Have you ever wanted to talk to me on the phone while I'm driving? Didn't think so... but this week you get the opportunity anyway!!! Sit in traffic and talk inclusion with me!

I've had several friends, clients, and educators raise this question over the last couple of weeks: How much modification is appropriate for a student? Is there a limit, a tipping point, that would determine that a child's placement shouldn't be in the general education classroom? And if a child is accessing GenEd with a lot of modifications, what does assessment look like?

I've been asked that enough recently that I honestly started to question what I knew, so I've gone back and read - oh, I don't know - about 4 books on special education that EdD students read, 4 books on inclusive ed, and a couple on behavior - and I came up with the same answers. (And no, while this episode gives a great example of my rambly head, I'm not crazy!)

Please enjoy my diatribe on inclusion and modification!

If you’ve ever found yourself juggling all the things—family, advocacy, work, and maybe a touch of “why am I like this?”—this episode is for you.

I’m joined by Dr. Angelyn Franks, a speech-language pathologist turned mindfulness researcher, to talk about what burnout really looks like and how we can actually start managing stress in ways that work for us. We go deep into the difference between real, values-aligned self-care and the kind that just feels like another chore on your to-do list. (Spoiler: if your “relaxing” pedicure feels like a task, it might be time to rethink it.)

We also talk about the science behind chronic stress, why our bodies sometimes betray us, and how a little humor—plus maybe some “boob ice”—can go a long way in resetting your nervous system.

In this episode, we discuss :

• Why traditional self-care often backfires (and what’s actually helpful)
• The four hidden stress triggers that make your body go “nuts”
• How to recognize burnout before you hit the wall
• Practical ways to align self-care with your values so it actually works
• 
  

If you’ve been feeling wired, tired, or just plain done, take a deep breath. This episode is your reminder that you can’t pour from an empty cup—but you can refill it in ways that feel right for you.

Timestamps

• 00:00 Introduction and Greetings
• 00:08 Funny Story and Weekly Challenge
• 00:52 Inversions and Self-Care Strategies
• 02:05 Boob Ice and Coping Mechanisms
• 04:21 Guest Introduction: Angelyn Franks
• 04:59 Mindfulness and Stress Management
• 07:55 Burnout and Chronic Stress
• 13:37 Understanding Stress and Self-Care
• 14:37 Strategies for Managing Stress
• 16:04 Recognizing Stress Symptoms
• 27:25 Relative and Absolute Stressors
• 34:43 Final Thoughts and Where to Find Angelyn

What happens when the people who protect our students’ rights are suddenly… gone?

In this episode, I’m breaking down what’s happening inside the U.S. Department of Education—why hundreds of staff in special education and civil rights offices were laid off, what the courts are saying about it, and how it all connects to the larger story of a government shutdown that’s using our most vulnerable students as leverage.

I know—heavy stuff. But stay with me. This isn’t about panic; it’s about empowerment. My goal is to help you understand the facts so you can advocate confidently for your child, your students, or your community.

In this episode, I share:

• What triggered the mass layoffs at the Department of Education—and which offices were hit hardest
• How the American Federation of Government Employees v. Trump lawsuit led to a temporary restraining order (and what that really means)
• Why IDEA and students’ rights still stand—but why enforcement could become dangerously thin
• What this could mean for states, schools, and families in the coming months
• Practical steps you can take right now to make sure your child’s education plan is protected
• 
  

This moment in education feels unsettling—but knowledge is power. We can’t control the headlines, but we can make sure our ducks are in a row, our documentation is tight, and our advocacy is strong.

If you’re ready to understand what’s happening—and how to prepare without spiraling into overwhelm—this episode will help you do just that.

What if something as simple as a nickname could change everything about how someone feels included?

In this episode, I'm getting personal about belonging—what it means, how we create it, and why it matters so deeply for our kids (especially those with disabilities navigating school and community spaces).

Drawing from my experiences as a mom, teacher, coaching, student, athlete, and human, I explore the surprising power of nicknames and small, intentional gestures that say "I see you. You belong here."

In this episode, I share:

• Why feeling loved and safe matters more than we realize (insights from my family law background)
• The "JB" effect: How Jack's middle school team used nicknames to create instant connection
• Simple strategies anyone can use: call-and-response, playful greetings, and building inside jokes
• What makes a great coach (or teacher, or aide): my community vs. technique framework
• Why belonging isn't just a feeling—it's something we can actively build

Whether you're a parent advocating for your child, an educator looking to strengthen your classroom community, or anyone who wants to create more inclusive spaces, this episode explores belonging in a practical way. 

Plus: Why you should be grateful this isn't smell-o-vision. (Trust me on this one—let's just say it involves a 90-pound black lab and a skunk.)

Have thoughts on belonging? I'd love to hear from you via email or DM on Instagram/Facebook.

"School choice" sounds empowering — but for kids with IEPs and 504s, it often means fewer protections, fewer services, and fewer options.

This week on the podcast, I’m breaking down what school choice really is, how it’s being pushed at the federal and state levels, and what it means for children with disabilities.

🎧 Listen now and learn how these policies could impact your child — and what you can do before making a move.

What really works when a child has ADHD and/or ODD? In this insightful (and delightfully real) conversation, I sit down with Dr. Rachel Schwartz—a special educator, Board Certified Behavior Analyst, and PhD in cognitive and physical disabilities—to unpack practical, research-backed strategies for kids who need more than “preferential seating and extra time.”

 Together, Dr. Rachel and I explore:

• Top-down vs. bottom-up strategies—and why matching the right approach matters.
• The role of executive functioning, motivation, and social skills in everyday success.
• How sleep, nutrition, movement, medication, and therapy all play a part in regulation.
• The misunderstood link between ADHD, ODD, anxiety, and perfectionism.
• Why regulation always comes before academics—and how parents and educators can shift expectations to support learning.

This isn’t a cookie-cutter checklist—it’s a compassionate, practical roadmap for supporting kids (and sometimes ourselves) with ADHD and ODD in ways that actually work.

📌 Resources Mentioned by Dr. Schwartz:

• https://www.additudemag.com/?srsltid=AfmBOopw5WRjHlN6F4NPP_3yz9Np3S-TFVa-gzDpaKdNxVe8pHWnvRP0
• https://www.russellbarkley.org
• https://chadd.org
• https://a.co/d/16ga60Y
• https://a.co/d/6L6FdTq

If you’ve ever wondered why the usual interventions don’t always click—or how to better advocate for tailored supports—this episode is packed with the wisdom and tools you need.

We're wrapping up our look at the University of Florida Literacy Institute (ULFI)'s reading interventions by checking out some of the tools they have in their online toolbox. These include a Blending Board, A Word Work Mat, the Decodable Readers, and their training videos. I will pull them all up and give you a Behind the Scenes look into what UFLI instruction may look like. Then, we'll wrap ups til a list of questions that you can ask your child's team to ensure if it is porposing UFLI (or any other reading program that has or has not been giving the official Orton Gillingham (OG) stamp of approval.

• Lesson Planning and Implementation: https://ufli.education.ufl.edu/wp-content/uploads/2023/08/UFLIFoundations_Implementation_Support.pdf
• Fidelity Checklist: https://ufli.education.ufl.edu/wp-content/uploads/2025/05/UFLI-Foundations-Implementation-Fidelity-Checklist.pdf
• Word Work Mat: I used one of these with Jack before I got IMSE trained, and it was magic! https://ufli.education.ufl.edu/wp-content/uploads/2024/07/UFLI-Printable-Word-Work-Mat-Updated-July-2024.pdf
• Decodables: https://ufli.education.ufl.edu/wp-content/uploads/2025/03/UFLI-Supplemental-Decodable-Passages.pdf
• Daily Lesson Plans: https://ufli.education.ufl.edu/foundations/toolbox/

In this episode we're still pulling the curtain back a little more on Orton Gillingham and UFLI's Lesson Planner. We're looking at each step of the 2-day lesson plan and talking bout what instruction looks like. That leads to some really important questions you can ask to ensure that your child is receiving multi-sensory, explicit, sequential, systematic, cumulative, diagnostic, and structured yet flexible instruction. Since I'm trained in IMSE, I provide a little insight into how UFLI and IMSE differ, which may also lead to some helpful questions and insights.

“My child is in a reading intervention… but is it really OG?”

If you’ve ever asked this question, you’re not alone — and this week’s episode will help you find the answer. I've had so many schools say they're doing OG when they're really doing anything BUT ... buuuttttt it's hard for the lay advocate/parent to know how to understand what they are doing, and what they SHOULD be doing! That's why I've decided to dive into a popular curriculum, UFLI, to give you nitty gritty examples, lists of questions you can ask, and additional insights that will help ensure that whey they say, "We're doing OG, they're actually doing OG."

I’m sharing:

• 🔑 What makes a program truly OG
• 📚 How UFLI + IMSE model those principles
• 📝 The daily lesson structure you should be seeing

Grab your headphones — this one’s packed with insight you can use right away. 

New school year, new routines… and sometimes new frustrations.

In this week’s episode, I’m breaking down the most common pitfalls at the beginning of the school year for IEP teams—and what you can do about them.

From vague “good day/bad day” reports, to scheduling mix-ups, to delays in services, these are issues I see every single year. The good news? They’re fixable—and I’ll share practical strategies you can use to set the year up for success.

🎧 Listen now and take one big step toward smoother IEP collaboration this fall.