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

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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.

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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.

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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:

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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:

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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:

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Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!

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IEP website

Email us: [email protected]

It’s the perfect time to give parents tips and best practices in navigating IEP meetings and working in collaboration with your school team. THE most important aspect of that collaboration is effective communication, and we have not one, but two communication experts joining us for today’s episode. Join us to learn more!

We are joined by Peggy S. Bud and Tamara L. Jacobson, the co-authors of Navigating Special Education: The Power of Building Positive Parent-Educator Partnerships. Together Peggy and Tamara have over 60 years of experience. Their book provides “a foundation for building proactive, positive partnerships that will lead to 21st century best practices for special needs students.

 Peggy Bud is a licensed speech-language pathologist, communications expert, author, and former school administrator. After leaving public education, Peggy founded Speaking Skillfully, which works with families, educators, and businesses to help them be effective communicators. In addition to blogging and writing policies/procedures, educational materials, and children’s books, Peggy also serves on the boards of several nonprofit organizations. 

Tamara Jacobson is an educational consultant, communications expert, speaker, and author. With an extensive background in education, Tamara serves as the executive director of East Coast Educational Consulting, where she helps school districts and families bridge the gap to understand each other and work together for the best interests of each child. 

Show Highlights:

• How to define “effective communication”--both verbal and 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:

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Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!

Twitter

IEP website

Email us: [email protected]

We are excited to follow up Episode 274 (Understanding the Enigma: Autism in Girls) with a Part 2 discussion with Melody Abbene. There are so many nuances of autism that we can understand better through the lens of Melody’s expertise. As most of the US is a few weeks into a new school year, this is the perfect time to have these helpful conversations to bring clarity to confused and frustrated parents. Specifically, today’s focus is on how to get diagnoses and services when there are no problematic behaviors at school. Join us to learn more!

Dr. Melody Abbene is a clinical psychologist who specializes in working with neurodivergent people, most of whom are autistic. She does therapeutic work and adult autism assessments and is based at LA Concierge Psychologist in the Los Angeles area. 

Show Highlights:

• Why we need an understanding of what autism looks like below the 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:

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IEP website

Email us: [email protected]

Here in mid-September, we are well into a new school year around the country. This is your friendly reminder to get ahead of any developing issues and schedule those IEP meetings now. Make those contacts with your school personnel in the spirit of collaboration and cooperation for the good of your student. 

 The focus of this episode is on the design plan that goes into brand-new school campuses and the innovations that can be made to existing school spaces. Today’s guest gives insights into the physical spaces that provide our kids of all abilities with the best indoor and outdoor learning environments. There are simple, economic solutions that any school can use to revamp and improve its campus. Join us!

Melissa Turnbaugh is a partner at PBK, the largest educational architecture firm in the country. In her role as the National Education and Innovation Leader, Melissa looks carefully at where education has been, where it’s going, and how to provide best practices research for school districts around what’s best for students and teachers. Melissa helps us interpret what the law says about the physical learning environments for kids with disabilities and providing safe spaces that are best for productive learning. 

Show Highlights:

• How Melissa and PBK work with both aging infrastructure in older schools and designing new 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:

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IEP website

Email us: [email protected]

As we are off and running into the new school year, we are sending out good vibes and best wishes to all parents and educators that 2023-2024 will be the best one yet! We always strive to bring you relevant information about topics that can help the students in your life get the very most out of their educational experience. Today’s show focuses on dyscalculia, a common math struggle for many students. Join us to learn more from today’s expert guest!

Dr. Sandra Elliott began her career as an educator at a time when most students with disabilities were still in institutions, following a system in total opposition to inclusive education. She has had a front-row view of the many changes that have occurred in American education. As a teacher on various levels and a principal, Dr. Elliott has worked with curriculum developers around mathematics. She is currently the Chief Academic Officer at TouchMath, a 48-year-old multisensory math program focusing on special education and all students who struggle with math. 

Show Highlights:

• A basic definition and explanation of dyscalculia: Dyscalculia is a neurodevelopmental disorder that impacts numerical reasoning, can be seen as early at three years of age, is not an intellectual disability, and is not curable.
• Why dyslexia has been more widely recognized and addressed than 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:

Facebook

Instagram–We are doing videos on Instagram, so connect with us there and send us your questions!

Twitter

IEP website

Email us: [email protected]