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In this episode, Colleen Ashford goes solo to talk about one of the most underutilized tools in a child's IEP journey; their own self-knowledge. Colleen makes the case that when learners actually understand their diagnosis, can talk about their IEP goals, and know what their accommodations and services are for, something shifts. Their self-concept gets stronger. Their ability to advocate for themselves grows. And it compounds over time in ways that show up in middle school, high school, college, and beyond. Colleen digs into why there is no "right age" to start these conversations and why waiting communicates shame even when that's never the intent. She talks about the power of neurodivergent peer relationships and adult mentors who don't just tolerate neurological difference but genuinely value it. And she makes the case for books and shows as a low-pressure, character-first entry point into what can feel like a loaded conversation. With summer around the corner, this episode is a nudge to start the lifelong discussion about knowing oneself, before the school-year begins again. Key Takeaways: Why learner self-knowledge is paramount to understanding the “why” behind goals, accommodations and services The myth of the "right age" to talk about diagnoses, IEP goals, and accommodations — and why starting earlier makes the conversation feel less heavy  How accommodations that are explained are accommodations that actually get used — and why kids who understand their supports feel less shame asking for them The role of positive peer relationships with other autistic kids and teens, and why seeing yourself reflected in peers matters as much as having ND affirming adults in your corner Children are not just “students” they are people and they exist as community members outside of school, teaching them how to self-advocate for accommodations in after-school activities or summer activities, broadens their concept of self and can increase their access to community over time How books and shows featuring neurodivergent characters can open doors to this disclosure conversation and teach non-disabled peers about ways of being different too Why summer is the ideal time to begin this lifelong conversation; lower stakes, no IEP meetings, and concept of self developing outside of being a “student” Connect with Colleen Ashford: On Instagram: https://www.instagram.com/theadvocate.slp/  Her website: www.theadvocateslp.com  TPT Store: https://www.teacherspayteachers.com/store/the-advocate-slp @Bemespeech AKA Stephanie Boron’s Amazing Google Doc of Resources for Autistic folks and their supporters- linked to page with book read aloud videos: https://docs.google.com/document/d/1mEhTZHmcFfqugT7QENPtttFW5QhwYsBsokDEXdVSen4/edit?tab=t.r5lm55il3bvm Bio: Stephanie Boron is a pediatric SLP with a passion for creating safe and inclusive spaces for neurodivergent clients and their families. She specializes in neurodiversity-affirming, child-led evaluation and treatment, and she has a special interest in gestalt language processing. As a firm believer that disability rights are human rights, Stephanie is committed to mentoring the next generation of clinicians to empower their clients and advocate for change in their communities.  From: https://communication.northwestern.edu/faculty/stephanie-boron.html

In this episode, Colleen Ashford talks with Amber Moore, school psychologist of ten years and creator behind @TheRelatableSchoolPsych account on Instagram. They dig into the often misunderstood world of autism evaluations in schools — what the process actually looks like, why it differs from a medical diagnosis, and how school psychologists can make the whole experience less overwhelming for families. Amber brings a decade of experience across PreK through 12th grade and a genuine commitment to showing up honestly, both in her work and online. Amber and Colleen explore what it really means to evaluate a child — beyond the scripts and the scores — and why writing reports that actual humans can understand is a form of advocacy in itself. They talk about the power of sharing results with families before the IEP meeting, the emotional weight diagnostic paperwork can carry for parents, and why building trust is the foundation of any good evaluation. They also zoom out to look at how shifts in general education are shaping the landscape for neurodivergent students, and where the bright spots are. Key Takeaways: The distinction between educational eligibility for autism and a medical diagnosis — and why that difference matters for families navigating both systems Why parent accessibility in evaluation reports isn't just a courtesy, it's a collaboration strategy — and practical ways to make reports less clinical and more human How Amber approaches assessments differently depending on a child's communication style and needs, and what tools she reaches for  The case for reviewing assessment results with families before the IEP meeting to reduce fear, build trust, and make the meeting itself more productive How changes to general education classrooms are affecting neurodivergent students — and what a more neurodiversity-affirming approach could look like The importance of mentorship and professional community for early-career school psychologists, and how Amber is building that through her resources and online presence You can find Amber on Instagram at https://www.instagram.com/therelatableschoolpsych/  and if you’re a school psych wanting to join her cohort- dm her the keyword COHORT You can browse her parent guides, assessment tips, and family engagement tools in her TPT store:https://www.teacherspayteachers.com/store/the-relatable-school-psych Connect with Colleen Ashford: On Instagram: https://www.instagram.com/theadvocate.slp/  Her website:  ⁠www.theadvocateslp.com⁠  Drive/Toolkit for psychs: https://stan.store/therelatableschoolpsych/p/school-psych--sped-toolkit-custom-docs-ondemand-copy?utm_source=ig&utm_medium=social&utm_content=link_in_bio&fbclid=PAZXh0bgNhZW0CMTEAc3J0YwZhcHBfaWQMMjU2MjgxMDQwNTU4AAGn0qoybBVMM73CjKxALyZ3Hqfvbk7q-C6e3nflTRxazMM5rVWMXK3Gdr1Nfcs_aem_A8rJYQuWKi3v0DrY5Tgk0gDISCLAIMER: Colleen is a licensed SLP and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.

UREGNT!  IF YOU ARE A MISSOURI RESIDENT PLEASE SCROLL TO THE BOTTOM FOR THE BILLS AND CONTACT YOUR REPRESENTATIVES BY MAY 15, 2026. In this episode, Colleen sits down with Tracey Bloch — Executive Director of the Missouri Disability Empowerment Foundation (MoDE) — for an urgent and unflinching conversation about seclusion and restraint in Missouri schools. Tracey Bloch brings both lived experience and hard-won expertise to this conversation. Once a self-described uninformed parent lost in a difficult IEP situation with nowhere to turn, she found MoDE, was guided through the process, and dedicated herself to doing the same for others. As Executive Director, she has become a leading voice in Missouri for legislative accountability, data transparency, and systemic change that protects disabled students. The numbers from the DOJ’s report are staggering. After a 21-month federal investigation, the U.S. Department of Justice found that Special School District — which serves over 23,500 students across 22 school districts in St. Louis County — secluded more than 300 students nearly 4,000 times and restrained almost 150 students 777 times over just two school years. The DOJ concluded these practices violated Title II of the Americans with Disabilities Act, the district has yet to make any meaningful change. Source: https://endseclusion.org/2026/03/07/missouris-wake-up-call-after-the-dojs-findings-its-time-to-ban-seclusion-in-all-schools/ Missouri already has a law on the books. Senate Bill 152, passed in 2021, established that seclusion and restraint may only be used in the event of imminent danger of physical harm; that parents must be notified within one hour of the end of the school day; that incident reports must reach families within 5 days and the state within 30; and that all personnel must complete annual training on permitted techniques.   Now two more bills are moving through the Missouri legislature — and time is running out  ⚠️ THE WINDOW TO ACT CLOSES MAY 15TH, 2026 The Missouri legislative session ends May 15. Both HB 2304 and HB 2933 must move to the Senate before the session adjourns or they die. Contact your Missouri state senator now and tell them these bills matter. Links to both bills are below.   KEY TAKEAWAYS   * What seclusion and restraint mean under Missouri law — and which specific techniques are prohibited under SB 152 (2021) * The DOJ's findings against Special School District in St. Louis * What HB 2304 and HB 2933 would change * Why data transparency is still a critical gap — and how FOIA/Sunshine requests can help parents and advocates expose what districts aren't reporting * The risks of inadequate or misapplied staff training * What trauma-informed, humane alternatives to seclusion and restraint look like in practice * Why advocacy must operate on both levels at once: at the IEP table and at the state capitol CONNECT WITH TRACEY BLOCH & MoDE Missouri Disability Empowerment Foundation: ⁠https://www.moempower.org⁠  Facebook: ⁠https://www.facebook.com/MoDEfoundation⁠ Instagram: ⁠https://www.instagram.com/mode.foundation/⁠ CONNECT WITH COLLEEN ASHFORD On Instagram: ⁠https://www.instagram.com/theadvocate.slp/⁠ DISCLAIMER: Colleen is a licensed SLP and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.

In this episode, Colleen breaks down one of the most disorienting transitions families in the disability community face — the moment a child turns three and ages out of early intervention. If you've had therapists coming to your home and goals built around your family's life, and then suddenly found yourself sitting across a table from a school district team you've never met, this episode is for you. We cover the history of how early intervention became federal law, the difference between an IFSP and an IEP, what the transition process is legally required to look like, why eligibility criteria change at age three, how implementation varies by state, where things commonly go wrong, and the emotional reality of moving from home-based sessions to a school setting. Key reminder: Transition planning must begin at least 90 days before your child's third birthday. If your child has a summer birthday, start earlier than you think you need to. Placement must be based on your child's needs — not what the district has available. Follow Colleen on instagram: https://www.instagram.com/theadvocate.slp/?hl=en Check out Colleen's FREE resource on TPT for how to request a special education evaluation for your child: https://www.teacherspayteachers.com/Product/How-to-Request-a-Special-Education-Evaluation-IEP-Parent-Handouts-15705791 SOURCES: Early Intervention, Then and Now — History of Part C of IDEA and the original 1986 Congressional findings. parentcenterhub.org/ei-history Overview of Early Intervention — Eligibility, the IFSP process, and timelines. parentcenterhub.org/ei-overview Transition to Preschool — The legal transition process from Part C to Part B. parentcenterhub.org/transitionpreschool IDEA Part C — Congressional Research Service — Federal overview of Part C requirements and state implementation data. congress.gov/crs-product/R43631 Early Childhood Technical Assistance Center — Lead agency information by state. ectacenter.org/partc/partc.asp DISCLAIMER: Colleen is a licensed speech-language pathologist and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.

In the second of two episodes, Colleen speaks with Dr. Daniella Boyd— creator of the account @autism.conmigo that blends the professional with the personal while thoughtfully documenting her family’s experiences with homeschooling, community integration with sound advice for parenting Autistic children and advocacy for all marginalized peoples. Dr. Daniella brings a rare and powerful perspective. As a former public school teacher and instructional coach, she has spent over a decade supporting multilingual learners, disabled students, and teachers. She holds a master’s degree from Harvard and a doctorate in Curriculum and Instruction from the University of Florida. She is also a DIR Floortime® certified practitioner, a board member of the New Schools Venture Fund for Learning Differences, working to fund innovations in learning differences, and a parent to two autistic children. As a late-diagnosed Autistic and ADHDer herself and the daughter of Ecuadorian immigrants, Dr. Daniella can speak to many aspects of her identity and shares how its intersections shape the way she parents, advocates, and reimagines education. This conversation challenges traditional systems while offering grounded, practical ways families can advocate for more inclusive, affirming, and responsive learning environments. Throughout these episodes, Colleen and Dr. Daniella discuss what led her to homeschool, how she blends frameworks like DIR Floortime, Montessori, and Universal Design for Learning. Dr. Daniella also offers clear, actionable insight into navigating the IEP process, advocating for meaningful accommodations, and building systems that center connection, regulation, and authentic learning. This episode is both validating and activating—for parents, educators, and anyone who wants to better understand how to support neurodivergent learners in ways that honor their humanity. Key Takeaways: Daniella’s journey from educator to parent advocate, and her late diagnosis as Autistic and ADHDer Why the principles of DIR Floortime can work for anyone in any setting The role of community, cultural identity, and allyship in advocacy and how non-parents can advocate for inclusive, equitable education spaces Inclusion is not just placement—it requires thoughtful design, flexibility, and responsiveness to each child. Parents are essential members of the IEP team and have the right to ask detailed, clarifying questions. Rigid systems often fail neurodivergent learners; connection, regulation, and relationship must come first. Homeschooling can be a powerful option, but it also reflects gaps in traditional school systems that need to be addressed. Advocacy is both personal and systemic—real change requires both. Connect with Dr. Daniella Boyd:  On instagram: ⁠instagram.com/autism.conmigo⁠ Her website: ⁠https://allplayisok.com/⁠ Connect with Colleen Ashford: On instagram: ⁠https://www.instagram.com/theadvocate.slp/⁠  Her website:  ⁠⁠www.theadvocateslp.com⁠⁠  TPT Store: ⁠https://www.teacherspayteachers.com/store/the-advocate-

In the first of two episodes, Colleen speaks with Dr. Daniella Boyd— creator of the account @autism.conmigo that blends the professional with the personal while thoughtfully documenting her family’s experiences with homeschooling, community integration with sound advice for parenting Autistic children and advocacy for all marginalized peoples. Dr. Daniella brings a rare and powerful perspective. As a former public school teacher and instructional coach, she has spent over a decade supporting multilingual learners, disabled students, and teachers. She holds a master’s degree from Harvard and a doctorate in Curriculum and Instruction from the University of Florida. She is also a DIR Floortime® certified practitioner, a board member of the New Schools Venture Fund for Learning Differences, working to fund innovations in learning differences, and a parent to two autistic children. As a late-diagnosed Autistic and ADHDer herself and the daughter of Ecuadorian immigrants, Dr. Daniella can speak to many aspects of her identity and shares how its intersections shape the way she parents, advocates, and reimagines education. This conversation challenges traditional systems while offering grounded, practical ways families can advocate for more inclusive, affirming, and responsive learning environments. Throughout these episodes, Colleen and Dr. Daniella discuss what led her to homeschool, how she blends frameworks like DIR Floortime, Montessori, and Universal Design for Learning. Dr. Daniella also offers clear, actionable insight into navigating the IEP process, advocating for meaningful accommodations, and building systems that center connection, regulation, and authentic learning. This episode is both validating and activating—for parents, educators, and anyone who wants to better understand how to support neurodivergent learners in ways that honor their humanity. Key Takeaways: Daniella’s journey from educator to parent advocate, and her late diagnosis as Autistic and ADHDer Why the principles of DIR Floortime can work for anyone in any setting The role of community, cultural identity, and allyship in advocacy and how non-parents can advocate for inclusive, equitable education spaces Inclusion is not just placement—it requires thoughtful design, flexibility, and responsiveness to each child. Parents are essential members of the IEP team and have the right to ask detailed, clarifying questions. Rigid systems often fail neurodivergent learners; connection, regulation, and relationship must come first. Homeschooling can be a powerful option, but it also reflects gaps in traditional school systems that need to be addressed. Advocacy is both personal and systemic—real change requires both. Connect with Dr. Daniella Boyd:  On instagram: instagram.com/autism.conmigo Her website: https://allplayisok.com/ Connect with Colleen Ashford: On instagram: https://www.instagram.com/theadvocate.slp/  Her website:  ⁠www.theadvocateslp.com⁠  TPT Store: https://www.teacherspayteachers.com/store/the-advocate-slp

Ever wish you knew what an advocate was going to look for in your student’s IEP?  Are you curious about what makes an IEP strong and specific?  In this episode, advocate and former school speech-language pathologist, Colleen Ashford M.S. SLP, shares her basic 10-point checklist to evaluate the quality of IEPs, ensuring the document gives a complete and humanizing picture of the unique student in order to truly provide the student a free and appropriate education. She also gets into the reason an IEP needs to “pass the stranger test” and be readable and understandable by anyone unfamiliar with the student. Why robust present levels are the foundation of a solid IEP The importance of accurately documenting parent input and concerns in the correct section Why the Assistive Technology section of Special Factors should not be blank Developing clear, measurable goals with short-term objectives and baselines How to specify accommodations and testing modifications to pass the stranger test The significance of detailed minutes broken down by academic areas for transition planning How to create specific, “paint-by-numbers” IEPs rather than basic coloring pages The importance of consistent progress reporting, more than 2x a year Get the Check-list: https://www.teacherspayteachers.com/store/the-advocate-slp https://www.cde.ca.gov/sp/se/sr/atexmpl.asp Connect with Colleen Ashford: Instagram - https://www.instagram.com/theadvocate.slp/ www.theadvocateslp.com This episode equips advocates, parents, and educators with practical tools to assess and improve IEPs, ensuring they are comprehensive, personalized, and legally sound. Whether you're reviewing new drafts or preparing for meetings, these insights will help you advocate more effectively. Colleen is not a lawyer and this podcast is not legal or medical advice.

In this episode, Colleen Ashford talks with Kaitlin Cruise, former special education teacher and current special education advocate and tutor in DFW, Texas. They dive into the uncomfortable realities of scheduling special education services, co-teaching as a new grad and losing your lunch hour. With vulnerability and honesty, Kaitlin shares the final event that led to her leaving the classroom and how she pivoted into running a homeschool co-op and then tutoring. Cruise Capabilities now fills a gap for students who need 1:1 instruction, and offers IEP advocacy; and Kaitlin’s new career has allowed her time and energy to advocate for public education from outside the system. She and Colleen talk about the impact of vouchers and the driving forces behind them, lament the horrors the United States has decided to fund instead of IDEA and emphasizing the importance of participating in democracy and caring about policy at the local and federal levels.  Key Takeaways: Honest reflections on how economic disparities were reflected in special education caseloads across the district she taught in How her business, Cruise Capabilities was borne out of burnout, grief and pandemic needs and has evolved into a business that sustainably supports students both inside and outside of school through both tutoring and advocacy at IEP meetings How the Texas Education System “tracks” students who receive special education based on communication abilities and behavioral support needs The nitty-gritty nuance of “school choice” and private-school vouchers and our concerns for segregation of disabled students and lack of transparency and accountability  School board meetings- why she attends and why we should too Why hope is the only option when the goal is collective liberation. *Kaitlin mentions Colleen talking about futurism and collective liberation at the end of the episode and Colleen would like to make sure to credit those authors and thought leaders she learned about those concepts from including but not limited to: Audre Lorde, Kimberlé Crenshaw and bell hooks. If you work in the Dallas Fort-Worth Area you can work with Kaitlin as a tutor or advocate!Find her at  https://www.cruisecapabilities.com/ On instagram: https://www.instagram.com/cruise_capabilities/ On Tiktok: https://www.tiktok.com/@cruise.capabilities  You can find Colleen on instagram @theadvocate.slp and at www.theadvocateslp.com  The Guide to Becoming an Advocate on the Inside: https://theadvocateslp.myflodesk.com/theadvocacyguide

In this episode of the Unfiltered IEPs, host Colleen welcomes Dr. Angelyn Franks, SLPD, CCC-SLP, and founder of the Alignment Revolution, to discuss how educators and clinicians can address their burnout by rooting their careers authentic alignment with their core values. Drawing on over 15 years in healthcare and education,, Angelyn shares her journey from school-based SLP to burnout coach, offering practical strategies for mindful decision-making, values-based advocacy, and sustainable professional growth. Together, Colleen and Angelyn explore the systemic pressures that contribute to burnout, the importance of core values in guiding professional choices, and ways to bring mindfulness, curiosity, and authentic communication into IEP meetings and team collaborations. Key Takeaways: Understanding how systemic barriers and workload pressures contribute to burnout Using mindfulness and curiosity to regulate stress and support emotional well-being Identifying core values like connection, authenticity, and equity to guide professional decisions Practical strategies for advocating for yourself while navigating complex school systems Building trust, transparency, and authentic engagement in IEP meetings Tools and routines for daily stress reduction and emotional regulation The importance of self-awareness in fostering collaboration and reducing defensiveness Tips for making sustainable, small adjustments that prevent chronic stress Resources for ongoing support through coaching, membership communities, and podcasts The 7 Key Attitudes of Mindfulness: Non-judging: Observing thoughts and feelings without labeling them as good or bad, or engaging in self-criticism. Patience: Understanding and accepting that things have their own ripening time; giving yourself time to experience the present without rushing. Beginner's Mind: Approaching experiences with curiosity and openness, as if for the first time, to avoid falling into routine, automatic reactions. Trust: Fostering faith in yourself, your intuition, and your own feelings, rather than relying solely on external authority. Non-striving: The rare, non-goal-oriented attitude of simply being, rather than trying to fix or change the present moment. Acceptance: Acknowledging things as they are right now, rather than resisting or ignoring them, which creates a foundation for wisdom. Letting go: Releasing the need to cling to desirable thoughts or push away unpleasant ones; allowing experiences to pass.  You can find Dr. Angelyn Franks at :  https://www.instagram.com/dr.angelynfranks/ https://www.instagram.com/chill.slp.podcast/ https://creators.spotify.com/pod/profile/chill-slp https://alignedwithangelyn.com/ https://stan.store/drangelyn

In this episode of the Unfiltered IEPs, host Colleen welcomes Brittany Musholt, a pediatric SLP, business owner, mom and author, to discuss the realities of working in school-based speech therapy, including ethical tensions, staff burnout, contracting vs. direct hire, and innovative approaches to service delivery like telepractice. Brittany shares her insights on advocating for system change, supporting neurodiverse learners, and fostering caregiver engagement through literacy practices. Key Takeaways: The ethical tensions between student needs and systemic limitations in schools How low wages and high caseloads impact SLP wellbeing and retention The benefits and challenges of independent contracting versus traditional employment Strategies for advocating at the district and policy levels The role of telehealth and SLPA utilization in expanding service capacity Building trust and connection with families in virtual settings The importance of literacy and caregiver education in supporting speech and language development Tips for creating inclusive, family-centered IEP meetings Brittany’s journey as a small business owner and children’s book author! You can find Brittany:  https://www.littlemoosespeechtherapyllc.com/ https://www.instagram.com/brittmooseslp/ https://www.tiktok.com/@thatspeechmom You can her book, A Tail of Empathy: Rocky Gains a Brother on Amazon: https://www.amazon.com/Tail-Empathy-Rocky-Gains-Brother/dp/B0F6WFWPRQ/ref=sr_1_1?crid=15CTYV1I0CR49&dib=eyJ2IjoiMSJ9.zBmwMl-yN72JVr5UGqqgsA.bSItnDAw1TeU1os3f8bMtSmjInw4dH0mvFVwyRQVvDQ&dib_tag=se&keywords=A+Tail+of+Empathy%3A+Rocky+Gains+a+Brother%2C&nsdOptOutParam=true&qid=1772053173&sprefix=a+tail+of+empathy+rocky+gains+a+brother%2C+%2Caps%2C159&sr=8-1 Also mentioned: Elise Mitchell with https://www.thetherapistsupportnetwork.com/

In this episode of the Unfiltered IEPs podcast, host Colleen Ashford MS SLP, speaks with Nichole Carrasquillo-Stumpf M.S. CCC-SLP, a bilingual speech language pathologist, about her journey in the field, the challenges faced by bilingual SLPs in public schools, and the importance of cultural connection in therapy. They discuss equity issues in bilingual education, the difference between language differences and disorders, and the systemic changes needed to better support bilingual learners. Nichole shares her transition from working directly for a school district to owning her own private practice and becoming a outside contractor, all while maintaining her commitment to empowering bilingual families through resources and education. Key Takeaways Bilingualism is a cultural gift that should be celebrated! Bilingual SLPs often face an invisible workload in schools that contributes to burnout. Parents of bilingual children NEED to be informed about their rights in the IEP process. Equity issues arise when parents are unaware of their rights and the resources available to them. Understanding the difference between language difference and disorder is crucial for accurate assessments and proper special education eligibility determination. The transition to private practice can empower SLPs to advocate more effectively for their clients from outside the school system.  Systemic changes are needed in schools to better support bilingual learners and their families and bilingual programs should be designed with research and evidence-based practices in mind. Creating resources for bilingual families is a labor of love that can help bridge gaps in resources for minority dialects! You can find Nichole at  @topitopitherapy (Instagram,Tiktok, Facebook) www.topitopitherapy.com And you can find Vocabulario Boricua at https://www.vocabularioboricua.com/es

Welcome Back to Season 2 of Unfiltered IEPs! Follow or Subscribe to the Podcast so you never miss an episode! Find digital downloads like "The Guide to Becoming an Advocate on the Inside" here: https://theadvocateslp.myflodesk.com/linkinbio In this episode, Rachelle Ashford M.ED, Ed.S shares her extensive experience in special and general education, emphasizing the importance of personalized IEPs, collaboration among educators, and fostering student independence. Her insights highlight how to create effective, equitable learning environments for diverse learners. Rachelle's journey through early childhood, special education, and leadership rolesThe co-teaching model: benefits, challenges, and best practicesHow technology supports diverse learners in the classroomStrategies for developing meaningful IEPs and avoiding generic goalsThe role of collaboration among teachers, specialists, and familiesTransition planning from middle to high school: how to prepare students effectivelyThe impact of school choice, including selective enrollment and neighborhood schoolsHow principals and administrators can impact IEP effectiveness and school cultureRed flags in IEP documents: recognizing and correcting non-individualized goalsBuilding student self-advocacy and confidence through formative feedbackCollaboration beyond the classroom: engaging specialists and families The book Rachelle referred to about Co-Teaching: https://www.amazon.com/Co-Teaching-Dos-Donts-Do-Betters/dp/1416629181

In this bonus episode, Colleen gets into the nitty gritty about 2 out of the 3 mindset shifts inside The Guide To Becoming an Advocate *On The Inside* 1. An IEP is an group project, NOT a presentation 2. We’re not picking off the menu, we’re writing the recipe 3. Treat every parent like they're "High Profile" To get the full breakdown of all three mindset shifts in hand-out form, head to: Teachers Pay Teachers: https://www.teacherspayteachers.com/store/the-advocate-slp

In this episode, Colleen (@TheAdvocate.SLP) is joined by her friends, two passionate bilingual general education teachers, Melissa and Ivania, to discuss the intersection of bilingual education and special education. Each with over a decade of classroom experience, Melissa and Ivania share their firsthand perspectives on being part of IEP teams, supporting multilingual learners with disabilities, and navigating the realities of inclusion in a bilingual setting. This episode defines the differences between bilingual programs, the emotional and practical preparation for IEP meetings, and how improved collaboration, support, and communication really make a positive impact for all team members—especially for parents who speak languages other than English at home. Whether you're a special educator, SLP, administrator, or classroom teacher, this conversation offers valuable insights into what true inclusion looks like—and what still needs to change. Takeaways: 👋 How Colleen met Melissa and Ivania 💡 What inspired them to become educators 🏫 Types of bilingual programs 🧩 Inclusion in bilingual settings 📝 Preparing for IEP meetings as a Gen Ed teacher 🚫 Barriers in the system 👨‍👩‍👧 Supporting parents with limited English proficiency in the IEP process Please rate and review the podcast, comment about what surprised you or share with a friend! Find Colleen @theadvocate.slp on instagram!

In this episode, Colleen and Phương Liên Palafox discuss the study she co-authored on the invisible workload of school-based speech-language pathologists (SLPs) and what surprised her about the self-advocacy efforts of school based SLPs and what themes emerged within the qualitative data. Phương details what the systemic barriers SLPs face to real change within the school system and draws on her own experience as a leader within a school district to give Colleen some advice on how to advocate to administrators in a way that centers student needs.The two also discuss the importance of multicultural considerations and how critical it is to determine difference vs. disorder for multi-lingual learners during an evaluation for special education. Finally, Colleen read an excerpt from Phương's piece in the Centennial Edition of the ASHA Leader, and envisioning a future where inclusion and multilingualism are central to education in the US and the work of Speech Language Therapists is honored. Topics: Exploring the Invisible Workload Multicultural Considerations in Therapy Systemic Barriers and Advocacy Storytelling as a Tool for Change Envisioning a Better Future A Future That Brings Students From Margins to Momentumhttps://leader.pubs.asha.org/do/10.1044/leader.FTR1k.30092025.slp-schools-inclusivity.40/full/ The Invisible Workload of School-Based Speech-Language Pathologists Who Identify as Overwhelmed: A Grounded Theory Study Authors: Phương Liên Palafox, Tobias A. Kroll, and Makinna Morganhttps://pubs.asha.org/doi/10.1044/2025_LSHSS-24-00098If you are not able to access the article through ASHA, please email [email protected] Books by Phương Liên Palafox can be found at https://bookshop.org/ Titles: The Heartbeat of Speech Language Pathology: Changing the World One Session at a TimeBuoy Inquire about speaking events or professional development at www.phuonglienpalafox.com On Instagram @phuonglienpalafox https://www.facebook.com/phuonglienpalafoxSLP For more Unfiltered Content Follow Colleen @theadvocate.slp on Instagram & comment, follow and share the Pod with a friend!