shares the backstory of how she entered this unique area of law. Jennifer explains the steps after filing a complaint in the state of Pennsylvania, and Vickie and Amanda compare it to filing one in the state of California, where mediation is strongly encouraged. Before COVID-19, Jennifer was seeing a lot of disciplinary complaints. Jennifer sees a lot of IEP’s that may read well but they are just not being followed. Amanda, Vickie, and Jennifer discuss waivers in their individual states. In Pennsylvania, schools can do a pass/fail, and there’s a lot of anxiety on the part of the parents whose children have an IEP. Jennifer offers her tips for handling IEP meetings. It’s very important to retain documentation from the school and also to create your own.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Jennifer! Jennifer’s https://www.jenniferpricelaw.com (Website) Jennifer’s Webinar: Special Education During COVID-19: 6-Part Q&A 10 Questions to Ask at a First IEP Meeting Jennifer’s Book: https://amzn.to/3bFdH0i (EmpowerEd: Using Real Case Examples to Look Deeper into IEP Management)
Allison Dillard joins Amanda and Vickie on today’s episode and they dive deep into math and the different ways that you can help your student, whether you’re a teacher or a parent. If your student is struggling, listen in to learn more about the problems that students face in learning math and the skills that will help them master it! Allison is an author and math professor at Irvine Valley College who fell in love with math in high school. For twenty years, she’s been teaching and tutoring students in math to help them overcome the learning obstacles associated with the subject. Show Highlights: Allison shares how she started tutoring while still in high school and her path to math during college and beyond. Allison discusses what led to her writing her books. Her books on math don’t actually contain math, but rather all of the “non-math stuff” that deals with the skills needed to succeed in math. From an early age, the school subjects we excel at or are weak in get ingrained in our heads and often we feel like we can’t improve on our weakest subjects. Skills are always difficult before they become easy, so it’s just a matter of practicing until you get stronger. One of the biggest ways for parents to help their children in math is to remind them that improvement comes with effort. If a parent is bad at math and relays that to their child, then the child might use that as an excuse to not make the effort in learning the skills that will help them to succeed at math. https://amzn.to/3dxU2k0 (Crush Math Now: High-Impact Strategies for Students Who Struggle with Math (Crush Now Series)) dives deep into the problems that students face, such as procrastination, lack of motivation, math anxiety, lack of confidence, and lack of grit. Allison offers her tips for helping your student improve in math.
This school year is drawing to a close, and what an odd one it’s been with this coronavirus event! Amanda and Vickie will be doing another https://www.instagram.com/iepcalifornia/ (Instagram) Live soon, so if you have questions about this school year or next or general questions about special education, please contact them on their Facebook group or send them a direct message, and they’ll try to get them answered for you. Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Allison! https://allisonlovesmath.mykajabi.com (Allison Loves Math) Books Mentioned: https://amzn.to/3dxU2k0 (Crush Math Now: High-Impact Strategies for Students Who Struggle with Math (Crush Now Series)) by Allison Dillard https://amzn.to/2yB9eOK (Raise Your Math Grade: A Short, Informal, Uber-Streamlined Path to Success in Math (The Least You Need to Know Series Book 1)) by Allison Dillard
Amanda and Vickie welcome Jenn Zehenni, Founder of TeachPlayLearn, back to the show. Jenn was their guest in Episode 108 and is one of their trusted experts in the field of educational therapy. Listen in to find out more about the field of educational therapy, accessibility issues, and what TeachPlayLearn has implemented for their students during this coronavirus pandemic. TeachPlayLearn is an educational concierge service that focuses on collaboration, not competition. Jenn makes education a unique way of connecting professionals, and she nurtures a love of learning through the TeachPlayLearn, which allows play to be the connector between teaching and learning. Show Highlights: Jenn provides her personal definition of “educational therapy” and the larger definition. There are a number of differences between an educational therapist and an IEP/ISP educational therapist. Educational therapists respect the time and experience that public and private school teachers have with a particular child because they are with the child far more than an ET will be. The role of an ET is part of a team with the benefit of being an objective eye that might be able to provide some suggestions for consideration. Amanda, Vickie, and Jenn discuss the issue of accessibility during this current pandemic. Jenn explains that they have been training a lot of teachers in online sessions. TeachPlayLearn has always had an online component but they’re always thinking of ways they can make it better, such as adding more digital content, like videos with live Q&A, and including more interactive student and family project-based approaches. TeachPlayLearn implements certain tech tools like Kahoot! to make learning more interactive and engaging, and they are also adamant about taking movement breaks. This gives the brain a break and gets the blood circulating! Jenn asks her students to provide feedback on what works, what doesn’t work, and why. She feels that listening is one of the biggest ways to solve some of the challenges of accessibility.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Jenn! Jenn’s https://teachplaylearn.com (Website) Jenn’s http://www.instagram.com/teachplaylearn (Instagram) Jenn’s http://www.facebook.com/teachplaylearnla (Facebook) Jenn’s Twitter @teachplaylearn Jenn’s https://edupreneurs.club (Edupreneurs) Network jennifer@teachplaylearn.com - If you have questions about the ET process, please contact her! https://www.aetonline.org (Association of Educational Therapists) Suggested Episodes: Teach Play Learn with Jenn Zehenni Part 1 [IEP 108] From Dyslexia to Doctorate with Dr. Daniel Franklin [IEP 102] Learn Smarter: The Educational Therapy Podcast with Rachel Kapp and Stephanie Pitts [IEP 124]
Amanda and Vickie are excited to introduce today’s guest, their friend and colleague, Erica Solis, from Poppy Life Care. If you’re part of a family with mental health or spectrum disorders, you’ll want to tune in to hear about this non-profit that offers unique lifestyle resources in both Orange County and the Inland Empire. Don’t miss this! Erica Solis is Founder and Executive Director of Poppy Life Care, a United States non-profit 501(c)(3) organization that is determined to educate and empower children and parents living with children’s health issues related to spectrum disorders, ADHD, anxiety, and depression. PLC serves families living with these daily challenges and supports not only awareness but therapies and education, reducing the dependencies on prescription drugs, and eliminating stigmas through interdisciplinary programs. PLC’s goal is to facilitate awareness and education while building innovative care programs, which they hope to accomplish alongside our local communities, businesses, and people. They believe in helping each other as part of an ecosystem of local businesses, healthcare groups, academic institutions, and professionals alike. Show Highlights: Erica shares her compelling story of why she transitioned from the business world to the non-profit world. Erica’s passion for the mission of Poppy Life Care keeps it going. Poppy Life Care’s model is an interdisciplinary approach to helping families with mental health issues and spectrum disorders. Meditation, virtual yoga, whole family yoga, life coaching, nutritional programs and recipes, upcoming group events, one-on-one consultations, and much more are offered. Sometimes medication may be a necessity, but lifestyle changes work, as well. Since the COVID-19 event, they have transitioned to online resources, and are rolling out new webinars, white papers, and blogs. Poppy Life Care is partnering with several community organizations. Erica addresses all the hard work they’ve been doing to make their resources more accessible to the community. Having classes available online are great for those who don’t have the energy to get to a class in person. It’s also one more way to stay healthy. Poppy Life Care will continue to offer both in-person and virtual resources, once the stay-at-home requirement is over. Amanda has a surprise :)
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Connect with Erica! http://poppylifecare.org (Poppy Life Care Website) Email: support@poppylifecare.org
Amanda and Vickie explore more deeply the COVID-19 event and share with you the changes they’ve observed, both in California and on a federal level. During their last Corona Virus update in Episode 123, Congress was still in the process of putting together the CARES (Coronavirus Aid, Relief, and Economic Security) Act, the stimulus package designed to bring relief and stimulate the U.S. economy during the COVID-19 pandemic. One of the concerns at the time involved some Congressmen requesting waivers of the IDEA (Individuals With Disabilities Education Act) rights and rumors were flying about what was or was not going to pass. Listen in as Amanda and Vickie bring you updated information on what’s happening right now, how you can help protect IDEA rights and the observations they’ve made regarding distance learning. Be sure to join them tomorrow, Wednesday, April 22nd at 6pm PST, on Instagram and Facebook LIVE! Amanda and Vickie will be doing a Q&A regarding distance learning! Show Highlights: Amanda provides an overview of a provision in the CARES Act regarding waivers of the IDEA or the Rehabilitation Act of 1973. Only Congress can waive IDEA and Title IV provisions. As of the date of recording this show (April 20, 2020), there have been NO waivers and nothing in terms of changes to your rights, so everything stands as it did before COVID-19, on the Federal level. Your ability to request IEP meetings still stands, but there are some caveats. Check your state education code to see if your Governor has issued any changes or orders regarding timelines. It is up to the states to request these waivers. CALL TO ACTION: Call your congressional representatives and make it known that you want these rights protected. Also, call your state governor and representatives because it will be them that requests the waivers or not. Amanda and Vickie have posted sample letters on their Facebook and Instagram that you can utilize. Please Sign! An Open Letter to the US Department of Education: http://saveidea.org (http://saveidea.org) Sign the petition and sign up to receive alerts via email. Vickie addresses Senate Bill 117 that passed in April. Trial and error on distance learning: the IEP teams need to come together and talk about what’s working and what’s not working. Amanda and Vickie discuss the two different camps of students that they have observed. Students have unique needs and unique circumstances, and we have to consider the effect that this is having on them. Tomorrow, WEDNESDAY, April 22nd at 6pm PST, Amanda and Vickie will be on Instagram and Facebook LIVE doing a Q&A regarding distance learning. Please join them!!
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Suggested Episode: COVID-19 and Its Effect on School Closures [IEP 123] Please Sign! An Open Letter to the U.S. Department of Education: http://saveidea.org (http://saveidea.org) Tomorrow, WEDNESDAY, April 22nd at 6pm PST, Amanda and Vickie
On today’s episode, Amanda and Vickie sit down to chat with personal friend and music therapist, Marlys Woods, owner of Get In Tune Music Therapy. Listen in to get the scoop on what music therapy is, what it does, and how you and your whole family can benefit through her new online program! Marlys Woods is a Board Certified Music Therapist (MT-BC) with a Masters in Clinical Psychology providing Music Therapy services throughout Orange County. She has been involved in music through performance her entire life. Show Highlights: To become a Board Certified Music Therapist requires an undergraduate or graduate degree, a test, and an internship. A MT-BC uses music as a tool to work towards a goal. A music therapist is a trained musician on guitar, singing, and piano. Live music is usually preferred, but there are times when recorded music is more appropriate. Drums and other instruments are brought in and sometimes the students use them. Having musical ability is NOT a requirement in order to receive benefits from music therapy. Group sessions are often focused on how to identify what you’re feeling and how to express it to someone. The benefits of music therapy are vast. Marlys has created an online program that is accessible to everyone that helps you get in tune with yourself and others through music. Marlys varied music therapy experience includes working with developmentally disabled adults and children, the mental health and eating disorder realms, and addiction recovery facilities.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Connect with Marlys! Marlys’s http://getintunemusictherapy.com (Website) Get In Tune Music Therapy Facebook Get In Tune Music Therapy Instagram Marlys’s LinkedIn Marlys’s Email
On today’s episode, Amanda and Vickie welcome fellow-podcasters, Rachel Kapp and Stephanie Pitts from Learn Smarter: the Educational Therapy Podcast, whose show is based on the work that they do as educational therapists in the greater Los Angeles area. They work one-on-one with learners with different learning profiles and teach them how to become independent and autonomous learners. They started the podcast because not enough people know about educational therapy and the services that they offer, and since their services are rather expensive, they wanted to offer their knowledge to people who didn’t have access to therapy due to geographic location, scheduling conflicts, or financial considerations. Rachel has an office in Beverly Hills, while Stephanie’s office is located in Redondo Beach. Show Highlights: People can claim to be “Educational Therapists” without having the background or training because the industry is not regulated. Please check the Association of Educational Therapists website to make sure that the person you’re interested in working with is properly certified. Rachel and Stephanie provide an overview of their educational background. Executive functioning is a huge area of need that they serve, but they also work with kids who have ADHD or need writing and math remediation. Rachel and Stephanie share some of the most popular episodes of The Learn Smarter podcast, as well as a series that inspires hope: 02: How to Calender 10: ADHD and Executive Function 20: The Perfect Storm: Writing and Executive Functioning Success Stories Series Learn Smarter’s fundamental beliefs are that all students want to please and all students are able to learn. Not every parent has the same academic experience as their child and might have a hard time empathizing, so creating a deeper understanding from parent to child is very important. Rachel and Stephanie relate their favorite success stories.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Connect with Rachel and Stephanie! https://learnsmarterpodcast.com (Learn Smarter Podcast) Stephanie’s My Ed Therapist https://myedtherapist.com (Website) Stephanie’s My Ed Therapist Instagram Stephanie’s My Ed Therapist Facebook Rachel’s Kapp Educational Therapy Group Website Rachel’s Kapp Educational Therapy Group Instagram Rachel’s Kapp Educational Therapy Group Facebook https://www.aetonline.org (Association of Educational Therapists)
On today’s show, Amanda and Vickie bring you the most recent updates on what’s going through the senate and practical ways you can be helping during this time, whether you’re an educator, parent, or interested party. Listen in for encouraging ways that will help you move forward during this crisis! Show Highlights: In March, the CDC released a guide for school administrators in response to the outbreak of COVID-19 (also known as the Corona Virus). This guide states that for schools that close their physical campus but offer “distance instruction” for students, children with disabilities must be granted the same remote access to learning. Many educators have been reluctant to provide any distance learning for IEP students because they believe that federal disability laws present insurmountable barriers to remote education. Are school districts required at this time to comply with the IDEA? The Department of Education’s answer to this is “yes”. Amanda addresses waivers and the tax relief bill, and the language that is being proposed. California has indicated that it has its school districts’ backs. If you’re not in the state of California, visit your own state’s Department of Education and Governor’s office websites to see what their requirements are for educating students with disabilities during this time of shutdown. Listen in to learn what the state of California is requiring! Vickie discusses the California Department of Education’s recent publication of online learning resources for schools and families and the focus of the webinar led by Ben Chida, Senior Advisor to Governor Newsom. Districts are being encouraged to find innovative ways to provide lessons. Equal access doesn’t mean that all students receive the same materials in the same way. If you don’t have any experience with online learning, then Riverside County Office of Education has a "best practices" guide. Amanda and Vickie discuss the innovation that other districts are employing, and suggestions to consider. If you have a teacher or school district that you think is providing something really unique, please share it! We need to be sharing and networking ideas among parents, teachers, and administrators. Encourage each other to ACT!
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Suggested Episode: The Special Education Administrative Leadership (SEAL) Program with Dr. Jackie Wilson [IEP 122]
A big problem today in schools is how they can be so different in their approach to IEP teams and their approach to inclusion. How are the Administrators, the Principals, and the Directors of Special Education addressing their programs? What are their philosophies on inclusion and special education, and how are they setting the stage for their teachers? How are we going to reform the education system that seems to have so many problems? Amanda and Vickie discuss all these questions and more with today’s guest, Dr. Jackie Wilson, from the Delaware Department of Education. Dr. Wilson discusses her 40-year career in education, her position as the Director of the Delaware Academy for School Leadership, and the Special Education Administrative Leadership (SEAL) Program, an innovative way to train those administrators who are in charge of Special Education programs at the local level. Dr. Wilson was integral to the development of the program and her passion for the children it affects is apparent. She will be invited back at year-end to discuss the results of the program and how neighboring states might benefit from creating and implementing similar training. Show Highlights: Dr. Wilson shares the history and an overview of The Special Education Administrative Leadership (SEAL) Program. In developing SEAL, her department looked for ways to work with current policy to leverage it and to not see policy as a barrier to doing good work. If it was a barrier, then it needed to be changed. There were two strong partners in the development of the SEAL Program: The Center for Disability Studies, experts in Special Education. The Department of Education, the regulators.
This program is accepting applications now to begin classes in the Fall. The 18-month program will lead to Delaware Certification as a Special Education Director. For this year, there will be no charge. For next year, the charge will be about half of what it would be to go get a Master’s or Doctorate for this program. It’s important to design a set of competencies about what you want people to know and to be able to demonstrate at the end of training. We need to build a group of Directors who understand they must educate their Principals, who are those leading the Special Education support with their teachers. Dr. Wilson addresses the benefits of early intervention. A parent should be an advocate, a collaborator and feel like they’re a part of the IEP team. The “Professional Learning Network” is where 10 school teams in Delaware come together and network, and discuss what works and what doesn’t. The Directors in the SEAL program will be learning the law but they will also be learning instruction and how kids, particularly children with learning disabilities, learn. Dr. Wilson offers suggestions for those who want to model this program in their own state.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Connect with Dr. Wilson! Dr. Wilson’s Email
In the midst of the Coronavirus (COVID-19) outbreak and the plethora of media misinformation surrounding it, Amanda and Vickie are here today to provide some tools, information, and suggestions on how to cope with the possibility of schools being closed for the next few weeks. On today’s episode, you’ll hear the pros and the cons of school closures and the consequences surrounding this current event that is causing so much anxiety for families. Amanda and Vickie will be chatting with Jacqueline Jewett, the Director of Transitional Services at Frankenberger Associates in Branford, Massachusetts. She offers a wonderful perspective on how college campuses may be ready to shift to the online platform, but what are we doing for our K-12? Stay tuned to this thought-provoking conversation that also provides some great tips and tricks that you are sure to find helpful. Show Highlights: Frankenberger Associates is a full clinic that serves families and students in a variety of ways. Jacqueline’s role is to help families whose young adults are students during the time of transition, whether it’s high school to college, college to career, or even boarding school to college. Her background allows her to provide structure and strategy and helps parents understand what the best fit is for their child for their learning and their goals. Seniors can’t go visit colleges because the colleges aren’t open right now, so they won’t get a vibe for what the campus will feel like when it’s open. Jacqueline shares some personal examples of how the school closures are affecting her own family. When Harvard closed its doors, it caused a ripple effect. Amanda, Vickie, and Jacqueline bounce around some hard questions on how this might be impacting students, both K-12 and college. Colleges might have online teaching platforms in place but our K-12 schools do not. Tips and strategies for parents whose kids are affected by school closures. Jacqueline will be on the IEP Podcast Private FB Group providing more suggestions!
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Connect with Jacqueline! Jacqueline’s https://www.frankenbergerassociates.com (Website) Jacqueline’s Email Jacqueline’s Phone # (617) 417-4297 - Call or Text! Suggested Episode: Prepping for College with Janice Royal [IEP 114]
The creator of the Netflix hit series, “Pablo”, is the guest on today’s episode of the Inclusive Education Project Podcast. Grainne McGuinness joins Amanda and Vickie to discuss the inspiration behind creating the show and basically just all things Pablo! If you’re not familiar with Pablo, it’s a series consisting of manageably short, animated episodes that follow a boy with autism. The show switches between his real life and his inner life. Pablo has created a cast of characters through his drawings that help him to deal with his real-life challenges. You don’t want to miss this delightful and informative conversation! Show Highlights: Grainne details how the show was created to bring awareness to the autistic spectrum. The show’s journey has helped to create awareness which has, in turn, created and built acceptance. Inspiring engagement and, ultimately, friendships with all kinds of minds has become the show’s mission. Every episode is based on the experience of a real person with autism. The stories are so unique because they come from the point of view that is so original, being written by autistic writers. Characters are voiced by autistic actors. In April 2020, the second half of Season 2 will be released. Grainne details other fascinating directions the show plans to take, which include a musical theatre and more animated episodes watching Pablo grow up. The show receives a lot of correspondence from people on the spectrum, and their parents, appreciating a show that represents them. The show hopes to reach an even wider audience and continue to inspire engagement and friendships with all kinds of minds.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Watch Pablo on Netflix! Pablo is Also Available to Watch on Platforms Outside the US!
On today’s episode, we will hear the perspective of a public school teacher, which is an exciting first for this podcast! Amanda and Vickie share a conversation with Jaimie about social and emotional learning, which focuses on whole-child development in order to be more successful academically. Don’t miss this intriguing conversation! Show Highlights: Jaimie shares her background and how she became interested in mindfulness and social and emotional learning. Jaimie practices mindfulness and meditation each morning for at least three minutes. Do what you say and do what you’re doing with your students. Social and emotional learning is the ‘on-ramp’ to academic achievement. Teaching mindfulness: Model it, teach a mini-lesson about it. Model it, then do it together. Mindfulness is one of the only ways to strengthen the grey matter and reproduce new grey matter in the brain, research shows. Adults need mindfulness as much as children do. Mindfulness helps to deal with the effects of trauma. For students with autism or other diverse abilities and special needs, mindfulness is highly beneficial for coping and awareness. A social and emotional learning specialist is a relatively new position in terms of foundational principles and is not yet in every school district. There are many social and emotional learning self-assessment quizzes on the internet. Jaimie suggests picking some out, taking the assessments to see where your areas of growth are, see where you need to grow, and do your work around that.
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Suggested Websites https://www.mindtools.com (https://www.mindtools.com) https://casel.org (https://casel.org)
Next week is Super Tuesday and Amanda and Vickie bring you this timely episode to get you up-to-speed on the rest of the top candidates and their proposed education and disability platforms so that you can make the best-informed decision. If K-12 education and disability rights are important to you, you’re not going to want to miss this show! Show Highlights: The top five Presidential candidates are Amy Klobuchar, Joe Biden, Bernie Sanders (which was Episode 117 and you can find it HERE), Elizabeth Warren, and Pete Buttigieg. The one thing that these candidates have in common is that they have ALL said they want to ensure full funding of the IDEA (Individuals with Disabilities Education Act). However, just because schools receive the funding does not mean they will use it correctly. Klobuchar: She is a firm proponent of STEM (Science, Technology, Engineering, and Math-focused programs). Increase funding for public schools. Increase funding for state disability programs. Increase in teacher pay. Do not allow private school vouchers.
Warren: IDEA initial funding to cover the additional costs of educating students with disabilities was 40% in 1975. Now it is around 15%. Block the private school vouchers. Civil rights - ensure that students are being treated fairly, including protections for the LGBTQ community. Wants funding fairly distributed.
Biden: His 5 Key Points: Support our educators by giving them the pay and dignity they deserve. Invest in resources for our schools so students grow into physically and emotionally healthy adults, and educators can focus on teaching. Ensure that no child’s future is determined by their zip code, parents’ income, race, or disability. Provide every middle and high school student a path to a successful career. Start investing in our children at birth.
Buttigieg: He actually lays out a 19-page plan on his website, so Amanda and Vickie will highlight some issues. Ensure that the inclusivity of people with disabilities spans not only education but platforms all across the United States. Make inclusive education an expectation. Improve students’ mental health. Improve interdisciplinary practices between general education and special education, as well as mental health. Support and strengthen Title 9.
How is the education plan in YOUR state being affected by what’s being proposed?
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Previous Episodes Team Sanders Speaks Out On His Educational Platform [IEP 117] Charter Schools: The Good, the Bad, and the Ugly [IEP 66]
Are you gearing up for California’s Election Day Super Tuesday? If you’re in Iowa, you’ve already had your caucuses. If you’re in any other state that has elections later, then you’ll want to listen in as Amanda and Vickie bring you this mini-series in the hopes that it will help educate and prepare you for the primary elections on the educational platforms that each of the candidates has going into this 2020 Presidential Election. On today’s episode, Amanda and Vickie enjoy a great conversation with Dr. Heather Gautney and Dr. Samir Sonti from Senator Bernie Sanders's team not only about what their campaign has planned but the methodology behind it. You’ll also hear about the challenges facing parents, students, and schools right now and some solutions they plan to implement if they become part of the administration. Note: The Inclusive Education Project is not endorsing any political candidate by interviewing their teams for this mini-series. The IEP team invited representatives from all Democratic presidential candidates to be interviewed on the podcast. Show Highlights: Senator Sanders's plan is called “A Thurgood Marshall Plan for Public Education”. In some cities, segregation levels are nearly what it was pre - Brown v. Board of Education, the landmark U.S. Supreme Court case that made racial segregation of public schools unconstitutional in 1954. There are a few studies that show that charter schools exacerbate segregation. While campaigning in South Carolina, a lot of people they talked to stated that K-12 education was one of the most important issues to them and they viewed it as a civil rights issue. Wall Street investors have seen charter schools as a vehicle for undermining public education. One part of Sanders's plan is a strong defense of the public school system, which means holding charter schools accountable and stopping the proliferation of for-profit charters. Another part of Sanders's plan is to fund a civil rights program within the Department of Education. Dr. Heather addresses a number of issues plaguing the public education system, particularly special education. There’s a piece of legislation called “The Workplace Democracy Act” which focuses specifically on strengthening unions. This is just one way that Senator Sanders's team has in mind for parents and teachers to become empowered.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Get Involved! www.berniesanders.com/volunteer
SPECIAL NOTE FROM AMANDA AND VICKIE: This episode was originally scheduled for publication on January 14th, but had to be shifted in the line-up due to circumstances beyond our control. We hope you love this conversation with MacKenzie Martin as much as we did! Enjoy! Promoting diversity and inclusion in both the hiring process and the workplace is the focus of today’s podcast. Amanda and Vickie sit down with MacKenzie Martin, CEO of Undoing, an HR consulting firm that trains leaders and upper management of businesses in developing an inclusive company culture. Her services help to build a more inclusive society by providing a space for that communication between the employer and employee and helps people with disabilities or other diverse backgrounds to have access to jobs in the same way that everybody else does. Listen in to this fascinating glimpse of behind-the-scenes implementation of HR diversity programs. Show Highlights: MacKenzie shares her evolution in Human Resources from representing the employer to representing the employee in the workplace. Her consulting firm audits new start-ups for inclusion and diversity programs, and also offers general HR help, as well. She helps businesses create these diversity programs, audits their systems and work-flows, and assists with promoting understanding of how to create a better inclusive work culture. Amanda addresses the recent push to get rid of the Wage Waiver, a part of the Fair Labor Standards Act, and the Sub-Minimum Wage Certificate Program, which allows employers to pay a reduced minimum wage to individuals with disabilities. We need to better support children and individuals in their early education and support adults in the workplace. Accessibility issues are a real issue. MacKenzie divulges her personal story which influenced her passion for promoting understanding. The conversations around race, mental health, and stigmas in the workplace are not easy to have, but they’re necessary. Training for an inclusive company culture. In so many industries, there’s no training for management. MacKenzie’s goal is to see people allowed to be exactly who they are in the workplace.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Connect with MacKenzie! MacKenzie’s Linkedin MacKenzie’s https://www.undoing.how/ (Website) Suggested Podcast: Ableism: The Causes and Consequences of Disability Prejudice with Dr. Michelle Nario-Redmond Episode 107
In today’s episode, Amanda and Vickie join Lenore Waring from the McNichols Learning Center in Newport Beach on this fascinating journey into how multi-sensory learning helps the creative mind. Listen in to learn more about how images and feelings play into the way we learn, the importance of learning over memorizing, and the negative effects of too much digital exposure early on! Show Highlights: The McNichols Learning Center offers many educational services and diagnostics and is multi-sensory in its approach. The linear, logical brain thinks in long sentences, but the creative mind thinks in keywords, images, and feelings. Memorizing and learning are not the same things. Memorization, however, if done correctly, can still build neural pathways in the brain. Deep reading is needed for critical thinking. Lenore discusses the concerns over digital novelty. Lenore, Amanda, and Vickie deliberate over cell phones and separation anxiety. The literate brain, how it develops, and how it differs from the digital brain.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Book Mentioned: Reader, Come Home by Maryanne Wolf Connect with Lenore! Lenore’s Phone No. (949) 642-7303 http://dyslexiafoundation.org (The Dyslexia Foundation)
College may seem like a daunting, distant concept, but it may be approaching much faster than it appears. If you want to know how you can make your child’s college prep as swift and stress-free as possible, join Amanda and Vickie in this highly-informative episode. Today’s guest, Janice Royal, is a certified independent educational consultant. She specializes in college planning for children with learning disabilities and prepares them with the tools necessary to apply and thrive in their dream institution. She discusses the different colleges and options students can consider in order to have the most personalized accommodations, coordinated services, and robust programs. She also reveals many tips parents can implement at home in order to further prepare their student's future. Show Highlights: Janice shares her background and how she got the position she has today The college process has changed significantly over the years but Janice shares how she plans to help students prepare in a way to relieve stress Janice discusses how scandals have negatively affected SAT/ACT accommodations for students with learning disabilities and how she encourages students to prepare for testing now There are many benefits to starting your prep early, Janice recommends Sophomore year as the perfect year to start and reveals all the many reasons why Sifting through colleges with strong coordinated services and robust programs for students with learning disabilities Janice discusses the different approaches taken for students who aren’t ready for college or feel college may not be the best path for them directly after high-school
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Books Mentioned: K&W Guide to Colleges for Students with Learning Disabilities By The Princeton Review Connect with Janice! Email: Janice@royalcollegeconsulting.com Text or call: (714)-319-0399 https://janiceroyal.vpweb.com/services
Over the past few years, anxiety and depression have escalated severely in boys and girls from a young age. In order to address these issues, we have to come together as a society and begin to implement steps to teach youth to cope and properly evaluate their emotional state with support. In this episode, leading experts in learning deficiencies and clinical disorders such as ADHD, Anxiety, Perfectionism, and Depression discuss the major leading issues in how our education system is handling these issues. This panel conversation features your hosts, Amanda Selogie and Vickie Brett, Dr. Ryan, Dr. Kara, and Dr. Jackie as they dissect what it really looks like to give the youth tools in order to become productive members of society. They not only discuss how to identify symptoms of a clinical disorder, but how to further extend our assistance as parents and educators in order to prevent further struggling. This conversation presents tangible concepts that anyone can practice in order to create a safer environment for those struggling around them. Show Highlights: Symptoms that typically bring students into Fusion Academy for support How to identify symptoms of anxiety in kids who are naturally introverted Schools have to explore data that is often not utilized in order to further understand students learning deficiencies Schools are not equipped to teach children how to cope with anxiety and other disorders because they’re not trained on how to Why asking questions may not help students and why it’s important for parents to learn how to listen Looking out for signs to tell if students are struggling and designing a structure to help deteriorate anxiety Taking steps to educate teachers How the perception of social normalities can divert attention from students who may be struggling The lack of educating students going into college on the purpose is leading to more failures due to a lack of understanding of what they like or should pursue We need to allow youth as a society that failure is okay and necessary for growth Reinforcing a mentality of dealing with threats Putting aside your own experiences to evaluate what environment works best for an individual and making sure children are fully equipped to be on their own Having clear communication with your children to help them process their emotions and experiences fully through listening and self-evaluative questions Teaching youth how to properly regulate emotions and that it’s okay to get help Regulating and teaching social media responsibility and how it influences self-image Addressing social and emotional learning in schools Teaching students to implement comprehensive thought in all aspects of life
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast)
Welcome to part 2 of a 2-part series as Dr. Tina Bryson joins Amanda and Vickie to discuss her latest book, The Power of Showing Up, co-authored by Daniel J. Siegel, M.D. If the science of the brain, the “why” behind things, and learning about the four S’s of “Secure Attachment” for not only your children but for every relationship in your life interest you, you’ll want to stay tuned! Dr. Tina Bryson is a psychotherapist, author, and Founder/Executive Director of The Center for Connection, a multidisciplinary clinical practice, and of The Play Strong Institute, a center devoted to the study, research, and practice of play therapy through a neurodevelopment lens. Show Highlights: The Power of Showing Up is about how all of our relational experiences while growing up shape how we think and feel; what our brain comes to expect in relationships; and how we respond and function in relationships. It further dives into where our relational patterns come from and how it might impact our relationships. The Power of Showing Up is a great balance between science and practical information. Decades of research have shown that there is one thing that is the best predictor for how well kids turn out, no matter what we measure them on, and that is that they have had secure attachment with at least one person. Attachment is a mammal inborn-instinct that allows us to have a better chance of surviving. One of the best things a parent can do is to provide their children with secure attachment. This process involves the four S’s: Helping kids feel SAFE. Helping kids feel SEEN. Helping kids feel SOOTHED. When a kid experiences enough of the safe, seen, and soothed, then they will feel SECURE. Dr. Bryson discusses the potential impact of growing up in a home where a child might not feel safe, seen, soothed, or secure. Dr. Bryson shares and details the two practical strategies at the end of the “Safe’ chapter, which are 1) Do no harm and 2) Repair, repair, repair. It is important to communicate to kids that having emotions and having reactions is healthy. The four S’s are NOT about being permissive. Boundaries and predictability help make a child feel safe. Using playfulness or silliness in the moment can help a child want to cooperate. You don’t have to have long, reflective conversations around every little issue. As adults, we can learn to choose people who we expect to show up, who are predictable people.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Books Mentioned: The Power of Showing Up by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. No-Drama Discipline by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. The Bottom Line for Baby by Tina Payne Bryson Parenting From the Inside Out by Daniel J. Siegel, M.D., and Mary Hartzell, M.Ed. Listen to Part 1 of The Power of Showing Up with Dr. Tina Bryson Connect with Tina! Tina’s https://www.tinabryson.com (Website) - Get The Power of Showing Up and Tina’s Other Books HERE! Tina’s https://twitter.com/tinabryson (Twitter) Tina’s...
If the science of the brain, the “why” behind things, and using discipline as an opportunity for teaching is fascinating to you, you won’t want to miss a minute of today’s show. Dr. Tina Bryson joins Amanda and Vickie in part 1 of a 2-part series to discuss how discipline in the United States is counterintuitive, the release of her new book, and so much more. Dr. Tina Bryson is a psychotherapist, author, and Founder/Executive Director of The Center for Connection, a multidisciplinary clinical practice, and of The Play Strong Institute, a center devoted to the study, research, and practice of play therapy through a neurodevelopment lens. Her latest book is The Power of Showing Up with co-author, Daniel J. Siegel, M.D. Show Highlights: Dr. Bryson discusses what led to writing her latest book. Children with underlying reading-based or writing-based challenges often have parents who say they experienced the same challenges as a kid. The purpose and goal of discipline should be to help the child become a self-disciplined person that can regulate themselves, make good decisions, and handle themselves well on their own. That a child is being a brat on purpose and making a willful choice each and every time they are being difficult is not true when you consider how the brain and the nervous system works. The brain is either in a reactive mode or it’s in a receptive mode. Dr. Bryson describes the different states of arousal in our nervous system and the impact on learning. The Polyvagal Theory is when we go into threat states due to toxic stress, our social engagement circuitry turns off. The inner ear muscle actually changes so it’s harder to hear the human voice. Audio and visual processing basically turn off except as regards the focused threat. Punitive discipline sends a kid into a higher state of stress, making a learning moment even more difficult. There are ways to help a kid through a reactive state, and connection is the first step. Dr. Bryson shares ways to proactively get a child involved in making better decisions. One of the best things a parent can do is to provide their children with secure attachment. This process involves the four S’s: (1) Helping kids feel SAFE. (2) Helping kids feel SEEN. (3) Helping kids feel SOOTHED. (4) When a kid experiences enough of the safe, seen, and soothed, then they will feel SECURE. As adults, we need to experience the four S’s with the people in our own lives who can show up for us. IEP’s Podcast Live Tour Launches This Month! More Information Coming on Social Media Soon, Stay Tuned!
Links/Resources: 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Books Mentioned: The Power of Showing Up by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. No-Drama Discipline by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. The Bottom Line for Baby by Tina Payne Bryson Connect with Tina! Tina’s https://www.tinabryson.com (Website) - Get The Power of Showing Up and Tina’s Other Books...
Amanda and Vickie have another special treat for you! They were granted permission to replay their time being interviewed by Anne Fricke, from the “Walking With Freya; A Journey Through Special Needs Parenting” podcast. It was a fun conversation and you’re going to enjoy this! Show Highlights: Amanda and Vickie provide the backstory of the Inclusive Education Project. The IEP non-profit has evolved to where it has coordinated with several law schools in the Southern California area to provide free legal services. Guess what: the IEP podcast wasn’t expected to thrive! Amanda defines inclusion and discusses how it applies. Vickie addresses obstacles to inclusion. Anne, Amanda, and Vickie drill down into Waldorf-inspired schools, charter schools, public schools, and the legal meanings behind LRE and FAPE. If families of children with special needs band together and present their issues at school board meetings, they can make more noise than in IEP meetings. If the school board doesn’t listen, they need to be voted out. Campaign for school board members to get elected that WILL listen to the community.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast) Did You Miss Where Amanda and Vickie Interviewed Anne Fricke? Catch It Here! Walking With Freya; A Journey Through Special Needs Parenting Anne’s Self-Published Poetry Book One Mother’s Revolution, by Anne Fricke
Amanda and Vickie have a special treat for you! They were granted permission to replay their time being interviewed by The Lucky Few Podcast. It was an amazing conversation and one you don’t want to miss! Show Highlights: The Inclusive Education Project is a non-profit that provides education, training, and pro-bono advocacy for families across California. The Inclusive Education Project’s podcast strives to change the conversation about education and disability rights. The Inclusive Education Project partners with the community (parent groups and organizations that work with the community) to provide presentations and workshops to get the word out about legal rights and the way we look at children with disabilities. Amanda and Vickie provide the backstory of the Inclusive Education Project. Amanda and Vickie cover the most common problems that they see in the special education system that they address with their clients. Some of the best advice they can give to parents is to make sure that the IEP is very clear. It is supposed to be written in such a way that anybody can pick it up and understand exactly what is supposed to happen. The role of the program specialist or coordinator on your IEP team is to determine the follow-up steps, who is doing them, and then to make sure they’re followed through. However, it’s often up to the parents, an advocate, or an attorney to be the accountability police. If something that’s happening differently for your child and not for the other children in the classroom then it should be in the IEP. Amanda and Vickie address the reasonable number of IEP meetings per school year, how much time is reasonable to implement changes, and transitional periods.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Did You Miss Where Amanda and Vickie’s Interviewed The Lucky Few? Catch It Here! The Lucky Few - Episode 95 https://www.facebook.com/groups/ieppodcast/ (Facebook Private Group - Inclusive Education Project Podcast)
Amanda and Vickie sit down with Jenn Zehenni, Founder of TeachPlayLearn on today’s episode. TeachPlayLearn is an educational concierge service that focuses on collaboration, not competition. Jenn makes education a unique way of connecting professionals, and she nurtures a love of learning through the TeachPlayLearn, which allows play to be the connector between teaching and learning. Listen in to find out more about this company that helps match your family with the perfect services, products, or schools, whether public, private, or homeschool. Show Highlights: “Are You In A Moment of More?” Jenn shares the philosophy behind the question. The goal of TeachPlayLearn is to bring peace of mind to families by simplifying the process of navigating unfamiliar educational situations with more ease. Jenn covers some scenarios in which TeachPlayLearn assists families, such as integrating academic and creative subjects. Amanda, Vickie, and Jenn discuss how every moment presents a teachable opportunity. It’s essential to learn how someone learns, and go from there. Nurturing the love of learning helps kids to see the bigger picture. Individuals who have learning differences aren’t necessarily lazy or unable to learns skills, it just takes them longer to learn. There’s a parallel between the educational system and the medical field whereby only the symptoms are treated, and not the root of the problem. An educational entrepreneur is an “edupreneur”, which is a passion project of Jenn’s: using education as a vehicle for change.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Jenn! Jenn’s https://teachplaylearn.com (Website) Jenn’s Instagram Jenn’s Facebook Jenn’s Twitter @teachplaylearn Jenn’s https://edupreneurs.club (Edupreneurs) Network
Today’s guest takes us on a fascinating and educational journey into ableism, the study of disabilities and prejudices of disabilities. Dr. Michelle Nario-Redmond, a social psychologist at Hiram College in Hiram, Ohio, joins Amanda and Vickie to discuss changing people’s perceptions about disability. Michelle is the author of Ableism: The Causes and Consequences of Disability Prejudice, and the mom of a 23-year old daughter with spina bifida, who was raised to be a proud, disabled woman. Show Highlights: Michelle provides an overview of the origins of ableism, and of which literature can be found in political science, psychoanalysis, psychology, and disability studies. There are several distinct sources of prejudice that impact individual thoughts, feelings, and behaviors, such as: an evolutionary/biological basis for fear: humans have a need to feel safe and secure, and might have avoided those who signaled poor health, even in those instances where there was no contamination factor. the fear of becoming disabled, since most disability is acquired through spinal cord injury or old age. how the media portrays individuals. Ableism is the study of prejudice and discrimination against people who are considered to have a disability. The ABC’s of ableism: A - attitudes B - behaviors C - cognitions
Michelle addresses the preferred language to use when referring to the disabled. Are they “living with a disability” or do they “have” a disability? Just ask the person their preference! Everyone will have a reason why they prefer one term over the other. “Experiencing” a mental health “condition” is a kinder way than saying “mental illness” because the latter term pathologizes those who have depression, schizophrenia, etc. There’s a new hashtag out from people working in this field doing disability studies and activism, reminding others that disability isn’t a bad word: #saytheword. Although born of existing legislation, when we continue to use the words “special needs” we occlude the notion that these are human needs and civil rights. Michelle, Amanda, and Vickie discuss essential and non-essential qualifiers in the context of a conversation, and the “R” word. Peer-pressure holds a lot of power. One way to speak up when someone is being micro-aggressive is to ask, “What did you mean by that?” Michelle shares a personal story and the resulting lesson she learned when she made a faux pas during an encounter with a young woman with Down’s Syndrome at a theme park. Michelle discusses her next steps, which include policy issues.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Get the Book Here! Read Excerpts Here! https://ableismbook.com (Ableism: The Causes and Consequences of Disability Prejudice, by Dr. Michelle Nario-Redmond )
Mentioned Hashtags: #saytheword #cripthevote
Michelle Sullivan joins Amanda and Vickie on today’s episode. Michelle is a warrior mom whose advocacy was inspired by her son, Eli, who has Down’s Syndrome, to found Littlest Warrior Apparel and to write a book entitled Eli, Included, which is a fictional story about Eli's first day of school. Are you ready to be inspired? Listen in to hear about Michelle’s journey and her mission to help others see that everyone has value and something to offer. Show Highlights: Michelle shares an overview of some of the negativity she received from medical professionals and family members upon learning during her pregnancy that her son had Down’s Syndrome, and the actual blessing that he is. She also provides the background of how she came to start Littlest Warrior Apparel. Amanda, Vickie, and Michelle discuss perceptions about Down’s Syndrome and other differently-abled people. Michelle relates how friends provided resources for early intervention, and how she initially didn’t know anything about inclusion. Meeting people and hearing their stories had a big impact on her. All children, including those with Down’s Syndrome, benefit from being in a classroom with others and being exposed to different learning styles and various viewpoints. Michelle describes how her three older daughters were in private school before Eli was born, how the school mistreated one daughter with ADHD and the hard lessons she learned from that. Having decided they wanted Eli included, he was started in IEP in preschool at age 3, and he was in a classroom with typical peers. As time got closer to kindergarten, Michelle started hearing stories about kids that were not included, so she wrote the book, Eli, Included, as a step of faith. As it turns out, when they went to his IEP, they did not want to include him. Michelle was told that if he were in a classroom, he would just be back in the classroom with his aide, “trying” to do all the work. Her husband was at that meeting and stepped up to the plate, and asked for them to just let him try. The school agreed on a 30-day trial. Thankfully, within a week they found out that Eli had been accepted to the charter school for which they’d applied. This charter school is one that values inclusion. Michelle describes her emotions at the first meeting she attended at the charter school. “Advocate Like a Mother™” - this is what Michelle kept hearing in the back of her mind. After some time, she did a search to make sure the slogan wasn’t taken, put it on a shirt, and got it trademarked. The shirt became wildly popular and the basis for her Littlest Warrior Apparel. From there, she started her podcast to help support other moms who were doing incredible things.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Suggested Book Eli, Included by Michelle Sullivan Connect with Michelle! Michelle’s Website Michelle’s Facebook Michelle’s Instagram Michelle’s Podcast
Amanda and Vickie are excited to bring you the panel discussion, “Building the Bridge Between Reading Literacy and the Consequences of Falling Behind” from October 24th, and which raised nearly $13,000. This money will be used towards providing free legal services to 24 families. Panelists discuss what happens when literacy education fails, what happens when kids fall through the cracks and the mental health impact of this. Special shoutout to Sandra and Roger, whose family wasn’t able to make the event but were major donors to the event, Fusion Academy, a title sponsor and co-hosts, the panelists, sponsors, and the nearly 100 attendees. Thank you all for helping to make this the success that it was! Be sure to listen for a special announcement about the Inclusive Education Project! Show Highlights: Vanessa Kayrell, Head of School at Fusion Academy in Mission Viejo, introduces the panelists: Robin Podway, Head of School at Fusion Academy in Huntington Beach; Dr. George Tucker, a clinical psychologist and author of Problem Children: It’s Not Always the Parents’ Fault; Cathy Johnson, Founder of the Johnson Academy; Dr. Ellis Crasnow, Director of STEM³ Academy and STEM Education for The Help Group; and Javier Arguello, Founder and Executive Director of COGx. Statistics from the National Assessment of Educational Progress are presented: 1/3 of 4th graders are proficient in reading. 2/3 of students who cannot read proficiently by the end of 4th grade will end up in jail or on welfare. 1 in 4 children in America grow up without learning how to read. Students who don’t read proficiently by the 3rd grade are four times more likely to drop out of school. As of 2011, America was the only free-market country where the current generation was less educated than the previous one. Nearly 85% of the juveniles who faced court in the juvenile system are functionally illiterate, proving that there’s a close relationship between illiteracy and crime. 53% of 4th graders admitted to reading recreationally almost every day, while only 20% of 8th graders could say the same. 75% of Americans who receive food stamps perform at the lowest two levels of literacy. 90% of high school dropouts are on welfare.
Panelists discuss the inspiration for their work and what drives them: How top universities have known so much about cognitive neuroscience for many years, but school systems are not using the science. The rolling out of a platform for global, professional development for educators in partnership with the University of Pennsylvania. Working in the prison systems and seeing the illiteracy there. Also, what can we do with the idea that our brains continue to develop up until about age 26? Building on strengths and helping them before they fall through the cracks.
Panelists cover: approaches that bring success: what we can do differently technology as a learning tool strength-based learning intervention through social policy remediation strategies
Panelists explore: when kids learn ok, but their social learning and body awareness is not ok: what we can do to help them addressing anxiety and depression issues the impact of “learned helplessness” Ways that we can advocate for our own kids and make a difference in the lives of those we impact on a daily basis.
BIG ANNOUNCEMENT: Victoria Lucero, a former law clerk with the Inclusive Education Project, is now an Associate Attorney (she passed the BAR!). The Inclusive Education Project is expanding into New Mexico, where Victoria will be taking it, and will be offering affirmative immigration services.
Links/Resources: 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 in Apple...
Anne Fricke, poet, writer, podcaster joins Amanda and Vickie on today’s podcast to tell her story about raising a daughter with Prader-Willi Syndrome. Listen in as they discuss Anne’s journey to her podcast, "https://www.annefricke.com/walking-with-freya (Walking With Freya; A Journey Through Special Needs Parenting)", and how it quickly morphed into having other people come on and share their own experiences. They also cover poetry, activism, and how connection is the best way to advocate. If you missed Amanda and Vickie as special guests on Anne’s podcast, don’t worry, we’ll make it easy and provide you with a link so you can go take a listen after they wrap up their conversation! Show Highlights: Anne relates how parents who do not have special needs children tell her how much they enjoy listening to her podcast. The most feedback that Anne receives is from new parents. Anne tries to be open with putting her bad days out there, but always tries to end her show with a positive message. “Performance poetry” and how it is a powerful and heartfelt way to share poetry. Starting the conversation and learning from others. Anne provides an overview of a Writing Journal for parents and caregivers of children with special needs. How news sources can be overwhelming. Anger can be a valid emotion. Education of our children is something we all should be caring about. Dr. Maria Montessori and her role working with children with intellectual disabilities. “Cookie-cutter” education in modern times. Anne shares her plans for the future.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Anne: Anne’s Website Anne’s Podcast Anne’s Email Anne’s Instagram Annie’s Facebook Page Anne’s Facebook Group - Private Anne’s Self-Published Poetry Book One Mother’s Revolution, by Anne Fricke Listen to Amanda and Vickie on the Walking with Freya Podcast - Episode 47! Walking with Freya & IEP
You may recognize today’s special guest if you keep up with The Lucky Few podcasts. Terry Brown from So Happy to Learn at Mrs. Brown’s House joins Vickie and Amanda to discuss the philosophies behind her teachings, her ideas for a child’s potential, setting expectations high, and not limiting what we think a child can do. She also covers better ways that we can be supporting and teaching them to help set them up for success. You don’t want to miss this fascinating and educational conversation! Show Highlights: Terry’s program was born from some ideas she read in a book about teaching children with Down Syndrome how to read. While a paraprofessional, she was given the freedom to test these ideas in the classroom. Within six months, the students with Down Syndrome - who went from running around the classroom and hiding under the desks because the previous work made no sense to them - became readers, learners who were excited to learn, and working independently during that 45-minute class period. Having zero experience with anyone with Down Syndrome until this setting, working with them became her life. Parents started asking her if she could work with their children after school. Three of the children that she started helping after hours had Down Syndrome, one had autism, and one had a learning disability. During this time, Terry went from an SDC class to a mixed class to a full-inclusion class. She was told that she couldn’t work with Down Syndrome anymore because people were wanting to come to the school she was at just to work with her. She eventually left the school district for private practice. Starting with author Patricia Logan Oelwein’s work as a foundation, she discovered over the years while teaching many hundreds of Down Syndrome students how they learned best, and she would make activities that were specific to them. Terry is still working with the three children with Down Syndrome that she originally started working with. They are 25 and 26 now. Amanda, Vickie, and Terry discuss Terry’s holistic approach to her students. The difference between - and the importance of - questioning and testing is explained. This is pivotal for success! How to rewire a child’s brain for learning math. There is value in repetition. Ways to improve reading comprehension. Ideas for making writing a successful experience. There’s a saying in the educational system that Down Syndrome kids plateau at age 5. That is a myth; it is more often the teachers that plateau.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Terry Brown! Start Here —-> https://www.sohappytolearn.com/start-here.html# Become a So Happy to Learn Member! —-> https://www.sohappytolearn.com/join-or-renew.html https://www.sohappytolearn.com YouTube Channel: https://www.youtube.com/user/sohappytolearn Suggested Book Teaching Reading to Children With Down Syndrome: A Guide for Parents and Teachers (Topics in Down Syndrome), by Patricia Logan Oelwein
Joining Amanda and Vickie on today’s podcast is Dr. Daniel Franklin. Due to his dyslexia, Dr. Franklin did not develop even rudimentary reading and writing skills until 5th and 6th grade. He shares his extraordinary story about an extraordinary teacher who reached out to him and helped him develop the confidence to learn. Dr. Franklin has been in the education field for the past 30 years. He demonstrates his own success story as he discusses language-based learning disabilities and attachment-based teaching and learning. As he relates, anyone can use these strategies with kids, from teachers, parents, and other family members. Dr. Franklin opened his practice, Franklin Educational Services, 14 years ago and now has locations in West Los Angeles and Newport Beach. Franklin Educational Services provides a very broad range of educational services including tutoring, test prep, fully accredited one-on-one schooling, educational consulting, and more. He is the author of Helping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyslexia, Dysgraphia, Dyscalculia, ADHD, and Processing Disorders. Show Highlights: His book is for parents and based on a course he developed about 15 years ago. It’s currently a graduate extension course on the principles of one-on-one support for children, teens, and young adults with language-based learning disabilities. Language-based learning disabilities include dyslexia, dysgraphia, and dyscalculia. Dysgraphia is the writing version of dyslexia. Dyscalculia is the math version of dyslexia. Language-based learning disabilities also include ADHD and executive function deficits, and a wide range of visual and auditory processing capacities. A lot of these learning and behavioral differences overlap, so you need strategies that consider both issues. The major principle of Dr. Franklin’s book is that the human brain is a social organ and it’s designed to learn in a social context, especially one-on-one. No-one is better equipped to provide one-on-one service than parents. The difference between helicopter parents and helpful parents is that helicopter parents provide help that may be unneeded, and the helpful parents provide help that IS needed. The book is both explanatory and strategic. Each chapter of Dr. Franklin’s book addresses a different area of learning, such as reading, writing, math, study skills, ADHD, auditory and visual processing, advocacy, and more. When a child is learning to read, they cannot use reading to learn. This is where a parent needs to step in and figure out what their child needs to learn from reading and come up with strategies that allow their child to acquire an understanding of that material. This is called a bypass strategy. Writing also requires a lot of co-active support. In order to learn we must have a broad base of general information, and if we limit access to information by a slowly emerging skill like reading, we’re hindering the capacity for that child to develop reading comprehension skills. Dr. Franklin does all of the initial phone calls with parents because he wants to have a good understanding of what’s going on. Since the human brain is a social organ, it only develops well in the context of healthy relationships. The single most important thing we can do for a child, teen, or young adult is to provide them with close, healthy relationships with adults. It is in the context of healthy relationships that a brain is in a state for learning. Attachment-based teaching prioritizes the quality of relationships above other considerations.
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Amanda and Vickie cover some new laws that California Governor Gavin Newsom signed into law at the end of the school year in May, and discuss some that California has started implementing this 2019 / 2020 school year. Show Highlights: The LGBTQ+ law concerns incorporating the LGBTQ community into all the teachings that schools have. Part of that is the idea of gender identity. Amanda shares a story about the Oak Park Unified in Los Angeles County. They published their plan for the upcoming school year of the changes being implemented in grades K-5. At a school board meeting, they had to clear up a lot of misconceptions that the parents had about what they were actually doing. Oak Park’s plan to satisfy the law was to hold a class for enrolled students to learn about gender identity once per year, in a 30-40 minute class taught by a school counselor, using age-appropriate books and lesson plans. The gender diversity program is about teaching children in age-appropriate language expressions of gender, including male, female, non-binary, and transgender. An example of mislabeling was suggested as a crayon that is labeled as red, but is really blue. Parents do not have the ability to opt their child out of the class, because the course is not considered sex education. The state law requires districts to include this LGBTQ+ community into its teachings, so along with educating students on gender diversity, this program is designed to help curb suicide among students in the LGBTQ community. The state code already had prohibitions on matters reflecting adversity upon persons because of their race, sex, color, creed, handicap, and national ancestry, so this bill added sexual orientation to that list. Another section of the bill directs the governing boards of the school districts to adopt instructional material that accurately portrays the cultural and racial diversity of our society. Administrators should learn from Oak Park’s example of giving the parents an overview of the materials ahead of time. Senate Bill 419 makes changes to the California Education code, including public and charter schools. This bill prevents students in Grades 4-8 from being suspended for disrupting school activities or otherwise willfully defying the valid authority of those school personnel engaged in the performance of their duties. Kids with disabilities and kids of color are being suspended far more often than their white, neuro-typical peers. A recent study found that students lost over 150,000 days of school due to suspensions of this specific nature in the 2016 / 2017 school year. For IEP students who are engaged in “willful defiance”, the first questions that need to be asked is "Does he have a behavioral support plan?” and “How did we get here?”.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. YOU ARE INVITED!! 5th ANNUAL FUNDRAISING EVENT Building the Bridge Between Literacy and the Consequences of Falling Behind Thursday, October 24, 2019 5:30 PM - 7:30 PM Huntington Bay Club 4121 Warner Ave, Huntington Beach, CA FOR MORE INFORMATION: https://squareup.com/store/inclusive-education-project/ TICKETS AT...
Here’s a little something special for their 100th episode! Amanda and Vickie decided to go live on Facebook and Instagram to answer some of your questions. Tune in for a potpourri of information, including some tips on how to best communicate with your child. Show Highlights: Q: Can I ask for a weekly phone call from my child’s regular and special education teacher? My daughter can’t tell me all the things that happened to her during the day and I have no idea what happens from drop off to pick up. A: Short answer: it depends on the circumstances. There’s nothing in the law that says you can’t ask, but you need to be practical. When there’s a lot of things going on, you can request a communication log. There should be times when regular and special education teachers talk together. In the events of safety or extreme behavior, then this request would be warranted. Weekly communication is practical, but not necessarily in the form of a phone call. Tip: We bombard our children with so many questions, they can easily become overwhelmed. Many times, children think there is a right way and a wrong way to answer a question, and they don’t want to get it wrong. One way to get answers from them about how their day went is to share something from your day first. Another way to take the pressure off is to make an observation about their day that can open up a conversation. Tip: It’s ok to not know everything that is going on in the classroom, as long as your child is happy, safe, and learning. That takes pressure off the parent, who often stress over every little thing that happens during their child’s day. Q: Can I be in my child’s classroom to help out each week? A: The IEP is the district’s promise that we’re going to work on these goals in this classroom setting and we’re providing these services. There are a number of things you can put in the IEP, but trying to force the district to have you in the classroom on a weekly basis is probably not feasible. There are actually liability issues and safety concerns related to this. Tip: If your classroom or school has a policy that volunteers are allowed to do certain things, then absolutely volunteer for that. If there are no policies in place, there may be certain restrictions in terms of how often that can be. Distraction is one scenario where this might apply. Q: What are the options for my child after high school? A: Some questions to consider: Is your student on a Diploma track or a Certificate of Completion track? Students do have until the age of 22 to do the Vocational Life Skills, self-help skills, and academics if needed. After the student has received either the Diploma or Certificate of Completion, there are other options. More and more 4-year colleges are coming up with programs for students with intellectual disabilities or on the autistic spectrum. Some community colleges are in partnership with school districts and offer vocational programs. Tip: Once you turn 18, technically the Americans with Disabilities Act kicks in, and you can find college campuses with disability rights centers that can help provide accommodations. The burden has shifted: from K-12, the burden is on the school district to plan out, implement, and provide. In college, however, this burden has shifted to the student to provide the school with need and the request for accommodations. Q: What does the law say regarding being in classes with same-age peers? What if a school is only offering inclusion time for a 6th-grader with 8th-graders because of scheduling problems? A: To the extent that a certain mainstream inclusion is appropriate, this is ok. If you have a child who socially and emotionally is below their same-age peers, and academically the same (but they haven’t been retained), they may benefit from mainstreaming say, 3rd and 4th grade in a 2nd-grade classroom because they don’t require the content to be modified. However, if a student stands out and their maturity...
Barbara Arrowsmith Young joins Amanda and Vickie on today’s podcast. Brain plasticity, how brains learn and how they develop, and how we can be better at providing learning environments and programs for not only kids who are differently-abled, but all kids, are the highlights they’ll be covering. Don’t miss this fascinating, cutting-edge insight! Barbara Arrowsmith Young is the Founder of Arrowsmith School and the Arrowsmith Program. She is the author of the international bestseller, The Woman Who Changed Her Brain: How I Left My Learning Disability Behind and Other Stories of Cognitive Transformation. She has dedicated her life to helping individuals overcome learning difficulties, first starting with herself, many years ago, and now working with educators and children all around the world to transform their lives through cognitive programs. Show Highlights: Someone gave Barbara the book, The Man with a Shattered World: The History of a Brain Wound, by Aleksandr R. Luria, and this was life-changing for her. The book tells the story of a Russian soldier from WWII who had a localized head wound, as the result of an injury. This soldier had kept a journal for a number of years. Luria was a brilliant Russian neuropsychologist, and studied his case prior to writing the book. Barbara was stunned to discover that the soldier was describing his problems exactly as Barbara had been describing hers, in her own journal. “Learning disability” is a term used in North America. In the southern hemisphere, the term used is “learning difficulty.” Barbara explains that when she was young, she used her photographic memory to compensate for her learning difficulty. She also relates that she was “five hours behind” everybody else in understanding things. Barbara shares some fascinating discoveries regarding researchers at a number of universities around the world who are looking at the brains of the students that are going through the Arrowsmith Program. The 3rd Edition of Barbara’s book will be published in the middle of December, and there will be a new chapter concerning this research. The Arrowsmith Program is in 100 schools in 10 countries, and their mission is to train teachers all over the world in this methodology. The earlier this program is started for all students, the less stigma there will be, and everybody benefits.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. YOU ARE INVITED!! 5th ANNUAL FUNDRAISING EVENT Building the Bridge Between Literacy and the Consequences of Falling Behind Thursday, October 24, 2019 5:30 PM - 7:30 PM Huntington Bay Club 4121 Warner Ave, Huntington Beach, CA TICKETS $40! FOR MORE INFORMATION: https://squareup.com/store/inclusive-education-project/ —-> We Have Babysitters!!!!!
Special Guest Anna Harryman sits down with Vickie and Amanda to discuss alternative education. Listen in to this fascinating glimpse inside a credit recovery high school. You’ll learn the definition of alternative education, the kinds of students they serve, the goals they have, and how love can make all the difference. This is Anna’s 10th year working in alternative public education. Her career in the education field began with a position as an AmeriCorps volunteer, being a business to community liaison. She caught the attention of another school district, who hired her on permanently to do a similar role in their school. While there, she worked her way up and became a teacher in the English Language Arts, Social Studies, and eventually added Family and Consumer Sciences, which most people know as Home Ec. Anna later became a school counselor, which is her current role. She has spent time as a department head and on the School Leadership Committee. Anna also works as a teacher on special assignment for the school district, coordinating all professional development for school counselors in the district. Show Highlights: "Alternative education” is an umbrella term used to describe any education outside of the traditional, comprehensive school setting. For example: trade schools, expulsion behavior programs, school credit recovery, special skills or college prep classes. Anna works at a credit recovery high school. As she explains, students fall behind on credits for a variety of reasons. Education is not a “one size fits all” for students. Anna’s school serves around 120 students at a time. They strive to provide that small learning environment for students who are overwhelmed or unsuccessful in a large school setting. They may have fallen through the cracks, not getting the attention they were needing to be successful in their classes, or have a lot of anxiety. Since there’s a lot of flexibility in the school programs, a lot of teen parents come to the school. Also, kids with medical issues or those who have moved around a lot and have gaps in their education are given opportunities to make up their credits, so they can graduate on time or meet their educational goals. Other purposes that the school serves is providing the GED program for the district and serving the expelled students in the program. There is a separate program for the expelled students to start in, and if they choose to stay in the school, they can earn their way into the main high school program, which is considered a privilege. One of the goals for the school is to take students who might otherwise drop out of school during their junior or senior years in high school, and get them to graduation. Anna discusses the importance of thinking about students with love and building relationships with them, and the various reasons why they might be expelled from school. As Anna relates, her community is very fortunate to have a district that sees the value of what they’re doing, and she feels that the stigma is getting smaller and smaller every year. A student first has to fail repeatedly in order to be able to go to an alternative school and have a second chance at learning. It is a shame that these students have to suffer first in order to get to a place of success. Anna’s school is typically 15-20% on IEP’s and around 10% on 504’s. Most 504’s are the social and emotional 504’s, a lot diagnosed with mental health issues such as bipolar, anxiety, and depression. They are not able to offer all the resources for IEP’s that a larger school can, so they have to limit their IEP’s to students who require a minimum of services, and are at risk of falling through the cracks in the traditional educational system. Students have the opportunity to learn more about trades programs, computer programming, manufacturing, and other industries for after graduation or GED.
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Teaching our children about themselves, and helping them learn appropriate skills for interacting with others, especially those in special populations, is the focus of today’s show. It is also the subject of a new book being released today, by Caroline Maguire, and titled, Why Will No One Play with Me?: The Play Better Plan to Help Children of All Ages Make Friends and Thrive. Join Vickie, Amanda, and Caroline as they discuss the book and the results that you will be able to get out of it. Caroline is an ADHD coach, author, speaker, and mother of two beautiful children, who started her own journey of self-discovery when she was diagnosed with ADHD, dyslexia, and other learning disabilities when in the 6th grade. Learning coping techniques as a young child has given her valuable insight into the population she now chooses to coach. Show Highlights: “They would if they could.” Trust your gut if you observe your child not having the skills to make new friends or adapt to a new group. Our goal in life for social is that they’re happy and well-adjusted, and able to go out and do the things they need to do, to have choices. There is a tool in the book called, “Flavors of Friendship”, which teaches an easy way to have hard conversations. This covers 2 things heard most from parents: Tell me who their friends are, because they don’t have any friends. The kids who think they have a lot of friends, but they’re just acquaintances or people they say ‘hello’ to. Introverts may only want a friend or two, but they should have the skillset to make that choice. Caroline discusses the type of child who is most likely to be bullied, and the actions we should take. Caroline’s goal in writing this book, and the one thing she saw missing from other parenting books, was sharing the “how” behind the tips. Explaining the reason behind a request can change a non-compliant child into a compliant one. The technique used in this book is called “open questions”, and is used by all life coaches. For example, you might ask, “What makes this important to you?” Even little children have reasons for everything. They can sometimes be illogically logical!
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. YOU ARE INVITED!! 5th ANNUAL FUNDRAISING EVENT Building the Bridge Between Literacy and the Consequences of Falling Behind Thursday, October 24, 2019 5:30 PM - 7:30 PM Huntington Bay Club 4121 Warner Ave, Huntington Beach, CA FOR EARLY BIRD TICKETS ($25!!) BY OCTOBER 1st & MORE INFORMATION https://squareup.com/store/inclusive-education-project/ TICKETS ARE $40 AT THE DOOR Find Caroline and Her New Book!! Why Will No One Play with Me?: The Play Better Plan to Help Children of All Ages Make Friends and Thrive, by Caroline Maguire For Caroline’s Videos, Submitting Questions for Facebook Live, and More! https://www.carolinemaguireauthor.com
Dr. Ellis Crasnow from the STEM³ Academy joins Amanda and Vickie on today’s show. STEM³ is a new school in Orange County, developed by the founders of The Help Group in Los Angeles. STEM stands for Science, Technology, Engineering, and Math, and is dedicated to K-12 technology-driven students who are bright and curious, with social and/or learning differences. Dr. Crasnow is one of the panelists at the 5th Annual Fundraising Event, “Building the Bridge Between Literacy and the Consequences of Falling Behind”, which will be held Thursday, October 24, 2019. Don’t miss this fascinating conversation! After earning his Ph.D. in philosophy from USC, Dr. Crasnow taught widely at the college level, both in the U.S. and South Africa. He joined The Help Group in 2008, teaching high school math, science and English before becoming Principal of Village Glen High School. In 2012, The Help Group began a STEM program that Dr. Crasnow led. Dr. Crasnow is a frequent international speaker at conferences on the importance of STEM education and its benefit to those with social and learning differences. Dr. Crasnow speaks on the integration of STEM content and social-emotional learning. Show Highlights: Dr. Crasnow shares how going into Special Education seemed one way of combining his passion and education in science, teaching, and psychology, into one. Observing that children weren’t really thriving after high school, they started asking the question, ‘What can we do differently, K-12, which will improve the outcome post-high school?’ Playing to students’ strengths and focusing on their assets, rather than their deficits. In Special Education, most people tend to focus on what the child needs, and what the child can’t do well. That’s putting an enormous amount of effort into perceived weakness or a perceived need, while often ignoring their strengths, their passions, and their interests. This will only make a marginal improvement in a deficit without really accelerating their strengths. Finding out what students’ passions and interests are will draw them in, and so engage them, that their needs, deficits, and weaknesses, become relatively unimportant. We’re all weak in something. Don’t go into a field that is an area of weakness for you. Develop your strength and your passion, and that can be a career. Kids with special needs, kids on the spectrum, ADHD - whatever their particular difference is, they nevertheless have extraordinary gifts and talents. Dr. Crasnow discusses the new Netflix documentary, American Factory, and the number of jobs being lost over automation. The struggle of Special Education teachers: underpaid, isolated, and they’re not being supported. Businesses are starting to look at places they haven’t traditionally looked for skilled workers. “Specialisterne” - Dr. Crasnow talks about a Danish company founded by Thorkil Sonne, a software engineer, whose son is on the spectrum. While looking to employ software engineers for his company, he noticed that many of the same qualities he was looking for, his son possessed. He started the international company, “Specialisterne”, which means “The Specialists”, and they hire people on the spectrum, training them to do quality assurance and software debugging. Those on the spectrum often have superior visual discrimination, and make outstanding workers. There’s a growing, worldwide movement to give a higher profile to individuals with special needs. Dr. Crasnow gives an overview of STEM³. Students will graduate with a high school diploma and is capable of going to college.
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Amanda and Vickie sit down and have a chat with the hosts of The Lucky Few podcast: Heather Avis, Micha Boyett, and Mercedes Lara. Heather used #TheLuckyFew when she started her Instagram account, and when she learned she could click on the hashtag, she was amazed to see that others were using it in the Down’s Syndrome community, with the same meaning that she intended to have. Listen in and learn how the hosts got together, how the #TheLuckyFew is changing the way others see Down’s Syndrome, and how it’s connecting families. It truly is all about “Shifting the Down Syndrome narrative by shouting their worth.” Show Highlights: The history behind The Lucky Few podcast and its positive message in a world of negative social media messages. Being an influence to others by letting them see into your daily lives. Discussing the podcast, its guests, and how the hosts come up with content. Talking about real-life issues without scripts is what they find that people want to listen to. Building the community by being vulnerable and having conversations. Feeling genuine connection when you meet others you’ve made contact with through social media. What to expect when meeting the children of others you’ve made contact with through social media. What’s next for The Lucky Few podcast.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. The Lucky Few Podcast, Subscribe and Listen!! #TheLuckyFew
PSA: As we come into the new school year, don’t be afraid to ask for IEP right away! As a national organization, Autism Speaks can provide the structure and framework for new organizations coming into the community. Since one organization can’t be all things to all people, many organizations in Orange County work together, and one of today’s guests is passionate about spreading resources to the community. On today’s show, Amanda and Vickie chat with Tracey and Jackie from Autism Speaks. Tracey McDonald is the Executive Director for the Southern California chapter of Autism Speaks and shares her own personal journey with her son who lives with autism, her fierce determination as a parent, the resources that are available, and what’s on the horizon for Autism Speaks. Show Highlights: Toolkits are available for parents, grandparents, and others through Autism Speaks. These toolkits answer many common questions, and teach you how to talk about autism and how to educate your teachers, dentists, and coaches, for example. Autism Speaks started out being about awareness, because there wasn’t that much information about it yet. The organization has also helped remove the stigma surrounding autism. Tracey shares her concerns for her son, who is 22. Autism is a huge spectrum, and there’s a multitude of needs. The earlier the intervention, the better your trajectory. Tracie explains why the word “cure” has been taken out of the Autism Speaks mission. The 100 Day Kit is free of charge. You can think of it as the “100 Day Safety-Net”. It helps you set a game-plan over the next 100 days. Autism Speaks has only been around for 15 years, but the impact it has made has been that of a much older organization. The ways in which autism can be very isolating. Autism Speaks “Walk Day” - for a lot of people that’s the one day they get to celebrate their kids. Amanda talks about “Administrative Law”. Fundraising explained: the NIH provides a certain percentage of funding, and as the percentage of people with autism goes up, you have to advocate for even more funding based on the research and studies available. Insurance reform: insurance companies are paying for a lot more than they’ve ever paid for, and this came from advocacy. There’s still a lot of work to be done, but it’s incredibly meaningful. Most people that aren’t affected by autism don’t even understand the struggles that families go through, so change won’t happen until we talk about it more. Autism Speaks is having a roundtable discussion for businesses and a public event on what autism looks like in the workplace. The Walk is happening December 8, 2019, at Angel Stadium in Anaheim. Service Champions Heating and Cooling, and Pieology are the presenting sponsors.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. AUTISM SPEAKS LINKS Email: SouthernCA@autismspeaks.org https://www.autismspeaks.org Autism Response Team Phone #: 1-888-AUTISM2 (1-888-288-4762) GET “The 100 Day Kit” HERE:...
A father’s involvement is just as important in the lives and the outcome of his children as a mom’s involvement, yet there’s a big gap in services that target father participation. There is also the issue of why father involvement is such a problem in this country, in the first place. Nick Mazzeo joins Amanda and Vickie in today’s podcast to talk about a program called Dads Matter, under the Children’s Bureau in Orange County, California, which started about 4 years ago through federal funding. Nick helped write the grant for the funding so he’s been there from its inception. Show Highlights: Dads Matter serves about 300 families a year in Orange County “Going Mobile” - They have the ability to take the program, including food, childcare, and facilitators out to any other organizations if they have a group of fathers that they want to receive services. Nick discusses gender roles, assumptions about gender roles, and the 2 main stereotypes about father involvement:
Men are not biologically geared towards taking care of children Dads don’t want to be involved in hands-on parenting
A matter of economics is the main factor in a dad’s lack of involvement in their children’s lives. If you have more than one child, it makes more sense in Orange County to be a stay-at-home parent than to work a minimum-wage job, because child-care is so expensive. If dad works long hours and mom stays at home, it is often difficult for a dad to be more involved, although many times, he wants to be. Dads can get ridiculed or criticized by family and friends for wanting to be a whole parent. Across the country, the rate of non-resident fathers is about 25%. Nick goes over how father care is different than mother care. In the program, it’s important to value a dad’s contributions as equal to the contributions of mother’s. When a father is highly involved in his child’s life, the child is less likely to be a bully or to be bullied. Traditional father care is the opposite of “Helicopter Parenting”. Nick expounds on the importance of, and the differences between, father involvement and father engagement. The two evidenced-based curriculums at Dads Matter
“Supporting Father Involvement” - increases father involvement, but not necessarily used to increase parenting skills “Dads for Life” - more skilled-based, like coaching
Research shows that it’s more likely that Dads will make changes when it comes from a support group of other men.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.inclusiveeducationproject.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. YOU ARE INVITED!! 5th ANNUAL FUNDRAISING EVENT Building the Bridge Between Literacy and the Consequences of Falling Behind Thursday, October 24, 2019 5:30 PM - 7:30 PM Huntington Bay Club 4121 Warner Ave, Huntington Beach, CA FOR EARLY BIRD TICKETS ($25!!) & MORE INFORMATION https://squareup.com/store/inclusive-education-project/ National Responsible Fatherhood Clearinghouse https://www.fatherhood.gov Dads Matter! Father Involvement Program https://www.all4kids.org/dads Outreach Specialist Phone #: (714) 785-3244 Find Us on Facebook! https://www.facebook.com/DadsMatterOC/
One of the biggest questions a parent might have is, “What happens after high school?” While many families are preparing and planning for a successful school year, other families have the additional task of helping their high school students transition to life outside of school. Karen Lerner from the College Blueprint will be joining Amanda and Vickie on today’s podcast, walking us through transition planning, tips, and tricks on planning for the future of your child, and managing parental expectations. Join us to hear the whole episode! Karen’s background was as a dance teacher at UCI and Chapman University but came into this industry for personal reasons after her daughter was diagnosed with Asperger’s Syndrome. Karen worked to create a community - with the assistance of her husband, who was a developmental pediatrician at UC-Irvine - that was not yet set up for her daughter some 30 years ago. Her daughter went from being a special needs student for dyslexia at The Prentice School to being a librarian in a county library. Karen ended up teaching special ed at Prentice for 9 years and spent 12 years there as principal. Upon leaving Prentice, she decided to become an educational therapist. UPCOMING EVENT!! Building the Bridge Between Literacy and the Consequences of Falling Behind Huntington Bay Club, Huntington Beach, CA Thursday, October 24th 2019 @ 5:30 pm - 7:30 pm ~ 2nd Annual Panel Discussion ~ ~ 5th Annual Fundraising Event ~ All proceeds from ticket sales go to helping provide legal aid and awareness to all the families in Orange County. Early bird admission tickets on sale now for $25! For More Info: https://www.inclusiveeducationproject.org Show Highlights: Educational therapy (“ed therapy”) is like fusing psychology and social work with education. There are more academic options for students these days: college, jobs, professional schools, technical education, gap years. Managing parental expectations is the number one issue for anyone who works with parents (principal, teacher, lawyer, psychologists, tutors, etc.) - each child is an individual. In ed therapy, “description” is preferred over “prescription”. You don’t necessarily have to categorize a student, but find the things that they can’t do “yet”, then find remedies or solutions to those things. This goes counter to education, but is effective when you don’t futurize so much. Information overload! Beware of too much information from too many sources, because this can cause unnecessary anxiety. Information needs to be put in the context of your child, and the context of the environment. Children with ASD, ADHD, other learning issues, or anxiety have cognitive energy that gets expended, and often come home and feel like they’ve been hit by a Mack truck. Children describe this feeling of exhaustion as going to Best Buy where 14 TV’s are on and playing 14 different channels, and they need a chance to decompress. Sometimes what’s best for the student is not going to be acknowledged by the parent, which is why managing parental expectations can be so difficult. Talking about how you handle things when there’s difficulties is a helpful exercise. Learning resiliency, perseverance, and goals takes practice and sets up your child for success. Problem solving and flexibility are also very important things to teach kids. Things finish when there’s closure to them. If you don’t give kids a chance to see what worked out well to replicate it, or what did not work out well to not replicate it, then you will keep hitting your head on the door. You feel like you have to be the protector of your child, but you have to learn to parent differently for different stages. The world doesn’t change for them, they will need to learn how to change for the world. Kids should know what their diagnosis is. Labels do not define your child. This is often easier to understand in your head than it is to understand in...
Giving children ways to communicate functionally, socially, and academically is the passion of our two guests today. We’re going to learn about multi-disciplinary pediatric therapy, such as occupational therapy, physical therapy, and speech & language; the target age for early intervention, myths regarding speech therapy, and so much more on today’s podcast. Hilary and Kaylie are Speech and Language Therapists from Infinity Kids in Lake Forest, California. Listen in as Amanda, Vickie, Hilary, and Kaylie discuss both low-tech, as well as high-tech, modes of communication. Show Highlights: Early intervention is important (2-5 years old) Be cautious about a “wait and see” tactic AAC - Alternative and Augmentative Communication Hilary and Kaylie address myths surrounding speech therapy. “Communication First” is their motto. Different modalities of communication include signing, gesturing, PECS board, communication board, even an eye-gaze, depending on what they have access to. What does the child want, and what can they do? Even small victories are victories and cause for celebration. Natural speech is always the goal, but patience is needed while the child builds their sentence while utilizing an AAC. LAMP Words for Life (LAMP - Language Acquisition through Motor Planning) Amanda and Vickie test the AAC, and Hilary and Kaylie discuss its benefits and features.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Find Out More About Infinity Kids here: https://www.infinitykidsoc.com (https://www.infinitykidsoc.com)
If you or your child struggle with learning and attention challenges, including dyslexia, auditory processing disorders, and diagnosed or undiagnosed learning differences, you don’t want to miss today’s podcast with special guest, Jill Stowell. Amanda, Vickie, and Jill cover lots of territory, including cognitive training, differential learners, the science behind the programs, and the types of learners her programs are best suited for. This is a program that is good for high functioning students not reaching their potential. Jill is the Founder and Executive Director of Stowell Learning Centers, with 4 locations in Southern California: Chino, Irvine, Pasadena, and in the fall, Thousand Oaks. Jill has a background as a special education teacher who so loved this talented, bright, creative, and often misunderstood population, that she knew they would be her focus when she went into private practice. Show Highlights: Jill discusses higher functioning children who are not reaching their potential. The goal is to figure out what is at the root of the particular concerns and what to do to change that. Both formal, standardized testing and informal testing to explore the underlying skills, as well as academic skills, are performed. Students become “comfortable, independent learners”, meaning that they work at their potential, and their grade level, without outside help. Evidence-based science and clinically researched programs encourage the brain to develop new, and more effective neurological pathways. The target population is struggling students and inefficient learners, even those who make good grades. The science behind, and the benefits of, re-training how information is processed.
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Jill Stowell: https://www.stowellcenter.com Find out about the FREE Parent Information Night here: https://slcparentnight.com You’re Invited!! A FREE Back to School Event on August 17th!! Click here for more information: http://slcparentnight.com/back-to-school/
In the past, we might have associated the word, “inclusion” with “special needs” children. What about the “special needs” children? We tend to think that includes only children with developmental disabilities, but today’s focus is so much broader, and that is what Amanda and Vickie will be discussing with today’s guest, Darcie Kass. Please listen in, as they unpack the definition of inclusion, trending issues, and ways in which early childhood education contributes to developing “good little people” who have the skills to learn when they’re ready to enter kindergarten. Darcie Kass is the owner and director of “A Child’s Place Learning Center”, a private, full-inclusion center in Costa Mesa in Orange County, that has had an inclusion philosophy at its core since it opened its doors in 1978. Darcie is on the Orange County Childcare Development and Planning Council, and through that, the Co-Chair of the Orange County Inclusion Collaborative. She is also a Director/Mentor so that mentors can reach out to her to learn how to promote inclusion. She eats, sleeps, and breathes inclusivity, as it is her passion. Show Highlights: Creating boundaries and setting the limits Working with sleep and discipline issues Holding children to certain expectations Teaching social skills, manners, eating healthy, productivity, and confidence at an early age Inclusion involves children with developmental disabilities, but also children who have incidental medical and challenging behaviors Inclusion welcomes children with a diverse background: diabetes, peanut allergies (“A Child’s Place Learning Center” is not a peanut-free school, but teaches how to live with this), feeding tubes, seizures, ESL, homeless population, children who have been exposed to trauma, those with challenging behaviors, children from the LGBT community, and many other scenarios. Children don’t have biases. Children ask questions, but they don’t need complicated answers. Focusing on social skills and not the academic Educating the directors and administrators can sometimes be a challenge The joy of having a staff that is 100% on board with inclusion The challenges of accepting children who have been asked to leave other centers Implementing techniques and collaborating with parents to resolve the issues
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Connect with Darcie: https://www.acplearningcenter.com Inclusion Pathways - Resource for Directors and Program Administrators: https://qualitystartoc.org/Documents/Inclusion_Pathway_Directors.pdf Inclusion Pathways - Resource for Teachers and Caregivers: https://qualitystartoc.org/Documents/Inclusion_Pathway_Teachers.pdf 2nd Annual HELP Inclusion Conference! Saturday, September 7th, 2019 at the Orange County Department of Education 8am registration - 3pm Registration open! Breakfast and Lunch included! “Helping Educators Learn Practical Strategies" ~Supporting children and families from all of the special populations~
When LGBT children’s literature was first introduced, two moms or two dads were represented as being the typical LGBT family, doing traditional family-style activities. The family dynamic has changed significantly over time, and today’s LBGT family might look quite differently: single moms, single dads, aunts, and uncles raising kids, grandparents, adopted and foster families are all widely seen now. Most data available to youth is in middle school and high school, and any inclusive idea is if you introduce the concept of the various family dynamics early on when children get to those later grades, it’s no big deal. Just a family. Their family! Amanda and Vickie chat with special guest Wendy Evans, concerning a project very close to her heart. Please listen in! Wendy Evans is the Inclusion Director at A Child’s Place in Costa Mesa, an early childcare center. Wendy’s passion project is bringing more representation of LGBT children’s literature and LGBT 101 Training to early childhood centers. She is the liaison between the LGBT Center in Orange County and the Orange County Association for the Education of Young Children. Show Highlights: The goal of LGBT early education is family representation and does not focus on safe sex or HIV. National Association of the Education of Young Children: their code of ethics is not participating in things that will harm children. By not bringing up LGBT families and discussing their world, you’re in effect harming them, and saying something is wrong with their family. The Rainbow and Human Rights Campaign are universal signs of LGBT-friendly and safe spaces where one might “out” themselves. LGBT 101 Training: LGBT stands for Lesbian, Gay, Bisexual, and Transgender. Sometimes there will be a letter “Q” at the end, which stands for Queer, or Questioning. “Queer” used to be a derogatory term, but the youth have given it a new meaning. Getting caught up in labels. Amanda, Vickie, and Wendy discuss transgenderism in children. In some locations, teachers can be fired if they are part of the LGBT community. Considering changing “Mom” and “Dad” on intake forms to “Parent 1” and “Parent 2” The early childcare curriculum has the backing of the California Preschool Foundation
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. You’re Invited! Trans Pride 2019 - July 27th from11:00 am – 6:00 pm Downtown Santa Ana at The Center on Fourth For more information: https://www.lgbtcenteroc.org/event/trans-pride-2019/ Email Wendi Evans: wendi.evans01@gmail.com Books Mentioned: Sparkle Boy by Leslea Newman It’s Okay to Be Different by Todd Parr A Day in the Life of Marlon Bundo by Marlon Bundo with Jill Twiss
Chances are, you or someone you love has been the victim of bullying. Bullying isn’t confined to special education students, or even youth, these days: it is also experienced among peers and in the workplace. Bullying is a form of psychological and physical harassment that has immediate consequences and lasting mental health effects. Join Amanda and Vickie as they delve into this rampant practice, the changes that Instagram is implementing to counter it, and discussion on how it can be stopped. Show Highlights: Definition of “bullying": seek to harm, intimidate, or coerce someone perceived as vulnerable. CDC & US Department of Education has published a number of studies on bullying and defines bullying as “repeated threats, physical or verbal attacks, rumors, and exclusion”. Bullying is considered a type of psychological as well as physical harassment that is linked to various mental health challenges. “Cyber-bullying” takes place over digital devices and can occur through email, text, social media, or other applications. Cause and effect of bullying are immediate. The error of thinking this is a “snowflake” issue, i.e., being “too sensitive”. Bullying is a serious threat to children and adults. Whatever happened to “The Golden Rule” that used to be taught in elementary schools? There are currently no formal federal laws that address bullying. There are a number of laws in place that place obligations on schools, but most are for discrimination against protected populations. Freedom of speech? The state of California has anti-bullying laws but the enforcement aspect is lacking. The link between artificial intelligence and changing policies at Instagram What is important to protect with free speech vs hate crimes
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. https://stopbullying.gov Time Magazine: “Inside Instagram's War on Bullying”
What an exciting show we have for you today! Yvette Nunez joins Amanda and Vickie to discuss the “Help Me Grow” program in Orange County, California. Help Me Grow is a now-national program that got its start being funding by the Proposition 10 Tobacco Tax. Yvette is a Child Development Community Liaison with Help Me Grow, and has a passion for building relationships with providers and families in the community. She strives to connect families with intervention services that help promote optimal development, she encourages developmental screenings at an early age, and advocates and empowers families so that they understand what resources are available to them. Help Me Grow follows the recommendations of the AAP (the American Academy of Pediatrics). With so much information in so many different places, it’s easy to get overwhelmed! Listen in and find out how the Help Me Grow program can help your child reach his or her full potential! Show Highlights: “Am I On Track?” campaign with the county Pediatricians in the county do a milestone checklist, but most do not perform a full developmental screening Getting access to early intervention will not only help the child but also empower and instill confidence in the parents Parents need to understand why early screening is important Funded through Proposition 10, also known as the "California Children and Families Commission Act of 1998” “Prop 10” levies a tax on cigarettes and other tobacco products to provide funding for early childhood development programs, such as “Help Me Grow” Orange County is the second county to replicate the model that actually started out in Connecticut “Child Care Toolkit” available for families on the website “I Need Help”, “I’m Worried”, and “I’m Curious” Help Buttons for more streamlined information So much information in different places that it’s easy to get overwhelmed Building relationships and networking Resources for children with autism and other special health care needs that are approaching the age to transition out of the program Overhaul of the Connection Cafe program - changes coming in January 2020 The difference between the programs available for Birth-Age 8; and Ages 9 -18 Following up with families to see how the program is working for them
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Help Me Grow Resources for Orange County: Orange County website: http://www.helpmegrowoc.org/index.html Toll-Free Phone Number: 1-866-GROW025 National Help Me Grow Resources: Look for your state at the national website for “Help Me Grow” at https://helpmegrownational.org Listserv: Every Thursday, there is a free Listserv for agencies and service providers in Orange County that want to get the word out about an event, workshop, and class. If you have an event you’d like to include in the Listserv, you will be provided with an easy template to fill out and you can attach a .pdf file. There are currently around 1600 subscribers in Orange County. http://www.helpmegrowoc.org/services-listserve.html Connection Cafe: A...
In today’s episode, Amanda and Vickie chat with special guest, Brennan Lund, a former 8th grade English private school teacher who eventually went on to law school. Today’s discussion covers autistic and other “Opportunities Track” students in the private school setting and ideas on helping them to communicate their needs and excel in class. Brennan became a teacher because he had a heart for kids. He truly enjoyed seeing kids succeed, but decided to further his education in law school as a way to get more knowledge under his belt and to help students in a more impactful way. We are so happy to be back this week and have some really great episodes lined up over the next few weeks! Also, we are looking for a Speech and Language Pathologist to interview, please DM us for more information. If you are a public school teacher, active or retired, we would like to talk to you, as well! If you would prefer to stay anonymous, we can work with that. Don’t miss an upcoming very special event, we will be making an announcement over the summer! Show Highlights: “Opportunities Track” for special needs students in private schools Nobody likes English class! Talking to autistic students after class instead of during class Prepping them for tomorrow’s discussion by sharing the questions you’ll be asking them and go over what they might say Gives them time to think on it and prevent shutting down, instills confidence Having them write out what they will say is also helpful People have different definitions of accommodation Preparation for going from private school to public school The relevance of a yellow sticky note: a non-verbal request for help Disregard the label, figure out the actual problem Teaching for ALL kids, because no 2 kids learn the same Coping mechanisms a child has learned Important to look at different teaching styles to figure out the right accommodations Having a student’s teachers talk to each other to see what is working and what is not Disconnect from junior high to high school Calibrating to individual difficulties When accommodations are used as a crutch Putting a personal touch on school work
Links/Resources: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Inclusion is more than integrating students into classrooms, its building a consensus of mutual understanding between schools, families, and students. Today’s guest, David Frydman, is the Executive Director of Student Services for Special Education for the Washoe County School District. In today’s interview, he discusses the importance of creating individual specialized plans for students that meet their special needs to advance learning. This episode addresses the disparity gap and the benefits of communicating with parents to further inclusivity. To learn more about what David is doing to facilitate special education join Vickie and Amanda in this interview. Show Highlights: How David fell into his profession and the various different aspects of his experiences What defines good teaching and effectively working with special education Modifying instruction and intervening until progress is made Defining inclusion and integrating a clear philosophy Pulling students to receive the specific help they need and taking ownership of inclusion Taking responsibilities for learning gaps and going about filling gaps Getting school districts to talk about what needs to be done to improve inclusion in general education Getting implementation specialists to collaborate with teachers directly through LEA trainings Building strong relationships with families and walking parents through data Understanding the end goal and focusing on student needs Individualizing student needs and keeping parents involved Replicating proactive steps and supporting students in the least restrictive environments Questioning programs by opening the floor for conversation and collaboration The importance of reflecting on programs and consulting with parents The perspective shift that comes with being a parent
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Today, Vickie and Amanda briefly cover a few of the most prominent current legislative issues. They discuss the federal court cases being presented to reverse Obama-era regulations and the importance of maintaining a sense of awareness with legislative proposals. If you’re interested in learning more about these federal shifts and how they directly impact your state and community, join Vickie and Amanda while they cover this hot topic. Show Highlights: Reversing Obama-era regulations Taking data on huge racial disparities and properly managing the threshold Flaws within the IDA plan and the benefits of the RISE Act Educating students with IEP’s on the programs available to them for higher education Helping students integrate into society as productive and contributing individuals The importance of being knowledgeable about legislators and what they represent
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Our understanding of conditions such as Autism has drastically shifted over the past decade, but even more so in comparison to the first recorded encounters with the condition. However, what hasn’t shifted is our perception of the condition. Today, Vickie and Amanda share an article from Business Insider that uncovers facts about the disorder that people commonly misunderstand. This conversation strips down Autism without the biases and misconceptions people often have and breaks down the complexity of identifying the condition. To learn more about the uniqueness that this condition has and the different attributes that accompany it, tune into this episode of the IEP Podcast. Show Highlights: How the definition and identification of autism has shifted over the years Verbal and nonverbal misunderstandings of autism symptoms Changing societies perspective on autism and how it’s talked about Recognizing different symptoms of autism and why it’s more commonly diagnosed now Understanding how autism can influence how people see the world 7 red flags that can potentially identify autism Why comparing children isn’t a good metric How experiences and circumstances impact how people learn Evaluating what causes autism and the human urge to “cure” it The rising rates of autism and the issues with under-reporting Some of the ways that early intervention is put into place or causes for delayed intervention The disproportionality in autism statistics
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Over the past few years, we have made tremendous headway with regards to improving educational programs for special education students. Robin Cowan, a member of the California Special Education Community Advisory Committee and mother of two, actively strives to spread awareness and advocate for the importance of special education. In this episode, Robin shares insight on what is going on behind the scenes of these committees and how you can get involved. If you’re interested in learning more about the pivotal work community advisory committees are involved in or simply how you can get more information on local area plans, tune into this episode of IEP Podcast with your hosts, Vickie Brett, and Amanda Selogie. Show Highlights: Who makes up special education advisory committees How the school district governs the committee The operational system for orchestrating meetings and advising the committee How Robin became aware and got involved in the committee What the board has accomplished within the school districts Building trust and collaborating with the school district Helping parents understand what resources are provided and available The influence that individual experiences have had over the changes being made and striving to become all inclusive Making change at a local level Communicating with parents and schools to keep everyone aligned Helping students in their projection of becoming an independent member of society
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. CAC for Special Education
Did you know that kids are commonly not getting a real diagnosis of dyslexia until 3rd grade? That gives too much time for kids to fall behind. Kellie Henkel, Speech Language Pathologist at That Speech Lady, has been practicing for about 20 years - mostly specializing in serving children with Autism, and augmentative communication. Recently her specialty has shifted to working with individuals with dyslexia and dyscalculia. Kellie is also a mom of four, who all have dyslexia and dyscalculia - while being dyslexic herself. Stay tuned to discover Kellie’s journey! UPDATE Announcement: Second annual panel event that will be recorded on the podcast. In the process of planning it now for September 2019. Panel discussion more focused on Literacy. Show Highlights: The type of disabilities Kellie’s children have Background on Kellie and why she does what she does Not having IEP’s when Kellie was in school One size fits all approach Training teachers on programs that can help kids Kellie suggests the structured way of learning to read Problem-solving becoming just frustration Kids not being identified with a disability until 3rd grade Parents not having enough information on what they can do to help their kids Getting visual aids and authentic learning
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Kellie’s Website Looking into Methodologies: Making Math Real Website Linguist-Educator Exchange Website WordWorks Literacy Centre Website
Did you know that being a coach is more than just sports title? Today, we have a special guest, Coach Jon Jon from Jon Jons Academy. Kids are naturally curious and want to explore. They just need help knowing they are creative and that they can be great at anything they put their minds to. Tune in and hear how Jon Jon’s Academy helps children with learning and sports. Show Highlights: Background on Coach Jon Jon and Jon Jons Academy Definition of what a Coach is What lead Jon Jon to this path Living in Taiwan Experiences Jon Jon had with intercultural differences Being more animated What brought Jon Jon back to America to help families here Needing parents on board to help with consistency with kids Programs Jon Jons Academy provides
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. JonJon’s Academy Website Jon Jon is starting his own Podcast! Announcement: Second annual panel event that will be recorded live as a podcast. It’s in the process of planning it now for September 2019.
If students are born wanting to learn, why are so many falling behind? More kids have a learning disorder than anyone really knows. Today our guest speaker, Javier Arguello is the Founder and Executive director of COGx, based in Washington DC. COGx was an acronym for Cognitive Excellence and got reduced to just COGx and is a research and development firm that applies cognitive science. It merged from Javier’s failures in the academic systems. Join us as we discover how learning by cognition rather than biological age can help! Show Highlights: Background on COGx, how and why Javier started it What COGx is about and how it helps with learning Definition of Cognitive learning How do we help make the system better Understanding all students cognitive profile How all kids learn in a different way Having the knowledge and tools to help students Enrolling you and your staff in programs that help you understand how your students learn Choosing the right PD Representing the students best interest 1 in 5 kids have the language processing disorder Kids are not properly served with their learning disabilities hindering them in their future
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Guest Speaker: https://cogx.info/ (COGx Website) Email: Javier@cogx.info
Approaching an Inclusive Educational Program can be intimidating if you don’t know what’s going on. That’s why there are people like Brandie Rosen, Special Education Consultant, to help break it down for you. Brandie helps families navigate special education and structures a specialized plan that benefits and flows specifically for individuals. To hear more about approaching IEP’s and the tactics used to educate parents on their children’s needs, join special education attorneys, Vickie and Amanda, on this episode of the IEP Podcast. Show Highlights: Different kinds of special education consultants and what they do How Brandie got involved in special education Helping families become knowledgeable about IEP’s Building lifelong relationships between administrators and families Setting clear expectations Finding ways to approach the situation that appeases everyone Looking at IEP’s to connect the dots Explaining procedures and taking things one step further Having visual examples to propose goals Giving parents a toolbox Having compassion and being understanding of families’ experiences Making sure they’re ready to be part of the team and go out into the real world Success stories Developing a program and moving forward
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Contact Brandie: INFO@BRANDIEROSENCONSULTING.COM https://brandierosenconsulting.com Phone: 818-857-7359
Did you know there are at least 7 different people who need to be in attendance of an IEP meeting? Today we will discuss your IEP team, who the team members are and what are their roles. In 2004, the IDEA was revised regarding the IEP team members. There are now 7 different types of people that are a part of an IEP team. Tune in and learn how the IEP team is structured, who should be a part of the team and what each of their roles are in the process. Show Highlights: 1. Parents of the child with a disability being a part of the IEP team The purpose of which classes parents want their children in
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Not less than one regular education teacher of such child Examples of goals set for the children When it gets tricky for general education teachers
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Not less than one special education teacher/provider of such child
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A representative of the local educational agency (LEA) Why an LEA is very important
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An individual who can interrupt the instructional implications of the evaluation results
- At the discretion of the parent or agency, inviting someone that has knowledge of such child
- Whenever appropriate the child with the disability
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Do you wonder how you can be a part of the team that helps your child? Today we discuss parental participation, how important it is that you are a member of the team, and what that means. There are duties of the entire team to help the children. Join us today and hear how you can be more prepared for IEP meetings as a parent. Show Highlights: Funding the Special Olympics getting budget cuts Parental participation Your rights under the IDEA Make sure everyone knows when you can/can’t have the IEP meeting Time frames when assessments are due Given documents in advance helps being prepared The obligations of the IEP with the information given by a parent Request for data, goals, service or assessments, etc. Your right as a member of the team - you need to make sure you participate
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Did you know that there are many different types of denial of access to facilities? Tune in today and hear part two of the discussion on service pets. We hear about a case that went to the Supreme Court that specifically has to do with a Service Dogs. Going into a lawsuit should be the last thing a family should want to do unless absolutely needed, but we want you to be prepared in case you ever need the information! Tune into today’s show and learn more about this important case! Show Highlights: Service dogs allowing access to facilities for people with disabilities Step 1 having the dog put into the IEP for a child Fry vs. Napoleon Supreme Court case background Where to file your complaint Listen to an oral argument from the attorney of the child is explaining his position You must exhaust administrative remedies Listen to a clip of questioning Example of denial of access Things to take into consideration when looking into students having their service dogs Going into a lawsuit should be the last thing a family should want/need to do
Resources Mentioned in the Show: Fry v. Napoleon Community Schools - Supreme Court 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Have you ever wondered why that dog gets to be in the restaurant next to you? Today we will hear part one of information on service animals. We discuss getting through terminology and language and what the California law says in general. Next week for part two we will discuss a case that went to the Supreme Court that specifically has to do with a Service Dog. California law is very specific, as California offers greater protection than the federal law for Americans with Disabilities. Tune in today and discover differences between emotional support animals and service pets. Show Highlights: The new diaper bags as backpacks Americans with Disabilities Act and California specifically Emotional support animals and what they are for Service dogs and what they are for ADA actually authorizes the use of miniature horses Physical and mental disabilities with examples of how Service dogs would be used Definition of a Public place Allowing service animals when renting or where you are living California offers greater protection than the federal law for Americans with Disabilities What are not mental disabilities by law Consequences for injuring or hurting service animals Emotional support dogs have different rules and regulations than service pets Netflix show called “Dogs”
Resources Mentioned in the Show: Don’t forget to join us next week as well for Part 2 of this conversation! 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Did you know that the IQ test is one way to understand the potential for growth? Today is part two of coming back from the COPAA Conference. The need for knowing what a child’s potential for growth will be and how we determine that can be found one way - by your IQ. Every child should have the chance to meet challenging objectives. Not only do you need goals, but you need to know all the information before the goals are met. Join us today to discover how current testing levels help drive future goals. Show Highlights: A quick reminder of part one - go back and listen if you haven’t How court cases could take many years Knowing who is in the lower courts and how that is important Making sure all children have a chance in school The practical aspect of attorneys in other areas helping towards great goals Workshops on the Endrew F case What the law says about an ambitious goal Progress is more important than the end goal Goals drive services, and services drive placement and you need present testing levels to get to all possible services Certain terminology to be used at IEP meetings
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We all marvel at how people with disabilities adapt to push through barriers they have. Today episode is part one after coming back from the COPA Conference. The keynote speaker was Haben Girma, a Civil Rights advocate and the first deaf-blind student to graduate from Harvard Law School. There are social and economic barriers in the world. Listen in today and hear how we can help spread the word on these issues to help overcome some of the barriers. Don’t forget to join us next week as well for Part 2 of this conversation! Show Highlights: Bribery in the education system Article on the Why The College Admissions Scandal Hurts Students With Disabilities Haben Girma and her barriers that exist that she wants to be removed Haben proves that learning and using braille is successful The purpose of this podcast, getting as much information out there as possible It shouldn’t be just one size fits all One session they went to at COPAA with Jack Robinson How can kids advance grade to grade Mastery of skills from grade level to grade level Children with Disabilities and how IEP feels about them in normal classrooms
Resources Mentioned in the Show: Why The College Admissions Scandal Hurts Students With Disabilities Article 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Do you feel like you hold back, or you are not good enough to accomplish something? Banish those thoughts from your mind! As children get older it is so easy for parents to just get through from one day to the next. Today, we want to take a look at a few individuals with disabilities, both mental and physical that really have done something noteworthy that proves it is possible for anyone! Join us today as we hear these wonderful stories to help us know we can do anything we set our minds to! Show Highlights: How people limit children although you can do anything you set your mind to The story of the first women open with her autism admitted to the Florida State Bar Andrea Bocelli the Italian singer, songwriter, and record producer Marlee Matlin an American actress, author, and activist List of entrepreneurs living with disabilities A 20 year old with downs syndrome becomes the youngest business owner in his home town; Blake’s Snow Shack ADHD and famous people who have it There should not be only two sides of skills/academics in school, should be more of a spectrum Others with down syndrome and some of their accomplishments such as John’s crazy socks
Resources Mentioned in the Show: 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Did you know that a child’s food sensitivity can affect their learning skills? Today is part two of this series as we will dive more into the science behind the brain with Brain Balance Centers. We have Marcel the Center Director and Samantha the Program Director of Brain Balance joining us again. Stay tuned as we hear how nutrition is a big part of children’s academic abilities. Show Highlights: A key component of the program is offsite and it is done at home with families as well as a post-program for the kids What happens during brain balance in terms of nutrition Nutrition program “Balance 360” and the process with kids joining it The goal of nutrition program is to find out the children that are enrolled do not have any food sensitivities How food sensitivity affects children and why it is so important There are sensory difficulties where kids only like a few foods Different phases of the program to help parents adapt foods for the kids More information on the post-program at Brain Balance From experience, kids learn faster when there is some type of movement intertwined Linear learning, and opening up other sections of the children’s brain Balance disks and how they help the children The left and right portion of the brain and how they both need to communicate really well
Resources Mentioned in the Show: https://www.brainbalancecenters.com/ (Brain Balance Achievement Center Website) Special for listeners! Call their Forest Park in California office and mention this podcast. $99 assessment promotion (Typically $295). Please call #949-354-5503 Book that describes the program a bit more “The Disconnected kid” to help with the science behind Brain Balance Centers. Download the eBook here! 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Have you ever felt that your child needs extra help with their academics? Today our guests work for Brain Balance Center in Lake Forest California, and we will speak with Marcel the Center Director and Samantha the Program Director. At Brain Balance, they help children who have academic difficulties or need help with social behavior abilities. Join us today, as we learn the ultimate goal for Brain Balance is to help children with academics. Show Highlights: Introductions of Marcel and Samantha of Brain Balance Centers What Brain Balance is and how they help the kids The age range of kids they work with is 4-17 years old Explanation of the tests kids are given Breakdown of the assessments on the kids Brain Balance will be launching an adult program Difference between what Brain Balance does and traditional tutoring Other types of cognitive training Two main focus areas at Brain Balance are academic difficulties and sensory difficulties that impact the child’s academic abilities An example of a student’s process at Brain Balance Locations all over the states, but started on the east coast Special for listeners!
Resources Mentioned in the Show: https://www.brainbalancecenters.com/ (Brain Balance Achievement Center Website) Special for listeners! Call their Forest Park office and mention this podcast. $99.00 assessment promotion (Typically $295). Please call #949-354-5503 Book that describes the program a bit more “The Disconnected kid” to help with the science behind Brain Balance Centers. Download the eBook here! 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Do you have children under 6, or plan on having kids? Did you know that in California the kids legally do not have to start school until 6 years old? Education affects everything. It affects a child’s ability to become a full-fledged member of society. Listen in to today’s episode and learn more about preschool and how important it is for early childhood growth and development. Show Highlights: Preschool is not mandatory in California Children’s brains are sponges, and between 3-5 years old this is huge Governor, Gavin Newsom made a proposed budget for the early intervention The proposed budget will need tons of support; there will be pushbacks The focus is for education to close the gap between affluent and poor families CA Governor wants to spend the budget on programs that are designed to boost states enrollment in early education and child care programs How many hours a day child care and preschool can be Good news on the proposal for the budget with the 3-year plan Early intervention and how it affects our children Updates to come on upcoming podcast episodes
Resources Mentioned in the Show: Governor’s budget summary 2019-2020 Click Here 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Do you know the difference between Public School and a Charter School? If you aren’t familiar with Charter schools, then this episode will help clear the air for you. On today’s episode, we will focus on Charter Schools and their role in the public school system. Charter Schools vary greatly and it can sometimes be confusing to understand the structure of the school and how these schools accomplish their stated goals. Listen in to learn if a Charter school may be a good option for your child. What We Discuss in this Episode: Update on the Teacher strike that happened The good, bad and ugly of Charter Schools The breakdown of a Charter School How money follows the student for public and Charter Schools In California they have "SELPA" stands for Special Education Local Plan Area Why charter schools can be so different The idea of Charter Schools being Innovative Renewing Charter School status every 5 years Breakdown of children being admitted/accepted into Charter Schools Do your research on each Charter School
Resources Mentioned in the Show: Section 504 Rehabilitation Act Click here for more information 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 in 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 Instagram https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org/ (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
This is a feel-good episode! In order to wrap up January on a high note, we decided to shed some light on all of the good deeds that teachers and other members of the community extended over the last year. This goes to show that there are many good people in the world. Be sure to join our Private Facebook Group. What We Discuss in This Episode: The special education teacher who left over $1 million in her Estate documents to fund scholarships for special education students A teacher in Georgia requested, as she was dying, that in lieu of flowers, that people bring backpacks with school supplies for needy children A Southern California business owner donated $1000 for each student at a high school in Southern California because the students were affected by the SoCal fires LeBron James opened a new public school in Ohio When compared to students in other countries, schools in the US have a long way to go before they’re providing environments where students can truly thrive Why it’s important that students learn about acts of kindness and giving at a young age
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Be sure to join us for the conversations happening in our Private http://www.facebook.com/groups/ieppodcast (Facebook Group) Is there a ever a right time for behavioral restraint and seclusion in the classroom or are those types of actions never appropriate and should be eliminated all together? California’s Governor, Gov. Brown recently signed legislation that limits the use of seclusion and behavioral restraints in school. In this episode, we chat about when and what is considered an appropriate response to a child’s behavior. What We Discuss in This Episode: Should behavioral restraint and seclusion be eliminated all together? What’s considered a “clear and imminent” danger warranting appropriate seclusion and restraint? How do we assess which circumstances are considered “reasonable” when it comes to using restraint and seclusion? Why it’s important for teachers to observe children and notice any changes in behavior because that’s usually a good indication that there might be an issue on the horizon What type of emergency intervention is allowed to be used? Even if a child has a Behavior Intervention Program (BIP) in place, why might it still be important to request an assessment? Always start with the needs of the child. That’s the most important place to begin
Resources Mentioned: California AB 2657 https://www.cde.ca.gov/ (California Department of Education) FAQ’s regarding Local Education Agencies (LEA) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Educators in the Los Angeles Unified School District, the nation’s second largest school district, are striking this week in an effort to reach better terms in their contract negotiations with the District. In this episode, we’re exploring how the District is approaching the negotiations and what the teachers are demanding. What We Discuss in This Episode: Did school districts use FAPE as their reason for not wanting teachers to strike? How the District’s arguments favor certain students over others The effect of the breakdown of negotiations in October 2018 What did the District offer teachers in negotiations and what were the teachers demanding? How did the Chanda Smith case affect today’s teacher strike? Why the District’s argument that FAPE requires special education teachers, at the very least, to remain working is laughable Using the excuse that there is no money in the District’s budget is silly Will school schedules continue as usual? Who will teach the classes while the teachers strike?
Resources Mentioned: Chanda Smith v. Los Angeles Unified School District (1993) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
After you’ve created your child’s IEP along with the IEP team and agreed upon the goals, how can you ensure that the IEP team carries out their responsibilities? There are various actions you can take to keep track of your child’s progress while working with the school and teachers to make sure everyone is on the right track. In this episode, we share some of the top ways to ensure that your child’s IEP team is held accountable and the IEP goals are met. What We Discuss in this Episode: Make sure the IEP is as clear and specific as possible Agree on how the goals are going to be measured The clearer and more defined the goals and terms are, the more likely they will be carried out more accurately What can you do, as a parent, to observe first-hand whether the goals are being completed? If you disagree with reports that you receive, what do you do then? What can a teacher do to ensure they’re closely tracking progress and providing accurate reports? You might not always receive accurate information from your child about what they accomplished during the day, so who should you reach out to instead? The importance of teachers keeping logs What can you do if you’re requesting your child’s records but you’re not receiving them? Don’t wait until the annual review to ask for a meeting or an update Why it’s important to have all of your wishes written in the IEP
Resources Mentioned: https://www.cde.ca.gov/ (California Dept. of Education) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Figuring out “what you want to be” when you grow up is tough. If you’re a parent of a child who is struggling to find their place in the world, then this episode will certainly provide some insight on what you can do to support and encourage them during this time of self-exploration. We’re joined in this replay episode by Melanie Whitney, who runs Ask Belief Receive, a business focused on helping others, including students, find their authentic selves and feel empowered to live more consciously. We explore what parents and students can do to begin living lives that are meaningful and reflective of their definition of happiness and success. This episode originally aired as Episode 19 on March 13, 2018 What We Discuss in This Episode: Why many students feel “lost” when it comes to their career paths How can parents support their children regardless of their chosen career choices Why degrees will only take students so far What Melanie hears students say that destroys their own dreams before they even take off What effect negative feedback can have on a students’ self-confidence and belief in their own abilities How to apply “growth mindset” tactics to amplify a student’s abilities The importance of schools encouraging the exploration of the arts, along with STEM subjects How parents with children with special needs can define what it means for their children to lead a successful life How to define happiness and success for yourself and encourage your child(ren) to figure it out for themselves
Contact Information: www.askbelievereceive.org Instagram: @ask_believereceive 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Launching a new business is tough. Launching a new business while balancing single parenthood is certainly a challenge. It’s one that our guest is taking on and succeeding in! Joining us in this replay episode is Brooke Bove, a solo practitioner who left her position at a litigation firm to launch her own law practice, Bove Law Group. Along with building her business, Brooke is a single mom who’s focused on growing a successful career as well as cultivating a fulfilling family life. This episode originally aired as Episode 40 on August 7, 2018 What We Discuss in This Episode Brooke shares her journey from being pregnant as a new lawyer to leaving her litigation associate position to launch her own practice How going through a divorce forced Brooke to reevaluate what she wanted from her own career Why Brooke believed it was important to find a position as a lawyer that felt more aligned with her comfort level and her skills How opening her own practice allowed her to create flexibility in her schedule The role Facebook support Groups have played in Brooke’s ability to network and grow as a person How single parenthood affects the IEP journey for a child The importance of finding like-minded support groups either online or in person
Contact Information: Bove Law Group https://www.bovelawgroup.com/ (website) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
2019 is almost here! We are so grateful for all of the amazing opportunities that came our way this year and all the families we were able to help. As we look forward to the new year, we’re sharing our new year’s resolutions and 2019 goals with you. We’d love to hear yours! Share it with us in our private Facebook Group: www.facebook.com/groups/ieppodcast Along with sharing our resolutions for the new year, we’re discussing how parents with children with special needs can make traveling for the holidays a little bit easier. For parents who have never traveled with their children before, it can be intimidating. But with a little bit of planning and some of the tips we share in this episode, you’ll be on your way to a fun-filled holiday travel season. What We Discuss in this Episode: Vickie’s new year’s resolution to care for her new baby girl Amanda’s new year’s resolution to finally get a dog! How you can craft your very own new year’s resolution What are some ways parents prepare their children ahead of time for upcoming travel? How can you schedule special activity time with your child that is specifically designed for them? Can you set up a reinforcement system in order to get your child to cooperate with you while traveling? Do you have a system for addressing potential behavioral issues while on the road? How can you best prepare your family members who are not familiar with your child’s behavior and reinforcement systems? Is it a big deal if your child misses a few days of school because of travel? The importance of giving your child’s school and teachers advance notice Check your state’s truancy laws
Resources Mentioned: Alliance for Inclusion in the Arts – Broadway Accessibility Initiative https://www.cde.ca.gov/ls/ai/sb/ (School Attendance Review Boards) (SARB) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
When there is a violation of a student’s rights under the IDEA, what remedies are available? How can the situation be “fixed”? Sometimes, it takes collaboration and other times, it takes creativity in order to provide a remedy that is appropriate in each given circumstance. Whether you file for a Due Process hearing or you find yourself in settlement discussions with your child’s school, it’s important to be aware of some of the remedies available to you. In this episode, we discuss examples of remedies that we’ve come across in our experiences as special education lawyers. What We Discuss in This Episode: What is compensatory education and what are the different types? If the harm suffered by the child is difficult to quantify, how can the compensatory calculations be made? How can an expert help in determining remedy calculations? It’s important to determine the level of violation but just as important is determining the needs of the child in order to determine the remedy What are the two things to look for in a successful settlement? What can you include in your settlement agreement? What happens in informal meetings? Why it’s important to target the root of the problem when submitting Complaints Is Alternative Dispute Resolution right for you? Make sure the settlement agreement is crystal clear and includes all of the material information
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Teenagers and their emotions can be tricky. That's why if you notice any major social or emotional changes in your child, it’s important to know how to provide the necessary support to help them work through any issues in a healthy manner. So what’s the best way you can help? Our guests today offer their professional insight on what services are available and how schools and parents can help teenagers. We’re joined by Dr. Kyle Bond, a Registered Psychological Assistant, CA Board of Psychology and Dr. Adrianna Holness, Clinical Psychologist. Dr. Bond and Dr. Holness work at emPath Clinical Services helping children and adolescents. For full show transcript, visit our site here. What We Discuss in this Episode: The struggle that young boys and teenagers deal with when it comes to their manhood Do young boys exhibit different behaviors than young girls when it comes to processing their anger? Why it might be better to have your teenager fight and argue with you as opposed to just shutting down At what age do kids start showing signs of adhering to gender norms? What causes withdrawal from social situations like sports in school? When is a good time to intervene when you notice an issue with your teenager? Do you blame yourself for your child’s misbehavior? The value of seeking help from a therapist who works with adolescents What can schools do to help students struggling with social and emotional issues? What can parents do to help extend the benefits of therapy even when the kids are at home? How can emPath Clinical Services help?
Contact Information: www.empathclinical.com 323-682-0158 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Going through a divorce can be a difficult and stressful time. For parents of children with special needs, going through the divorce process be an especially tricky situation to maneuver. In order to maintain some stability and ensure that the best interests of the child are sought, many divorcing couples seek divorce mediation instead of pursuing divorce in court. Enter our guest, divorce mediation attorney, Jeanann Khalife of Alternative Divorce Solutions. As an attorney-mediator, she acts as a neutral between couples who are seeking an alternative to litigation when going through a divorce. What We Discuss in This Episode: How finances affect one’s decision to get a divorce Do parents of children living with special needs have unique issues they need to deal with during a divorce? When setting a co-parenting schedule, what’s the best way to make sure each parent is aware of the child’s specific needs? What happens when one parent isn’t given the necessary information about the child from the other parent when co-parenting? What the divorce mediation process entails and how it works Can a couple become better friends following a divorce? How litigating attorneys can often affect the outcome of a divorce process
Contact Information: http://www.altdivorcesolutions.com (Alternative Divorce Solutions) http://www.altdivorcesolutions.com/podcasts/ ( Divorce Demystified Podcast) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Happy Thanksgiving for those of you who celebrate. We're digging into our archives and replaying some of our past episodes that you might have missed. Be sure to join our Facebook group and share your school success stories! In this replay episode, we’re joined by licensed speech and language pathologist, Cathy Johnson, to discuss how reading disabilities like dyslexia can appear in different children differently. When Cathy discovered her young daughter was having difficulty learning how to read, she wanted to ensure her daughter received the attention and help she needed. Not finding much assistance out there, Cathy traveled all over the US seeking training in how she can better help children with learning disabilities. She later founded the Johnson Academy, which offers an alternative to the one-size-fits-all learning approach. Cathy also runs the Speech, Language, and Learning Center. Full show transcript here. What We Discuss in This Episode: What are some signs to look for in your child to see if they have learning disabilities How it’s easy for a child to fall behind in school because of lack of awareness by teachers The importance of awareness, assessment, and research The percentiles and averages that determine deficiency Why the interpretation of scores and the data is crucial (and often done incorrectly!) Statistics around dyslexia and other language-based learning disabilities What the most effective way is to address vocabulary and reading deficiencies How to use the “Notes” app on an iphone for students who struggle with written expression There three basic types of dyslexia
Resources Mentioned: http://www.learningally.org/ (Learning Ally) https://www.orton-gillingham.com/ (Orton-Gillingham) The Neuropsychology of Reading Disorders Overcoming Dyslexia by Sally Shaywitz Contact Information: kathy@ocsllcinc.com (949)487-5251 http://www.speechlanguageandlearningcenter.net/about/ (The Speech, Language, and Learning Center) http://www.thejohnsonacademy.com/about-us/ (The Johnson Academy) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re sharing the live recording from our recent presentation for the Children and Adolescent Diagnoses graduate class at Azusa Pacific University. We walked through the basics of special education that social workers (and parents) need to know in order to best help their special needs child(ren). What You’ll Learn in This Episode: How is “appropriate” defined and used in the special education world? What is the IDEA and how does it govern special education? What additional requirements California imposes in order to help students with special needs? Always aim for helping create the least restrictive environment Brown v. Board of Education and the segregation of students with special needs The effect of integrating special education students into general education classes How are assessments initiated? How can a social worker initiate an assessment? What are the steps to do that? The 13 eligibility requirements for special needs diagnoses Can you ask for more than one IEP meeting a year? If so, how many and how often? For parents who are non-native English speakers, they can request a copy of the IEP in their native language Goals drive services. Services drive placement. Can you record the IEP meeting? What is a “stay put”?
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re celebrating our 1 year anniversary of this show! Thank you so much for your support over the past year. We hope to continue to bring you valuable content and insightful guests. Please feel free to send your suggestions for topics at info@iepcalifornia.org In today’s episode, we’re exploring a topic we’re going to be presenting on later this week. We’re talking about the effect of the foster care system on a child’s learning and education. Often times, foster care children move around from one home to another and that takes a toll on their learning in various ways. We discuss the potential implications and what social workers and foster parents can do to help. For full show transcript, visit site here. What We Discuss in This Episode: What are the educational implications of moving a foster child from one home to another? The interruptions and emotional trauma that is created Adjusting to a new home can be an issue What do social workers need to know in order to help the child and potentially advocate for them? Just because a child is in foster care, doesn’t necessarily mean the foster parent holds educational rights to that child The importance of knowing who holds educational rights as a parent Identifying when a foster care child is having difficulty adjusting at home can help tackle potential learning difficulties at school Should social workers be involved in a child’s IEP team? What is CASA and how can that type of advocacy help a student?
Resources Mentioned: Welfare and Institutions Code Section 317(e) – advocates for students in the foster care system https://casala.org/ (Court Appointed Special Advocate (CASA)) in Los Angeles If you’d like us to present to your organization, we’re happy to do so! Reach out. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Share your kids Halloween costumes in our Private Facebook Group or on our Facebook Page. With the upcoming General Elections on November 6, there are a lot of fundamental initiatives on the ballot. There are several that relate to families, children, and education so we want to take this opportunity to discuss them and provide greater insight into some of the initiatives that will affect us directly. After all, an educated voter is the best kind of voter! For full show transcript, visit our site here. The Propositions We Discuss: Proposition 1 – Authorizes bonds to fund specified housing assistance programs Proposition 2 – Authorizes bonds to fund existing housing program for individuals with mental illness Proposition 4 – Authorizes bonds funding construction at hospitals providing children’s health care Proposition 5 – Changes requirements for certain property owners to transfer their property tax base to replacement property Proposition 7 – Conforms California daylight savings time to federal law. Allows legislature to change daylight saving time period Proposition 8 – Regulates amounts outpatient kidney dialysis clinics charge for dialysis treatment
Resources Mentioned: http://www.voterguide.sos.ca.gov/ (Voter Information Guide) Vote Save America 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Be sure to join the great conversations that are happening in our private http://www.facebook.com/groups/ieppodcast (Facebook Group)! If you didn’t get a chance to listen to Episode 50 last week, check that out that first since it’s Part I of this discussion. We’ve got a little bit of a controversial episode today for you. We’re talking about whether or not medicine with the cannabis compound, CBD, should be allowed on school campuses, especially when doing so complies with FAPE. There is certainly a lot of stigma and many misconceptions about CBD so we’re diving into this topic and exploring the role that CBD-based medicine plays in helping students with special needs access school. For full show transcript, visit site here. What We Discuss in This Episode: What is CBD? How CBD-based medicine helped a little girl with her epilepsy Even though marijuana use has become legal in several states, it is still illegal under Federal law How a recent California court case is essentially breaking ground when it comes to using life-saving cannabis-based medicine on school campuses For many young kids who suffer from serious disorders, CBD oil offers a safer alternative to other harmful medicines The stigma that remains
Resources Mentioned: California court case article Senate Bill 1127 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs
Thank you to our show sponsor – Fusion Academy!To f ind out more about Fusion Academy and their revolutionary approach to school, visit www.fusionacademy.com The Individuals with Disabilities Education Act (IDEA) states that each child with a disability who needs special education and related services will receive a free and appropriate public education. What exactly are “related services” and when are certain services and needs considered medical? That's what we discuss in this episode. Be sure to tune in to next week’s episode where we discuss the use of CBD oil by students on school campuses and whether or not that is considered a medical need. Join the discussion in our private Facebook Group - www.facebook.com/groups/ieppodcast For full show transcript, visit site here. What We Discuss in This Episode: The Individuals with Disabilities Education Act (IDEA) makes available a free and appropriate public education to eligible children with disabilities and ensures special education and related services to those children. What exactly are considered “related services”? Even if a need is deemed a medical necessity, it can still impact education and thus a school must provide that service Cases that further explain what “related services” are Irving Independent School District vs. Tatro (1984) - Court found that catheterization was a related service under the now IDEA and the school had to provide that service during school hours Cedar Rapids Community School District vs. Garret F. (1999) – Court found that the IDEA requires school boards to provide continuous nursing services to students with special needs. Here, the Court found that a student who was wheelchair-bound and ventilator dependent, required, in part, a responsible individual nearby to attend to certain physical needs during the school day. Does the law require school personnel to be trained to provide certain medical services?
Resources Mentioned: https://www.law.cornell.edu/uscode/text/20/1401 (20 U.S.C. Section 1401(26)) defines “related services” https://sites.ed.gov/idea/ (IDEA) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Thank you to our new show sponsors – Fusion Academy! To find out more about Fusion Academy and their revolutionary approach to school, visit http://www.fusionacademy.com (www.fusionacademy.com) You can catch the entire panel discussion from the fundraiser event http://www.iepcalifornia.org/episode48 (here) and find out more about our panelists in this http://www.iepcalifornia.org/episode47 (episode). Show Notes Reading comprehension and language processing affects a child’s overall ability to learn. Knowing this, we wanted to focus on learning about reading strategies and restructuring the learning environment in this episode. We’re joined by Adrian Ojeda, Director at the Palos Verdes and Long Beach Lindamood-Bell centers. Adrian joins us to discuss the importance of reading strategies and cognitive processes in schools in helping ensure children learn the best way according to their unique learning abilities. Adrian explains that learning to read can address potential underlying problems with academic issues and can help teachers and parents recognize gaps in cognitive processes. Helping a child learn how to read helps him/her succeed in other aspects of their academic and social lives. Full transcript to this episode can be found on our site http://iepcalifornia.org/episode49 (here). What You Will Learn in This Episode: Why is learning difficult for some children and not others? What are cognitive process and what do they have to do with the way children learn? How Lindamood-Bell tutors attempt to fix the problem behind academic issues How having basic reading comprehension skills can have an effect on the child’s whole perspective of the English language How language processing deficiencies can lead to deficiencies in peer interaction, athletic events and everyday functions How restructuring the learning environment around the child can help minimize or eliminate the need for constant remediation What are some strategies that teachers can use to help students with learning deficiencies? How can they help bridge that gap? What are some tools that may be helpful for teachers and parents in getting the student excited about reading? What is a Lexile level and how can you decode it to figure out where your child falls on the spectrum? What is the difference between fluency and stamina in relation to reading? Help your child identify their mistakes while reading, rather than giving them the answer
Resources Mentioned: https://lindamoodbell.com/ (Lindamood-Bell) in Palos Verdes and Long Beach Contact Information: Adrian.ojeda@lindamoodbell.com 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Thank you to our new show sponsors – Fusion Academy! To find out more about Fusion Academy and their revolutionary approach to school, visit http://www.fusionacademy.com (www.fusionacademy.com) In order to provide the help that students struggling with mental health issues so desperately need, it’s important to take a step back and explore where these mental health issues stem from and how various academic settings foster them. This is certainly a worthy topic and, along with our esteemed panel of mental health experts, we’re getting the conversation going in this episode. We’re sharing with you the live recording of our panel discussion in its entirety from our Silent Auction fundraiser from several weeks ago. Our panel of esteemed speakers and mental health experts join us to shed light and share insight on how schools can better address the needs of students struggling with mental health issues. To find out more about our panelists, be sure to listen to http://www.iepcalifornia.org/episode47 (Episode 47) What You’ll Learn in This Episode: Our panelists’ experiences in middle school What are the primary drivers of the declining state of mental health? What are the learning and academic expectations when they’re not necessarily aligned with a child’s development? What does child readiness look like? Is competition healthy or detrimental? How does a student’s mental health affect their school experience? The importance of understanding a child’s behaviors without judgment Are schools supporting students in their pursuit of success or are there issues? Are current disciplinary procedures helping or hurting students? What is the connection between school shootings and mental health?
More about our speakers: Dr. Jeanette Morgan Jeanette Morgan, L.E.P. is a Licensed Educational Psychologist with 15 years of special education experience, first as a Special Education Teacher and then as a School Psychologist. She has experience working with children with autism, developmental disabilities, emotional disturbances, hearing impairments, and learning disabilities. A B.A in Communicative Sciences and Disorders and her M.S. as an Education Specialist, along with her work experiences have provided a solid foundation for her assessment practices as an educational psychologist. Dr. Koury She shares how she started her career as a Special Education teacher following obtaining her Bachelor’s in speech therapy. Her current work has her working with teens The treatment that she provides is Cognitive behavioral therapy and she works closely with teens and their families. Dr. Matthew Koury Dr. Koury is the Founder and Director of the Mind Health Institute, Newport Beach. He is a Board certified Child, Adolescent, and Adult Psychiatrist that seamlessly merges his impressive academic credentials with a warm and engaging demeanor. Dr. Koury is committed to educating his clients and families about their treatment in order to assist them in making the best decision regarding their ongoing care. Dr. Grace Losada Grace holds a BA in Literature and Writing from UCSD, an MA in Marital and Family Therapy from USD, and an EdD from USC in Educational Leadership with an emphasis in Educational Psychology. She began her career with Fusion Academy when it was still in its humble beginnings. Grace has worked with diverse populations of students in various settings for over 20 years. Most recently, Grace opened the first replication of Fusion Academy in West Los Angeles and served as Head of School for four fantastic years. She is now focused on supporting Fusionites across the country in their quest to engage students in an excellent education. Dr. Sabrina Shuck Dr. Shuck is a faculty member in the Department of Pediatrics at the University of California at Irvine and the Executive Director, Child Development Center, Pediatrics School of Medicine. Thank you for listening! Don’t forget to...
Our 4th Annual Panel Discussion and Silent Auction was a huge success! We’re so thankful for all the attendees, panelists, volunteers, sponsors, and supporters! The topic of our panel discussion was Building the Bridge Between Mental Health, School, and Learning, and we featured 4 amazing speakers who joined us to share their insight and expertise on this topic. In this episode, we’re spending some time getting to know our 4 panelists a bit more and hearing about their journeys to their current positions as mental health experts. Be sure to tune in for next week's episode where we're airing panel discussion in its entirety. Our featured panelists: Dr. Jeanette Morgan Jeanette Morgan, L.E.P. is a Licensed Educational Psychologist with 15 years of special education experience, first as a Special Education Teacher and then as a School Psychologist. She has experience working with children with autism, developmental disabilities, emotional disturbances, hearing impairments, and learning disabilities. A B.A in Communicative Sciences and Disorders and her M.S. as an Education Specialist, along with her work experiences have provided a solid foundation for her assessment practices as an educational psychologist. http://mhi-nb.com/matthew_koury.php (Dr. Matthew Koury) Dr. Koury is the Founder and Director of the Mind Health Institute, Newport Beach. He is a Board certified Child, Adolescent, and Adult Psychiatrist that seamlessly merges his impressive academic credentials with a warm and engaging demeanor. Dr. Koury is committed to educating his clients and families about their treatment in order to assist them in making the best decision regarding their ongoing care. https://www.fusionacademy.com/staff/grace-losada-2/ (Dr. Grace Losada) Grace holds a BA in Literature and Writing from UCSD, an MA in Marital and Family Therapy from USD, and an EdD from USC in Educational Leadership with an emphasis in Educational Psychology. She began her career with Fusion Academy when it was still in its humble beginnings. Grace has worked with diverse populations of students in various settings for over 20 years. Most recently, Grace opened the first replication of Fusion Academy in West Los Angeles and served as Head of School for four fantastic years. She is now focused on supporting Fusionites across the country in their quest to engage students in an excellent education. Dr. Sabrina Shuck Dr. Shuck is a faculty member in the Department of Pediatrics at the University of California at Irvine and the Executive Director, Child Development Center, Pediatrics School of Medicine. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Teachers and education workers in the second largest school district in the country, Los Angeles Unified School District, just voted to authorize their first strike in almost 30 years. In this episode, we discuss the various reasons for this potential strike, how the strike could affect the students in the district, and what demands the teachers are making. Full show transcript can be found here. Join our private Facebook Group here. What We Discuss in This Episode: The reasons why the LAUSD teachers are striking Are the strikes simply regarding salaries or could classroom sizes be anther reason? What the district's budget is and why they’ve rejected the teacher union’s requests despite having the financial ability to potentially meet their requests What affect this will have on all of the students that will be displaced (especially given LAUSD is the second largest district in the nation) What have other districts across the country gone on strike for? What role the internet has played in this activism Who’s really affected by the districts’ unwillingness to provide funding? What affect did a teacher strike in West Virginia have? Whether you’re for or against unions, it’s undeniable that something needs to change so this might be an only option School districts have money; it’s how they allocate and distribute the money that’s the issue
Resources Mentioned: Read more about the strike here and here. Read about Arizona's strike here. UTLA – https://www.utla.net/ (United Teachers of Los Angeles) http://www.iepcalifornia.org/episod45 (Episode) discussing Colorado's school district with shortened school weeks. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Our fundraiser is this Thurs, Sept. 13, 2018! Be sure to purchase your ticket to our Panel Discussion and Silent Auction http://www.bit.ly/IEPpanel (here). The topic of discussion for this fundraiser is Building the Bridge Between Mental Health, School, and Learning. Join our private Facebook group here. Show Notes A Colorado School District has decided to adopt a four-day school schedule due to budget concerns. This ultimately affects the students. But is there some benefit to implementing this change? Along with discussing shorter school weeks, we also discuss Betsy DeVos’s plan to use federal funds to purchase guns for schools and whether or not that is the best use of federal funding. Full show transcript found here. What We Discuss in This Episode: How this Colorado School District is changing its school week schedule What certain school districts do on snow days Secretary of Education Betsy DeVos’s plan to use federal funding to purchase guns for schools Should federal funds be used to purchase guns when there are other more pressing school concerns that require funding? School Safety Bill passed by Congress to educate students and teachers about warning signs for gun violence Focusing on improving the curriculum and providing technology is great but how are guns considered useful? What we can learn from other countries when it comes to increased gun presence
Resources Mentioned: Article about Colorado's new changes. Article about DeVos's plan.
If your child’s school requires you to sign a Release of Information, should you do it? Is it an all-or-nothing type of release? It all depends! In this episode, we discuss the circumstances surrounding consenting to a Release of Information and then, withdrawing consent (if you wish). We also talk about what you should look for before signing Assessments. [DISCLAIMER] This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. Announcements Buy your tickets to our upcoming event, the 4th Annual Panel Discussion and Silent Auction – Thurs, Sept. 13th To find out more about our panelists, check out our Facebook Page To join our private Facebook Group Full show transcript found here. What We Discuss in This Episode: Assessments must be run in all settings before saying it won’t work The importance of having a school nurse put questions in writing for the doctor Can you limit your consent to a Release of Information? Certain laws that are in place that allow school districts to bill Medicare/Medical for services for students that have IEPS How a district billing Medicare/Medical directly can adversely affect a child’s at-home services How school districts can “double dip” To withdraw Medicare/Medical consent if you’ve already signed a Release, it must be in writing Be sure to carefully read over the assessment information and who is providing it Assessment plans are just like IEPs, they can be amended What do you need to know about triennial assessments Baseline data is a starting point for goals and must be accurate The difference between consent and non-consent states for assessment plans
Resources Mentioned: https://sites.ed.gov/idea/ (IDEA) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)
When you’re reviewing your child’s IEP, what sections require special attention, and how important is the consent page? What are the parents’ rights in terms of making changes to the IEP? In this episode, we discuss the importance of fully understanding the language written in the IEP and how to modify the IEP if needed. Full show transcript found here. Reminder: Our upcoming 4th Annual Panel Discussion and Silent Auction is taking place on Thurs, Sept. 13th. To purchase tickets visit our http://www.bit.ly/IEPpanel (registration page). [DISCLAIMER] This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs. What We Discuss in This Episode: What does consent/informed consent mean? Helpful tips for completing IEP documentation Understand that consent is voluntary and can be withdrawn Importance of establishing a record and putting everything in writing When should you use a separate document to indicate any concerns or areas of need to be met What is “stay put”? Goals drives services; services drive placement Meaning of language for implementing IEP
Resources Mentioned: https://sites.ed.gov/idea/ (IDEA) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)
Our 4th Annual Panel Discussion and Silent Auction is set for Thurs, Sept. 13th, 2018 and we’d love for you to join us (if you’re in Southern California). Our topic is "Building the bridge between school, learning, and mental health." To buy your tickets, visit our registration page here: www.bit.ly/IEPpanel If you’d like to add items to the event swag bag or to be a sponsor, email us at admin[at]iepcalifornia[dot]org Also, be sure to join our new Facebook Group. In today’s episode, as we celebrate the 54th anniversary of the passage of the Civil Rights Act of 1964, we are taking a look at the various ways students with special needs are being denied equal access to education. Full show transcript can be found here. What We Discuss in this Episode: What the Civil Rights Act of 1964 prohibited When the Americans with Disabilities Act ("ADA") was signed into law and what it established What are “reasonable accommodations” under the ADA? Why the “perception” that people living with disabilities are “less than” is what needs to be changed Why physical barriers aren’t the only issues when it comes to access When it comes to education, what does equal access mean? The role of assistive technology in helping students with special needs How certain discipline of students who are misbehaving can affect access to learning The problem with lack of support during make-up days Why the question of, “Are all children going to be able to access this?” is what should be asked anytime a school is implementing a new program
Resources Mentioned: https://www.ada.gov/ (American with Disabilities Act) https://sites.ed.gov/idea/ (IDEA) https://www.cde.ca.gov/re/di/or/oeo.asp (California Dept. of Education Office of Equal Opportunity) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Starbucks recently announced that it’s opening its first signing store in Washington DC to provide services and employment opportunities for deaf and hard of hearing patrons. This certainly appears to be a move in the right direction but we’re discussing whether this is merely a one-and-done type of situation or if this is opening the door for greater opportunities in the future. For full show transcript here. If you're in Southern California, we'd love for you to register and attend our 4th Annual Panel and Silent Auction on Thurs, Sept. 13th, 2018 5:30-8:30. Join our Facebook Group to find out how to register. What We Discuss in this Episode We catch up on what’s going on with the plastic straw ban, in Santa Barbara specifically Starbucks opening their first signing store to provide services for deaf patrons Even though it’s one store, this opening starts the conversation. But is it enough? What all is going into tailoring this store to deaf patrons Should Starbucks employees learn ASL? If this concept at this particular store succeeds, is there concern that Starbucks will feel like they’ve done enough? Why it’s important to teach the next generation of students tolerance and acceptance
Resources: Article about Starbucks opening the store http://www.facebook.com/groups/ieppodcast (Facebook Group) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Launching a new business is tough. Launching a new business while balancing single parenthood is certainly a challenge. It’s one that our guest is taking on and succeeding! Joining us today is Brooke Bove, a solo practitioner who left her position at a litigation firm to launch her own law practice, Bove Law Group. Along with building her business, Brooke is a single mom who is focused on growing a successful career as well as cultivating a fulfilling family life. Be sure to Save the Date for our upcoming Panel discussion and Silent Auction on Building the Bridge Between School, Learning, and Mental Health set for Sept. 13th, 2018 at 5:30pm Costa Mesa, CA. More on this soon! Full show transcript on website here. What We Discuss in This Episode Brooke shares her journey from being pregnant as a new lawyer to leaving her litigation associate position to launch her own practice How going through a divorce forced Brooke to reevaluate what she wanted from her own career Why it was important to find a position as a lawyer that felt more aligned with her comfort level and her skills How opening her own practice allowed her to create flexibility in her schedule The role Facebook support Groups have played in Brooke’s ability to network and grow as a person How single parenthood affects the IEP journey for a child The importance of finding like-minded support groups either online or in person
Contact Information: Bove Law Group https://www.bovelawgroup.com/ (website) Be sure to check out our new private Facebook Group, where we're continuing the conversation we've started in this episode. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
With the recent ban on plastic straws in various cities across the U.S., Amanda and I are discussing how this ban, which helps the environment, negatively affects people living with disabilities. It places the burden on people living with disabilities to have to request straws or maybe even carry their own everywhere they go since it is difficult, and often impossible, to drink beverages without straws. That’s what we’re exploring in this episode. Full show transcript found here. What We Discuss in This Episode The recent ban on plastic straws in various cities across the US and what affect it has on people with disabilities For many, removing plastic straws from their regular consumption is not difficult. However, people living with disabilities are disproportionately affected by the ban Should restaurants and coffee shops continue to have straws in case a person requests it specifically? Plastic straw alternatives, like paper straws, are often not good alternatives Are we, as a society, being conscious about our choices every day and is this straw ban merely a fad? What can we do every day to help reduce the harm to society and still take into account people with special needs? Have we become too politically correct as a society? Is that a good or bad thing? The importance of having open conversations about tough subjects in order to grow
Resources Mentioned: http://www.facebook.com/groups/ieppodcast (Facebook Group) NPR article LA Times article 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Much of the data and studies conducted to understand how children with learning and attention disorders best learn in school are in dire need of updating. They are outdated and do not provide a comprehensive understanding of how children learn. That’s why we invited our guest today, Masha Jones, to join us. Masha is a Ph.D. student at UC Irvine’s School of Education. She researches executive functioning and motivation in individuals with learning and attention disorders, primarily by developing and evaluating cognitive and metacognitive interventions. For full show transcript, visit our site here. What We Discuss in This Episode: Despite developing robust analysis and results from a study of children with ADHD, there are no real ways to share this information with the people who need to hear it What the 10 Year Research Gap is What “divergent thinking” is and why it’s important Research shows that kids with ADHD have higher rates of depression and suicide Just because the system is bad, it’s still worth trying to change it and fix it How Masha proposes to improve the way data and study results are presented to the right people The importance of teaching or presenting information to children in various forms What Waldorf education is and how it develops the whole child
Resources Mentioned: http://www.chimeinstitute.org/ (Chime Institute) Contact Information: If you work with children with special needs or you’re the parent of a child with special needs (in the 10-15 yr old age range) and would like to participate in a 2 hour study, you can receive a $40 Target gift card. Find out more by contacting Masha. m.jones@uci.edu http://www.masharjones.com (www.masharjones.com) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
This is Part II of a conversation we started with our guest, Sarah Shawesh, in last week’s episode, Episode 36. Be sure to listen to that episode before diving into this one. Show Notes Understanding how the words we use when we communicate with children, specifically when we’re describing feelings like anger and sadness, can have a huge impact on how children grow up understanding those terms and internalizing them in their own relationships. We’re joined again by Sarah Shawesh. Sarah is a Program and Family Development Specialist at Clever Endeavors Early Care & Education, Inc., a Child and Adolescent Studies Faculty Member at California State University, Fullerton, and Program Coordinator, Orange County Association for the Education of Young Children (OCAEYC). For full show transcript, visit our site here. What We Discuss in This Episode: Why we’re doing children a disservice if we simplify the terms we use to describe otherwise traumatic occurrences What message does spanking send to a child and how does it affect them as adults? Knowing how to communicate and phrase your feelings as an adult, specifically when speaking to children, can have a huge impact on how children understand those feelings themselves Having important conversations about feelings is something that should be done when the child is still young How to teach children about “good guys vs. bad guys” and ensure they understand that we’re all people at the end of the day Children who watch the current immigration events and witness border patrol placing children in cages are learning certain behaviors and values that aren’t necessarily positive “Good boy” and “good girl” are ambiguous phrases so it’s important to be specific about the characteristics you want them to practice Can important conversations with children be had on social platforms like Facebook? What about “stranger danger”? How valid is that warning that many parents give their children
Contact Information: Sarah Shawesh LinkedIn 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Preparing and equipping children with a toolbox of skills at a young age is so crucial to their success as they grow into adolescence and adulthood. It’s important that educators and parents help children understand how to decipher their emotions along with learning academic skills. In this episode, we’re joined by Sarah Shawesh. Sarah is a Program and Family Development Specialist, Clever Endeavors Early Care & Education, Inc. a Child and Adolescent Studies Faculty Member at California State University, Fullerton, and Program Coordinator, Orange County Association for the Education of Young Children (OCAEYC). Full show transcript here. What We Discuss in This Episode: The importance of emphasizing children’s strengths and encouraging them to be their true selves Looking at education as a whole and changing it on a holistic level is more effective than trying to change it one student at a time Is “school” becoming a dirty word? What can we do about it? As educators, it’s more important to provide children up to 5 years old with a toolbox of skills that they can take with them as they grow instead of just being someone who teaches information It might seem overwhelming but we need a huge shift in the way educators teach young children in school How can teachers prepare notes that are objective and which can be passed on to the following year’s educators We should be having conversations with children even younger than 3 years old about regulation, emotions, controlling feelings, etc. Even if a child is described as “non-verbal,” that doesn’t mean that they don’t communicate at all
Resources: Help Me Grow Connection Café Contact Information: Sarah Shawesh - LinkedIn 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
When you’re reviewing your child’s IEP goals, what should you be looking for to determine if they have been met? How can you tell if the goals are appropriate to begin with? Vickie and I discuss the importance of not only understanding IEP goals that are created for your child but also knowing how to measure the progress of those goals. For full show transcript, visit our site here. What We Discuss in This Episode: Where do IEP goals come from and where to even begin putting them together? The importance of reviewing past data in determining new goals What to look for when reviewing prior goals Understanding the fidelity of the student’s learning data How writing more specific baseline requirements as part of the goals make a huge difference Despite having access to a bank of IEP goals, it’s crucial for your child’s goals to be individualized to him/her What should you do if a progress report states that a benchmark is met, however it’s not clear as to what was met The terms of measurement to determine if IEP goals have been met and progress made When presented with reports from teachers, parents can and should ask for stronger evidence How to handle a report if it states that a goal is “not met as written?”
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Summer is upon us and for some students, that might mean an Extended School Year services. For others, it’s wide open for other possibilities and adventure. In this episode, we discuss the various options available for you and your family to keep your child engaged and motivated throughout the summer. For full show transcript, visit our site here. What We Discuss: What is an Extended School Year and when should it be offered? How to deal with any regression your child might experience over the summer What about students who don’t get offered ESY and don’t have an IEP, how can parents help minimize regression? Kids can remain motivated over the summer by engaging in activities that strengthen their interests and their abilities What about free activities? What’s available? Kids learn from being around other kids You can find mentally stimulating activity ideas on social media platforms like Pinterest The positive benefits of socialization over the summer Why you, as a parent, should have high expectations for your child
Resources Mentioned: http://tustin.createdesignsew.com/about/ (Tustin Legacy) - Sewing Camp, Junior Sewing Camp, Advanced Sewing Camp https://oc.discoverycube.org/ (The Discovery Cube) in Santa Ana, CA 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
While applying accommodations and modifications to help a child with learning or attention issues in school might seem appropriate, in many situations, they don’t necessarily help that child. For many children, these accommodations or modifications are not addressing the underlying deficit and are simply applying a band-aid on your child’s potential. For full show notes, visit our site here. What We Discuss in this Episode: What is an accommodation vs. a modification? Why it’s important to understand the purpose behind a modification or an accommodation Often times, support in the form of an accommodation or modification merely assists the child in getting through a test but not necessarily getting through the learning of the material Changing the learning environment can help a child learn in different ways Even with an aid assisting during a lesson, the child might not learn since they’re simply responding to cues from the aid but they’re not actually learning the material The goal, even with an aid, accommodations, or modifications, is to help a child learn the material so that he/she can apply what they’ve learned independently Will intensive intervention programs help with closing the learning gap? What should be included in the accommodations section of the IEP? The purpose of an IEP is to provide a child who wants to go to college with the support and preparation that will allow him/her to be able to function on their own in that setting
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
The school year is coming to a close and the kiddos are getting ready for summer! How can you prepare your child’s IEP for the summer and new school year when there are potential transitions with teachers or schools? That’s we discuss in this episode. For full show transcript, visit our site here. What We Discuss: Make sure the IEP goals are written clearly so the next/new IEP team can understand what they are If needed, request an IEP meeting with the school The importance of having an IEP reviewed at the beginning of the new school year Why Extended School Year is sometimes counterintuitive and is not always necessary
Resources Mentioned: Send us an email if you know of any summer activities, organizations, or resources that could be helpful for other parents searching for things to do this summer. You can reach us at info@iepcalifornia.org Coming soon! Our new Facebook Group. Our Group will be a safe space for parents, teachers, health care providers, advocates, and others interested in these topics to continue to conversation that we’re starting through this podcast. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
A child’s mind is so powerful and its well-being should be of utmost importance. Yet, many kids who suffer from mental illness rarely receive the help and attention that they require. In this episode, we revisit the matter of mental health and illness since May was Mental Health Awareness Month, and we share our own experiences with how we try to stay mentally fit. For full show transcript, visit site here. What We Discuss in This Episode: Why our minds require just as much attention as our bodies do and yet, our physical health usually gets more attention The statistics and connection between mental health and school shootings 25% of all US adults have mental illnesses and for many of them, they don’t know where to get help Why it’s difficult to recognize if someone is experiencing mental health issues. Even worse, sometimes we don’t even recognize it in ourselves The benefits of exercise on mental fitness What are some school districts doing to help students with mental health issues? It’s ok to take a break and take care of your mind
Resources Mentioned: www.eachmindmatters.org CDC Report: Mental Illness Surveillance Among U.S. Adults My Favorite Murder https://www.myfavoritemurder.com/ (podcast) https://mhaoc.org/?page_id=79 (Mental Health Association of Orange County) - Meeting of the Minds Orange County www.ochealthinfo.com Malcolm X quote: “When I is replaced with WE, even illness becomes wellness” 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
High school and college students who are interested in being active and getting involved in social justice issues, on and off campus, should be encouraged. Instead, many schools and administrators still try to suppress any such efforts by students. Is this ok? How progressive (or not) should schools be when it comes to encouraging their students to be involved in the community in that way? Let's talk about it. For full show transcript, visit our site here. What We Discuss in This Episode: Is it important for schools to be progressive when it comes to social justice issues and gender equality? Or is it not a school’s place to take a stance on those issues? Should teachers speak up and promote equality and individuality? Free speech zones on college campuses and how “free” they really are What the First Amendment protects Minors are constantly being indoctrinated with messages, from media to sports to politics Words used in messages directed at students, especially minors, should be examined closely because they can affect children
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Paying attention to changes in a child’s behavior is important and can mean the difference between providing that child with the help he/she needs and letting it go without a diagnosis. Knowing what to do once you recognize those behavioral changes is even more important. We're joined by Tanya Lopez and Caitlyn Marcus, two Board Certified Behavioral Analysts who have spent over 10 years perfecting their skills in working with families that have children with special needs, including autism. They help families and children overcome behavioral challenges inside and outside of the home. In this episode, they explain what they do and how they use their education and experiences to work with families. For full show transcript, visit our site here. What You'll Learn in This Episode: What can you do as a parent to help your child in/outside of the home when behavioral challenges arise? How can you use rewarding behavior to promote positive outcomes and make learning fun for kids? How kids learn to communicate and behave with different family members and friends. How ABA also works with the parents as well to aid in these changes. The importance of lessons that are tailored to each individual child How to address behaviors that may impede learning. Learning to recognize whether they are problematic or just quirks Insurance companies now recognizing these ABA treatments as medically necessary How ABA is not just for children with autism or special needs What are the credentials or experience necessary to be considered a true ABA professional? How ABA treatment goals should change as the child grows and progresses How to use ABA treatment as preventative and instead of reactive Recognizing the difference between a skill defect or a performance deficit. CAN the child do the task assigned to him/her or do they just not WANT to? Tips to help guide parents in starting ABA treatments
Resources Mentioned: Cathy Johnson's http://iepcalifornia.org/episode25/ (episode) - Speech and Language Pathologist https://www.autismspeaks.org/ (Autism Speaks) Admin@iepcalifornia.org how to contact Tanya and Caitlyn 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
With the Trump administration and several members of Congress, including Secretary of Education Betsy DeVos, considering assembling a proposed Federal Commission on School Safety to repeal 2014 guidelines regarding school disciplinary action, we thought it would be important to take a closer look at how any changes in these disciplinary actions could disproportionately affect children of color and children living with disabilities. For full show transcript, visit our site here. What We Discuss: How school disciplinary actions affect children living with disabilities, many of whom have behavioral challenges that are involuntary Why any reconsideration of disciplinary action should include awareness of how the guidelines and rules apply to all children Why gun violence control is merely an excuse given by DeVos in order to change current disciplinary guidelines Instead of completely repealing and overhauling the current guidelines, why it’s better to attempt to strengthen the current guidelines Why there is a disparity in how discipline is applied in various situations and with regards to various students Could the training of independent professionals help solve arbitrary application within schools?
Resources Mentioned: http://www.copaa.org/ (COPAA) Alex Casillas article Contact Information for Betsy DeVos’s office: safety@ed.gov 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We're exploring a resource that can be helpful for new parents, especially new moms, in our audience. The resource is an app called Pacify and in this episode, we're chatting with the Chief Clinical Officer of Pacify - Melanie Silverman. Pacify is a paid phone application which provides unlimited, video-enabled, 24/7 access to Pediatric Nurses, Registered Dietitians, and Lactation Consultants. Melanie joins us to highlight the features of this app and to explain how new moms can get many of their lactation and nutrition questions answered and needs met via the app. For full show transcript, visit our site here. Resources Mentioned: http://www.helpmegrowoc.org/ (Help Me Grow) in Orange County Contact Information: http://www.pacify.com (www.pacify.com) Twitter: https://twitter.com/pacifyapp Hashtags We Love: #WeAreAttorneys #NotYourAttorneys #SorryNotSorry 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Recognizing the existence of an eating disorder in an adolescent is important in providing necessary help and support. But what should parents and teachers be looking for to make the determination? And if a problem does exist, what’s the best way to start the dialogue with the adolescent about seeking help? These are certainly tough conversations. In this episode, we’re joined by Jen Teutscher, program director at Shoreline Center for Eating Disorder Treatment in Laguna Hills, Ca and Anna Jones, the primary therapist at the Center. Jen and Anna share their advice on how to best help children with eating disorders. Since 1995, the Shoreline Center for Eating Disorder Treatment has successfully been helping individuals achieve recovery from anorexia nervosa, bulimia nervosa and binge eating disorder for both men and women. We offer personalized, compassionate programs, delivered by highly-trained and experienced eating disorder experts, many of whom are recovered themselves. For full show transcript, visit site here. What We Discuss in This Episode: The pervasiveness of eating disorders How eating disorders manifest physically, psychologically, and emotionally What are some signs parents and teachers can look for to determine an eating disorder How to best approach starting a conversation with the child who needs help Why not saying something about a child’s eating disorder is only perpetuating the problem Is there an average amount of time that an adolescent is enrolled in the guests’ treatment center? Understanding how eating disorders are a disease What are schools doing to help students who have recently left treatment centers and returned to school?
Contact Information: www.shoreline-eatingdisorders.com jennifert@shoreline-eatingdisorders.com (562) 434- 6007 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Reading disabilities like dyslexia are varied and appear in different children differently, so it’s important to understand and be aware of the signs of these learning disabilities. We’re joined by licensed speech and language pathologist, Cathy Johnson. When Cathy discovered her young daughter was having difficulty learning how to read, she wanted to ensure her daughter received the attention and help she needed. Not finding much assistance out there, Cathy traveled all over the US seeking training in how she can better help children with learning disabilities. She later founded the Johnson Academy, which offers an alternative to the one-size-fits-all learning approach. Cathy also runs the Speech, Language, and Learning Center. For full show transcript, visit our site here. What We Discuss in This Episode: What are some signs to look for in your child to see if they have learning disabilities How it’s easy for a child to fall behind in school because of lack of awareness by teachers The importance of awareness, assessment, and research The percentiles and averages that determine deficiency Why the interpretation of scores and the data is crucial (and often done incorrectly!) Statistics around dyslexia and other language-based learning disabilities What the most effective way is to address vocabulary and reading deficiencies How to use the “Notes” app on an iphone for students who struggle with written expression There three basic types of dyslexia
Resources Mentioned: CTOPP http://www.learningally.org/ (Learning Ally) https://www.orton-gillingham.com/ (Orton-Gillingham) The Neuropsychology of Reading Disorders Overcoming Dyslexia by Sally Shaywitz Contact Information: kathy@ocsllcinc.com (949)487-5251 http://www.speechlanguageandlearningcenter.net/about/ (The Speech, Language, and Learning Center) http://www.thejohnsonacademy.com/about-us/ (The Johnson Academy) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Traditional schools are not for everyone. For many students, being in a non-traditional learning setting is much more effective and accommodating to the way they learn. We’re joined by Robin Podway and Lauren Reveley from Fusion Academy Private School. Fusion Academy is a revolutionary private high school that offers one-to-one teaching where students can flourish emotionally, socially, and academically. For full show transcript, visit our site here. What We Discuss in this Episode: How Fusion focuses on educating students through love, compassion, and personalized plans What the Homework Café offers at Fusion Are 1-to-1 academic settings a good thing? What socialization looks like at this revolutionary learning center Lauren and Robin’s journey that led them to Fusion Why traditional school is not for every student What a typical weekly schedule looks like (including field trips on Fridays) Transformation stories Lauren and Robin have experienced with students
Resources Mentioned: Melanie Whitney’s http://iepcalifornia.org/episode19/ (episode) Contact Information: Fusion Academy – Huntington Beach 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Many believe that estate planning is something only wealthy families or the elderly should worry about, but that’s simply not true. There are many types of estate planning documents that help protect families of all sizes and procedures that guide the various needs of families, including special needs trusts, limited conservatorships, and trust creation. We’re joined by estate planning attorneys Jill Hiraizumi-Artino and Peilin Ngo as they discuss some of the most important legal documents families should consider creating. For full show transcript, visit our site here. What We Cover in This Episode: The importance of being proactive as opposed to reactive when it comes to estate planning Why and when should families consider creating an estate plan? What legal documents anyone past the age of 18 should have in place What a special needs trust is and when is it used Limited conservatorships, what they cover, and when they’re needed How you can anticipate a future amendment to an already-formed trust What the typical length of the probate process takes
Resources Mentioned: California Probate Code Section 1420 Contact Information: http://www.hn-legal.com (www.hn-legal.com) Phone: (949)5342575 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
If you’ve wondered about the benefits of residential treatment centers for children but haven’t had the opportunity to really investigate whether these programs could be helpful for your child, then this is a great episode. We’re joined by Jamie Murphy and Angela Johnson from Solstice Residential Treatment Center in Utah. For full show transcript, visit our site here. What We Cover In This Episode: What is the function of residential treatment centers? Why ensuring children are in the least restrictive environment is key What is the Wilderness treatment program? Do residential treatment programs differ from boarding schools? How can parents support children when they’re struggling with various issues instead of brushing it under the rug Can a child’s “deficit” be their superpower instead? What does a typical day for a child at a residential treatment center look like? Our guests share their favorite memories working at their RTC
Resources http://www.copaa.org/ (COPAA) – Council of Parents Attorneys and Advocates http://wildernesstreatmentcenter.com/ (Wilderness Treatment Center ) https://idea.ed.gov/ (IDEA) Contact Information Jamie Murphy – Academic Director -jmurphy@solsticertc.com https://solsticertc.com/ (www.solsticertc.com) Facebook page - https://www.facebook.com/solsticertc/ 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
We’re joined by Michael Kotick, Congressional candidate from California’s 48th District. Michael has built his career on turning large bureaucratic businesses around and helping them become more efficient. Now, he is running for Congress and hopes to bring that same vigor to the government. For full show transcript, visit our site here. What We Discuss in This Episode: Why despite the political chaos in this country, Michael still believes there’s a way for us all to come together How Michael seeks to understand his constituents (even those with opposing views) in order to encourage dialogue How he’s using social media to engage in conversation and get the word out about what matters The increased role women business and politics are playing How the hand that Millennials were dealt, in terms of the bad economy and crippling student debt, is precisely what allows us to bond together Why STEM classes are great but they’re really just a reflection of human curiosity How can politics and politicians become more responsive and allow for people to get involved at the moment they decide they want to get involved Why there is no such thing as one-track to success
Contact Information: www.kotickforcongress.com Twitter: https://twitter.com/Kotick4Congress Instagram: https://www.instagram.com/Kotick4Congress/ Facebook: https://www.facebook.com/Kotick4Congress/ April 5th Townhall and other upcoming events 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
In this episode, we’re joined by attorney Christopher Markelz and we’re discussing gun control and gun violence in this country. We talk about whether or not teachers should be armed with guns, what the private sector can and should do in response to gun violence, and how the "Whatever It Takes" program is helping children with mental health issues who run into legal issues. For full show transcript, visit our site here. What We Discuss in This Episode: What education rights overlap with personal injury law? Should teachers carry guns? What is the connection between mental health and mass shootings? What will it take to get people to take a stand for gun control? Education around guns and gun violence is the first step to decreasing shootings The importance of gun safety and training, especially in the hands of children What can the private sector do in response to gun violence? The Whatever It Takes program is doing great work while helping individuals with mental health problems
Resources Mentioned: https://idea.ed.gov/ (IDEA) Special Education Clinic at Whittier Law School BBC news article re: Georgia teacher who barricaded himself in the classroom with a gun "Whatever It Takes" program at the Orange County courthouse. Contact Information: christopher@markelzlaw.com www.markelzlaw.com – Launching soon! 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Figuring out “what you want to be” when you grow up is tough. If you’re a parent of a child who is struggling to find their place in the world, then this episode will certainly provide some insight on what you can do to support and encourage them during this time of self-exploration. We’re joined by Melanie Whitney who runs Ask.Believe.Receive, a business focused on helping others, including students, find their authentic selves and feel empowered to live more consciously. We explore what parents and students can do to begin living lives that are meaningful and reflective of their definition of happiness and success. For full show transcript, visit our site here. What We Discuss in This Episode: Why many students feel “lost” when it comes to their career paths How can parents support their children regardless of their chosen career choices Why degrees will only take student so far What Melanie hears students say that destroys their own dreams before they even take off What affect negative feedback can have on a student's self-confidence and belief in his/her own abilities How to apply “growth mindset” tactics to amplify a student’s abilities The importance of schools encouraging the exploration of the arts, along with STEM subjects How parents with children with special needs can define what it means for their children to lead a successful life How to define happiness and success for you and encourage your child(ren) to figure it out for themselves
Contact Information: www.askbelievereceive.org Facebook Instagram: @ask_believereceive 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
While an IEP goes a long way in helping students living with disabilities in academic settings, there are many additional needs that appear at home. What types of needs are they and what kind of services exist to support those needs? That’s exactly what we cover in this episode with our guest, Colleen Cherry. Colleen is a certified child life specialist. Colleen runs her private practice, PlayWell Child Life Services. She works with typical and atypical kids, helping them with basic academics, get through medical situations, and deal with stressful situations For full show transcript, visit our site here. What We Cover in this Episode: How Colleen’s services not only help the children at home, but they help the parents and fellow siblings as well Why it’s important and valuable to have a child life services specialist What type of tutoring services are available for students with special needs What is adaptive tutoring? How does Colleen build rapport with the children in order to get them to open up
Resources Help Me Grow – Connection Café Contact Information http://www.playwellchildlife.com/ (Website) Email: playwellchildlife@gmail.com 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Although schools have made much progress with regards to understanding and accommodating children with special needs, what happens when that child wants to participate in activities outside of school? In this episode, we discuss resources, programs, and activities that exist outside of school that can help. For full show transcript, visit our site here. Things You’ll Learn in This Episode: How do we build an inclusive society for kids living with disabilities outside of school as well? How can you find the right non-profit organization or resources that are right for your child? What educational resources are available to help members of society increase their tolerance and understanding of children living with special needs? What can you do as a parent to teach your child to be more tolerant towards other students? How are these programs able to carry children into adulthood? Which companies help adults with special needs prepare for the workforce or help them find jobs? Aside from sports, where can you take your child if they are interested in the arts, music, or technology? How can therapy dogs help special needs kids and what type of training is available for parents regarding dog assistance? What are the various circumstances special needs children experience on a daily basis and how can society help them?
Resources Mentioned: AYSO VIP Program “Autism Speaks” commercial https://bestdayfoundation.org/ (Best Day Foundation) http://www.ussailing.org/education/adaptive-sailing/ (Adaptive Sailing) http://www.rehab.cahwnet.gov/ (The Department of Rehabilitation) http://www.goodwill.org/ (Goodwill) https://webapps.dol.gov/elaws/whd/flsa/14c/ (The Fair Labor Standards Act Section 14(c)) http://www.themiracleproject.org/ (The Miracle Project) http://www2.semel.ucla.edu/nadc (The National Arts and Disability Center) at UCLA. https://www.google.org/impactchallenge/disabilities/ (Google Impact Challenge) Staples Center sensory kits http://airhollywood.com/events/open-sky-for-autism/ (Flight simulation ) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
US HR 620 is being considered for a vote in the Senate this week. We wanted to address this timely matter because we have an important request. HR 620 weakens certain key provisions of the American with Disabilities Act, making it more difficult for people living with disabilities to access buildings. It’s important to understand what this Bill does and what you can do to help defeat it. We even demonstrate a live Senator call-in. Full show transcript found here. What We Cover in This Episode: US HR 620 passed in the House of Representatives and now it's making its way over to the Senate How HR 620 amends the American with Disabilities Act (for the worse) How this Bill weakens key provisions of the ADA What additional burdens this Bill imposes on people living with disabilities What can you do to help? We demonstrate how you can call your Senator and leave a message Why this House Bill was introduced in the first place?
Resources Mentioned: ADA Education and Reform Act of 2017– HR 620 https://www.senate.gov/general/contacting.htm (Call) your Senator - (202) 224 3121 ACLU Petition COPAA Script for when you call 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
In celebration of the 2018 Winter Olympics, we’re diving into a discussion of the Special Olympics and Paralympics and how these competitions are furthering inclusion in athletics. We’re joined by our legal intern, Phillip Basch, to share our thoughts and excitement for the Winter Olympics. For full show transcript, visit our site here. What We Discuss in This Episode: What the three main differences are between the Special Olympics and the Paralympics Who can compete in each of the competitions What purposes do the Olympics serve? How the Special Olympics are structured What sports are part of the Special Olympics
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
As a parent, you (sometimes along with your child) must decide whether a diploma or a certificate of completion is what's best for your child. In this episode, we’re discussing the difference between the two, the requirements of each, and help shed light on how parents can make that decision. For full transcript for this episode, visit our site here. What We Discuss in This Episode: What does "graduating" mean for a student living with a disability? What are the diploma requirements in California specifically? Why a certificate of completion allows for more flexibility Can you still apply to college with a certificate of completion? What about financial aid: does a student need to have a diploma or a certificate? Graduating from high school doesn’t automatically mean the student is exiting from the IEP What impact the Senate Bill had on the elimination of the CA High School Exit Exam What are the pros of receiving a certificate of completion? Can a student switch from a certificate track to a diploma track? What questions should parents ask themselves to make the determination as to what track the student should be on? What can be included in a student’s IEP regarding the two tracks?
Resources https://idea.ed.gov/ (IDEA ) Senate Bill 172 http://education.uclaextension.edu/pathway/ (UCLA Pathway) program Costa Mesa – College Living Experience Email us: Info@iepcalifornia.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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Many schools and teachers aren’t equipped for implementing full inclusion or mainstreaming. Recent changes in Ca Teacher Credentialing programs are helping improve and updating the credentialing requirements for both general and special education teachers. For full show transcript, visit our site here. What We Cover in this Episode: Why a shortage of special ed teachers in the 1990’s led to a loosening of the requirements for teachers qualifications How the loosening of these requirements led to a low rate of kids being identified for special education The importance of beginning with a least restrictive environment for students with special education needs Have special education teachers been equipped with the necessary knowledge and experience to help students in a least restrictive environment? Why the Commission has changed teacher credentialing programs recently and how it’ll affect both general education and special education teachers Where California ranks when it comes to full inclusion in schools Why some teachers are unable to help a student with special needs
Resources John Fensterwald - OC Register article – "Big Changes in requirements to become a special education teacher in California" http://idea.ed.gov/ (IDEA) http://www.asha.org/public/speech/disorders/AAC/ (Augmentative and Alternative Communication) https://en.wikipedia.org/wiki/Linda_Darling-Hammond (Linda Darling-Hammond) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
There is much conversation surrounding dyslexia and what it is exactly. In this episode, we tackle the subject of dyslexia and how laws that have recently emerged are approaching this disability in academic settings. Joining us today is law student and IEP advocate, Victoria Lucero For full show transcript, visit our site here. What You’ll Learn in This Episode: What is the definition of dyslexia? Why dyslexia appears so contradictory in the way it appears in children What caused the push for new dyslexia laws and why many of the “laws” are actually only guidelines What type of assessments can parents request when it comes to their children’s dyslexia needs How can reading intervention programs help Why consistency is key when it comes to reading intervention programs The importance of helping teachers recognize when a child has dyslexia as opposed to believing the child is lazy or has another issues How can a special education lawyer help when there is a medical diagnosis of dyslexia How can educators ask of their administration to receive training to better serve students with dyslexia
Resources Mentioned: Individuals With Disabilities Education Act (IDEA) Senate Resolution 576 California Education Code Section 56335 CA Ed Code Section 33308.5 Reading programs – https://www.orton-gillingham.com/ (Orton-Gillingham ) and https://www.wilsonlanguage.com/ (Wilson Language Training ) Assembly Bill 1369 Endrew F. Supreme Court case Office of Special Education Policy Letters (OSEP) https://dyslexiaida.org/ (International Dyslexia Association) https://effectivereading.org/ (The Center for Effective Reading Instruction) 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
Show Notes How can we all become more aware and understanding of students who identify as LGBTQ? What can parents and schools do to become more inclusive? Joining us today is LGBTQ affirming therapist, Jamie Swanson, and she shares some insights on appropriate language to use and legal protections to be aware of. For full show transcript, visit our site here. What We Cover in This Episode: What does LGBQT stands for? What does an affirming therapist do and how can he/she help a LGBTQ student? What role privilege plays in helping allies raise awareness What the appropriate language is to refer to an LGBTQ person What legal protections exist for LGBTQ students in schools Should a parent have the right to choose the gender of their child on the birth certificate when the child is born? Is an IEP an option for a LGBTQ student?
Resources Mentioned: Assembly Bill 1266 Title IX Birth Certificate law signed by Gov. Jerry Brown (Assembly Bill 179) https://www.lgbtcenteroc.org/ (LGBT Center Orange County) https://www.pflag.org/ (PFLAG) https://www.lambdalegal.org/ (Lambda Legal) https://www.ocequality.org/ (OCEC) – Orange County Equality Coalition https://www.aclu.org/ (ACLU) Jamie's Contact Information: http://www.ocholistictherapy.com/ (www.ocholistictherapy.com ) Location: 2900 Bristol St. Suite J204, Costa Mesa, Ca 92626 Number: (949) 298-5251 Jamie.octherapy@gmail.com 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website) This podcast is for informational and educational purposes only. It is not to be construed as legal advice specific to your circumstances. If you need help with any legal matters, be sure to consult with an attorney regarding your specific needs.
When should a parent reach out to a special education attorney as opposed to an IEP advocate? In this episode, Amanda and I, along with IEP advocate and law student, Victoria Lucero, cover the top 10 instances when a special education attorney is the appropriate person to help you and your child. For full show transcript, visit our site here. What You’ll Learn in This Episode: We chat with our guest, IEP advocate Victoria Lucero and hear about her background and what led her to going to law school. Our intern Victoria offers her insight from an IEP advocate perspective while Amanda and I offer ours from a lawyer's perspective on the following instances: If the child is struggling in school If the child is being bullied When a parent asks for intervention, but the school is non-responsive When a district refuses services during an IEP meeting If the parent leaves IEP meetings more confused than they were before When the parent feels alone during meetings even when there are several people on the IEP team When a parent isn’t a native English-speaker During disciplinary actions like suspension or expulsion When a parent unilaterally places their child in a private school, non-public school, or private agency for tutoring
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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)
In order to understand why our education systems and laws are the way they are, it’s important to explore how they were formed and how they are currently enforced. In this episode, Vickie and I chat about the basics of our federal and state education laws and how the two work together to create your student’s education system. For full transcript of episode, visit our site here. What You’ll Learn in this Episode: How the US is unique with its federal education system The interaction and connection between State laws and Federal laws The structure of enforcement of Federal laws in the various states How the federal education system protects the right to education for every student What agency is responsible for enforcing education laws in each state Discrimination against students living with disabilities is prohibited in public schools, but what about private schools? What is a SELPA and does your student’s school district have one? How schools are funded, specifically for programs geared towards students with disabilities, and how the monies are spent Are funding laws outdated? The conflicts between State and Federal laws, specifically as they relate to state teacher tenure laws
Resources Mentioned: US DOE https://www.ed.gov/ (website) – mission statement Office for Civil Rights website Department of Justice https://www.justice.gov/ (website) California Department of Education website https://www.cde.ca.gov/sp/se/as/caselpas.asp (Special Education Local Plan Areas) (SELPAs) Legislative Analyst’s Office http://www.lao.ca.gov/ (website) https://www.cde.ca.gov/fg/aa/se/ab602apptdat.asp (AB 602) Voice of San Diego article – Maria Srikrishnan, “When it comes to special education in Ca schools, funding is very unequal” https://en.wikipedia.org/wiki/Brown_Act (California Brown Act) Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)
There are many different types of assistive technology to help students living with disabilities in the classroom. In this episode, Amanda and I discuss the purpose of the various technologies available, the pros and cons of their use in school, and how an assistive technology specialist can help. For full show transcript, visit our site here. What You’ll Learn in This Episode: How the IDEA defines “technology” Why tablets are helpful as communication and accommodation devices, instructional tools, and for establishing access to the curriculum Can the use of technology be a requirement that is included in an IEP? Why and how school districts can be more evidence-based with their decision-making as to what particular device should be used What does an assistive technology specialist do and what role do they play in helping determine what technology a student is assigned Can any assistive technology issued by the school be used by the student at home? What are the pros and cons to using technology in school? Who is responsible for updating and maintaining any technological devices that are issued to students? The student or the school? What if cyberbullying occurs? Who is responsible for handling that situation? Are brand name, top-notch devices necessarily required? Why schools can consider their budget when choosing devices
Resources Mentioned: Communication access realtime translation (CART) https://www.dol.gov/oasam/regs/statutes/sec504.htm (Section 504) of the Rehabilitation Act Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)
For the first half of this episode, we’re joined by Vickie’s cousin, Kenneth Rubi. Ken is an adult living with Autism and he joins us to share a little bit of his experience as a child and then as an adult living with a disability. After the interview, Vickie and I chat about the importance of student involvement in IEP planning meetings and explore situations where they shouldn’t be there. We also dive into who else can be present at IEP meetings and why they belong there. For the full transcript of the show, visit our site here. What We Cover in this Episode: What school was like for Ken when he was growing up, before political correctness became a thing How teachers responded to having Ken in their classrooms What it was like for Ken to be part of the IEP team when he was a student Getting passed over for a promotion and how that felt for Ken Why person-first language is the appropriate language to use Why it’s important for the student to be involved in the IEP planning meeting (and when they shouldn’t be there!) Who else should be present at IEP meetings?
Can you help us come up with a catchy podcast send-off? Send us a message on any of our social media platforms with your ideas! Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) https://twitter.com/iepcalifornia (Twitter) http://www.iepcalifornia.org (IEP website)
What’s the difference between full inclusion and mainstreaming? In this episode, we discuss some of the differences between the two in hopes of offering insight for parents who want to ensure their child(ren) receive the proper curriculum suitable for their needs. For full transcript of episode, visit our site here. What You’ll learn in this Episode: The meaning of full inclusion and mainstream education and how to tell the difference between the two What does LRE (Least Restrictive Environment) have to do with full inclusion and what do parents need to look for? How a child with special education needs can still be fully integrated into a general classroom while still addressing his or her needs outside of this classroom How can positive behavior of peers in a general education class affect the overall learning experience for the child with special education needs? If a child is being integrated into a general education program but at a slower pace year after year, are they really being integrated properly? Fully integrated Education systems versus Segregated Education systems How the cost-analysis often plays a big part in whether or not a child is going to get fully integrated How can making this decision affect the community as a whole? How mainstreaming should be carried out and what subjects in the curriculum should be mainstreamed and what should not The top 5 benefits of either mainstreaming or full inclusion and how to achieve them
Resources Mentioned: http://www.chimeinstitute.org/ (Chime Charter Elementary) “https://ici.umn.edu/index.php?products/view/385 (Meeting the Needs of Special Education Students: Recommendations for the Race-to-the-Top Consortia and States)” research report by Martha Thurlow, Rachel Quenemoen, and Sheryl Lazarus. Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) http://www.iepcalifornia.org (IEP website)
What are the 13 categories for determining student eligibility for special education? How are they practically (and legally) applied? In this episode, Amanda and I break down the different categories and explain, from a legal standpoint, what is necessary to be eligible under each one. For the full show transcript, please visit our website here. What You’ll Learn in this Episode: What the 13 eligibility categories for special education under the Federal Individuals With Disabilities Education Act (IDEA) are Why it’s more important to get through the door of eligibility rather than being concerned over which door to get through What does "specific learning disability" mean? Once you get through the eligibility door, that is when each child should receive an individual education plan (IEP) Why the medical diagnosis of a learning disability is different than the IEP in an academic setting Aside from the medical side of the disability affecting learning, there’s the processing side. What is that? What an emotional disturbance is Which eligibility categories require additional services What are the practical application of these eligibility categories
Resources Mentioned UCI Law School legal clinics https://www.psychiatry.org/psychiatrists/practice/dsm (DSM-5) Ca Education Code Section 56043 Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show. Be sure to connect with us and reach out with any questions/concerns: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) http://www.iepcalifornia.org (IEP website)
When should you hire a special education attorney versus going with an advocate? While many advocates can provide useful assistance to parents, when a complaint is filed against a school district, the process becomes complicated. It becomes necessary and important to reach out to an attorney. In this episode, we explore the situations when an advocate is not appropriate because of limitations in their advocacy. What You’ll Learn in this Episode: When should you go with a special education attorney and when should you go with an advocate? What is legitimate legal work and what is it that parent advocates can assist families with? What is the scope of legal representation? What does the law authorize advocates to do? How the law can be interpreted and applied to different scenarios differently, and why that's important to understanding the work lawyers do Why an advocate cannot assist with preparation of legal instruments and contracts like settlement agreements? What holds parents back from reaching out to attorneys? How the recent General Attorney opinion affects what advocates can and can’t
Resources: California General Attorney opinion Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) http://www.iepcalifornia.org (IEP website)
Mental health issues are serious concerns that face many students in our school systems, and the correlation between mental health issues and school shootings might surprise you. What are our schools doing to better equip themselves to deal with students who may show signs of mental health problems, especially if those problems eventually lead to school shootings? That is what we’re discussing in this episode. We’re taking a closer look at the Sandy Hook shooter, Adam Lanza, and sharing our thoughts on what happened. What you’ll learn in this episode: If a child proves to be academically capable, should that affect their IEP? What are some signs parents and teachers can and should look What are the school’s obligations and how can we bridge that gap between the school and parents? What resources are out there to help parents who are dealing with a child with mental health problems?
Resources Mentioned: COPAA - Sandy Hook Report California Department of Health Care Services Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice. 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 in 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: https://www.facebook.com/IEPcalifornia/ (Facebook) https://www.instagram.com/iepcalifornia/ (Instagram) http://www.iepcalifornia.org (IEP website)