In this episode of Teaching Autism & Special Education with Nikki, we’re talking about advocacy — the kind you need when you know what a student needs, but the system just isn’t moving.

You know the feeling.... You’ve got the data.. You’ve got the experience... You can see the pattern clear as day… and yet you’re stuck in meetings that go nowhere, hearing “we’ve tried that” or “they just need to cope.”

This episode is for that moment.

Because advocacy doesn’t have to mean arguing, burning bridges, or leaving the meeting feeling shaky and drained. It can be calm, professional, strategic — and actually effective.

What advocacy really is (spoiler: it’s not fighting)

Why you are the expert on your students.. even if it doesn’t always feel that way

How to use data in a way that actually gets listened to

A simple way to phrase concerns in meetings without sounding emotional or “difficult”

What to say when you hit resistance (without losing your cool)

Why writing things down matters more than you think

How to build allies so you’re not advocating alone

When it’s okay to escalate, and how to do it properly

Why advocating for yourself matters just as much as advocating for students

Advocacy isn’t personal.. it’s professional

Calm beats loud every single time

Data tells a story when you give it context

You don’t have to be confident to be effective, just prepared

Small wins still count (and they add up)

If you’ve ever walked out of a meeting thinking “I should’ve said that differently” or “why is this so hard?” .. this episode is for you.

🎧 Listen in and let’s talk about how to advocate in a way that protects your students and your energy.

Hey teacher friend... few things sting like seeing a student suddenly “lose” a skill they worked so hard for. One day they’re thriving, and the next, it’s like they’ve forgotten everything.

Before you panic or question your teaching, take a breath - regression isn’t failure. It’s feedback. 💛
In this episode, we’re unpacking why regression happens, what it’s really telling you, and how to respond calmly, strategically, and compassionately - so your students (and you) can bounce back faster.

Why regression is a normal part of learning, not a setback

How to identify what’s really causing it (environmental, emotional, or developmental)

How to adjust supports instead of restarting from scratch

Ways to rebuild confidence, trust, and connection

Language shifts that keep communication hopeful and professional

Reframe it: “The skill needs a refresh,” not “We’re back to square one.”

Identify the why: Look for changes in environment, emotion, or expectation.

Adjust - don’t restart: Bring back visuals, routines, and scaffolds temporarily.

Rebuild through connection: Safety before skill.

Protect dignity: Support quietly and positively.

Give yourself grace: Regression doesn’t mean you failed - it means you noticed.

Regression isn’t a setback, it’s a signal.
Your students aren’t losing progress; they’re reorganizing, recalibrating, and preparing for their next step forward.

Hey teacher friend, today we’re diving into one of my favorite topics: The Least Dangerous Assumption, also known as The Presumption of Competence. 💛
It’s a mindset that completely changes how we see and support our students, especially in special education.

If you’ve ever wondered how to balance high expectations with realistic support, or how to make sure every child gets a fair chance to show what they know, this episode is for you.

What The Least Dangerous Assumption means, and where it came from

Why assuming competence matters so deeply in SPED classrooms

The harm of underestimating students (and how it limits opportunity)

Practical ways to live out this mindset every day

Real-life examples that prove access + belief = possibility

Give access first, then assess. Barriers often look like “can’t” when they’re really “can, with support.”

Use age-respectful materials. Adapt the task, not the dignity.

Provide real choices. Choice = voice = confidence.

Watch your language. Replace “can’t” with “not yet” or “still learning.”

Look for hidden understanding. Sometimes comprehension shows in the smallest cues.

Expect growth, even slow growth. Small wins are still wins.

When we presume competence, we teach from belief, not limitation.
The “least dangerous assumption” means giving every student access, dignity, and the chance to show what they know, because the risk of assuming too little is far greater than assuming too much.

Hey teacher friend - you’ve been tracking, tallying, and color-coding behavior data… but now you’re wondering, “Okay, what do I actually do with it?”

In this episode, we’re breaking down how to interpret behavior data.. what it really means, what it doesn’t, and how to use it to create real change for your students. Because data isn’t about numbers.. it’s about stories.

Why behavior data is meant to inform, not judge

The different types of data (frequency, duration, latency, ABC) - and what each reveals

How to look for trends and context, not just totals

Common data traps that can mislead you

How to identify a behavior’s function so you can support, not punish

Turning graphs and charts into practical classroom insight

Data + context = clarity. Numbers alone never tell the full story.

Look for patterns over time, not one-off incidents.

Pair quantitative data with notes and reflection. Your instincts matter too.

Focus on function: What purpose is the behavior serving?

Celebrate micro-progress. Shorter duration, quicker recovery.. it all counts.

Tell the story: When sharing data, lead with empathy, not statistics.

Behavior data isn’t proof of a problem... it’s a language.

Hey teacher friend, we’ve all been there.

The tone shifts, a student’s body tenses, and you can feel the energy in the room change.

What you do in that moment can completely shape what happens next.

In this episode, we’re talking about real de-escalation techniques you can use right now, what to say, what not to say, how to use your body language, and how to calm things before they spiral.

These are practical, realistic strategies you can start using today to keep your classroom, and yourself, steady when emotions rise.

Why escalation is communication, not manipulation

How to spot early warning signs before a meltdown

Simple language swaps that instantly lower tension

The power of body language, silence, and co-regulation

How to debrief after an incident and protect your own energy

Notice early. Pacing, clenched fists, or refusals are clues, not defiance.

Stay calm first. Breathe, drop your shoulders, lower your voice.

Say less. Try: “You’re safe.” “I’m here to help.” “Let’s take a break.”

Avoid ultimatums. Offer choices like “Sit or stand?” “Here or calm corner?”

Co-regulate. Model slow breathing, stay nearby, and wait quietly.

Debrief later. Once calm, reflect on what worked... for both of you.

You’re not giving in when you de-escalate, you’re giving safety.
Your calm presence is the most powerful tool you have. Connection first, correction later. 

Hey teacher friend, let’s talk inclusion. 💛
We all believe in it, but between IEPs, sensory supports, and a million tiny details, inclusion can start to feel like a full-time job on top of your full-time job.

In this episode, I’m sharing real, low-prep strategies that make inclusion doable, not perfect or Pinterest-ready, just practical, functional, and effective. These are the small changes that help every student belong without adding hours of prep to your plate.

What inclusion really means (and what it isn’t)

The mindset shift: same goal, different path

10 easy, low-prep strategies that make inclusion feel natural

How small environmental tweaks and routines make a big impact

Why presence matters more than perfection

Use visuals everywhere: step-by-step picture cues, first/then strips, finished bins.

Simplify tasks, not content: keep the learning goal, change the format.

Pair students strategically: rotating peer partners builds belonging.

Offer universal tools: fidgets, headphones, choice seating for everyone.

Anchor learning in routines: embed goals into morning meeting or snack time.

Model everything: short, clear directions + demonstration = instant inclusion.

Prioritize shared experiences: same lesson, different access points.

Inclusion doesn’t have to be perfect, it just has to be possible.
When you focus on simple visuals, clear routines, and flexible choices, you’re already creating a classroom where every student belongs.

Hey teacher friend, it’s that time of year when the real holiday stress hits. Not from your students. Not from admin. But from parents (and let’s be honest… ourselves, too).

Between “Will there be a Christmas concert?” emails and “Can you send one more update?” requests, it’s easy to feel like you’re being pulled in a dozen directions.
In this episode, we’re diving into how to handle parent pressure and classroom expectations with grace, clarity, and healthy boundaries.. so you can actually enjoy the season.

Why parent pressure usually comes from love and worry, not criticism

How proactive communication keeps things calm and predictable

Ways to balance festive fun with realistic classroom goals

Kind but firm responses for “Can you also…?” requests

Why your calm, consistent energy matters more than perfection

Send short weekly updates instead of constant replies

Share student wins before parents ask for progress

Clearly outline what events will and won’t happen

Reframe requests: “That’s a great idea, I’ll note it for next term!”

Keep your classroom “manageable,” not Pinterest-perfect

You don’t owe anyone “extra.”
You owe your students your calm, your care, and your energy, and that’s already more than enough.
Give yourself grace this season, teacher friend. The magic comes from connection, not chaos.

Hey teacher friend, feeling buried under glitter and wrapping paper right now? 🎄
If planning “fun” holiday activities feels more stressful than magical, this episode is for you.

Today, we’re talking about Inclusive Holiday Fun - simple, low-prep activities that actually work for every learner. No chaos, no pressure, no six-hour crafts. Just calm, accessible joy your whole class can enjoy (including you!).

What makes an activity truly inclusive for neurodivergent learners

How to balance festive fun with structure and predictability

Easy classroom ideas that keep engagement high and stress low

Tips for sensory-friendly crafts, movement, and literacy

Why connection and calm matter more than perfection

Predictable crafts: sticker trees, snowman matching, reindeer name crafts

Errorless learning: sorting, matching, and fine motor holiday tasks

Sensory play: snow dough, reindeer food bins, Christmas sorting tubs

Calm movement: snowflake stretching, reindeer run, freeze like a snowman

Inclusive themes: focus on winter, kindness, or penguins, not just Christmas

Inclusive fun isn’t about doing more... it’s about doing what matters most.
When your students feel safe, capable, and included, that’s the real holiday magic. ✨

Hey teacher friend, picture the scene.. it’s January, the laminator’s jammed, and your students suddenly seem to have forgotten everything.
Coats that used to be zipped? Now open.
Requests that used to be independent? Gone.
Routines that finally flowed? Out the window.

Before you panic, take a breath.
In this episode, we’re talking about why this happens, why it’s completely normal, and what you can do to help your students bounce back - calmly and confidently.

Why “skill loss” is really just skill dormancy (not failure!)

How to run a simple “Reset Week” to rebuild structure and confidence

Which skills truly need reteaching, and which just need reminders

How to help students re-regulate before diving back into academics

Gentle ways to reassure parents and set realistic expectations

Revisit visuals, routines, and familiar activities first

Focus on regulation before expectation

Start each day with success, even small wins

Use short, visual instructions and predictable transitions

Communicate calmly with families: “It’s not lost, it’s just resting.”

Regression isn’t failure, it’s feedback.
Your students aren’t starting over; they’re remembering how to feel safe and capable again.
Give it a week or two, and you’ll see their skills, and confidence, shine right back through.

Hey teacher friend, the holidays are here! 🎄
The tree’s up, the glitter’s flying, and your classroom smells like glue sticks and cocoa. But between concerts, dress-up days, and schedule changes, things can start to feel a little chaotic.

In this episode, we’re talking about how to bring calm back into your classroom with errorless learning and low-pressure activities, because your students (and you!) deserve success and peace during these busy weeks.

What errorless learning really means, and why it’s perfect for December

How it helps neurodivergent students feel safe, confident, and successful

Practical, low-prep activity ideas that still meet IEP goals

How maintenance work supports long-term learning

Why simplifying isn’t “slacking” ... it’s smart, sustainable teaching

Sorting and matching tasks: ornaments, colors, winter clothes

Velcro task boxes or file folders: structured and calming

Simple crafts: stickers, pre-cut pieces, guaranteed success

Movement breaks: “reindeer yoga” or “snowflake stretches”

Maintenance tasks: revisit familiar routines and visuals

Low-pressure doesn’t mean low-value.
The goal right now isn’t perfection, it’s preservation of calm, confidence, and energy.
Errorless learning gives your students success and gives you permission to breathe.

Find my favorite errorless learning activities here;

You can find all of my errorless learning activities and resources here.