Episode 30: The Homecoming Project

Episode 32: Celebrating Growth — Reflecting on the Year Together

Before we close the backpacks, put away the lunchboxes, and officially end another school year… let’s pause for a moment and reflect on how far we’ve come. In this heartfelt reflection episode of The Whole Child Advocate, Dominique McLellan encourages parents, educators, and advocates to look back on the year not just through the lens of grades or unfinished goals — but through the lens of growth. This episode explores: ✨ creating your own family “progress report” ✨ celebrating advocacy wins and emotional growth ✨ recognizing the teachers, aides, therapists, and support staff who showed up for our kids ✨ why summer is about more than academics ✨ and how a whole child mindset means valuing rest, connection, confidence, and wellness too Dominique also reflects on the idea of creating a “PLAAFP” for ourselves and our systems — taking stock of what worked, what didn’t, and what we want to improve moving into next school year. Because growth doesn’t always look dramatic. Sometimes it looks like: • a child smiling before school • a successful transition • a parent walking into an ARD meeting more confident than before • or a nervous system finally getting the chance to rest 💡 “You don’t have to do it all perfectly. You just have to keep showing up.” ✨ Plus: Learn more about the upcoming launch of Whole Child Collective and our Summer Series beginning in June. #WholeChildAdvocate #SpecialEducation #IEP #ParentAdvocacy #WholeChild #Neurodiversity #SummerReset #504Plan #InclusiveEducation

Episode 31: The Child at the Center - A PLAAFP for Special Ed Systems

Have we forgotten the child at the center of special education? This week on The Whole Child Advocate, Dominique McLellan takes a deeply personal and professional look at the growing cracks in special education systems — from Houston ISD’s proposed restructuring plans to growing concerns in Ontario, Canada, to an ARD meeting happening this very morning near The Woodlands, Texas involving a student with Tourette’s whose disability-related behaviors are being treated more like a disciplinary problem than a need requiring support. This episode dives into: • predetermination and meaningful parent participation • negatively written IEPs and deficit-based thinking • why behavior plans must focus on regulation and skill-building, not punishment • how systems built for children have too often become centered around budgets, logistics, and adult convenience • and why it may be time for schools, districts, states, and even countries to complete a “PLAAFP” on themselves Because no matter the district, state, or country… the same painful truth keeps emerging: Parents are desperate to be heard. Teachers are overwhelmed. And children are caught in the middle. This is one of the most honest episodes of The Whole Child Advocate yet — and a challenge to all of us to do better for students, families, and educators alike. ✨ Plus: Learn more about the upcoming launch of Whole Child Collective — a place for meaningful parent connection, advocacy resources, courses, templates, and Whole Child Insight, our proprietary AI-powered special education support tool. Referenced articles: Houston ISD: https://www.click2houston.com/news/local/2026/05/15/hisd-parents-demand-answers-over-proposed-special-education-changes/ [https://www.click2houston.com/news/local/2026/05/15/hisd-parents-demand-answers-over-proposed-special-education-changes/] Ontario, Canada: https://nationalpost.com/opinion/randall-denley-special-education-for-ontario-kids-is-a-steaming-mess [https://nationalpost.com/opinion/randall-denley-special-education-for-ontario-kids-is-a-steaming-mess]

Episode 30: The Homecoming Project

The recent announcement of my local district’s Homecoming Project has sparked important conversations across our community — especially for families navigating special education. In this episode of The Whole Child Advocate, Dominique McLellan takes a balanced look at the initiative — highlighting both the potential benefits and the important questions parents should be asking. This episode explores: * What the Homecoming Project is and what it aims to do * How it connects to IDEA, FAPE, and Least Restrictive Environment (LRE) * The potential benefits of increased access to home campuses and community inclusion * The concerns around implementation, staffing, and individualized supports * Why one-size-fits-all approaches do not belong in special education Most importantly, this episode reinforces a critical truth: 💡 Special education is individualized — and every decision must remain centered on the child. Dominique also shares how parents can stay informed, ask the right questions, and engage with local leadership to ensure their child’s needs are met. ✨ Plus: Learn about the upcoming Whole Child Collective — a community designed to connect parents, provide trusted resources, and offer ongoing advocacy support, including access to Whole Child Insight, our AI-powered special education research tool. 🎧 Stay informed. Stay engaged. Stay child-centered.

Episode 29: Predetermination vs. Preparation — What Meaningful Parent Participation Really Means

Have you ever walked into an ARD or IEP meeting and felt like the decision had already been made? You’re not alone. In this episode of The Whole Child Advocate, Dominique McLellan breaks down the critical difference between preparation and predetermination — and why that distinction matters for every parent navigating special education. Under IDEA, parents are not observers in the process. They are required participants in decisions related to identification, evaluation, placement, and the provision of FAPE. This episode explores: * What the law actually says about meaningful parent participation * Why the FIE provides data but does not make eligibility decisions on its own * What predetermination can look like in real ARD/IEP meetings * How educators can prepare effectively without closing the conversation * Practical ways parents can re-center collaboration during meetings 💡 Key Takeaway: Preparation should open the conversation — not close it. Dominique also shares best practices from her experience as a special education teacher and how proactive communication with families leads to stronger, more aligned IEPs. ✨ Learn more about the upcoming Whole Child Collective — a space for parents to access resources, connect with others, and find answers through Whole Child Insight, our AI-powered special education support tool. 🎧 Because you are not there to witness a decision — you are there to help make it.

Episode 28: Supporting Neurodiverse Learners at Home & School

Every neurodivergent learner brings unique strengths — our job is to build systems that let them shine. In this episode of The Whole Child Advocate, Dominique McLellan shares practical strategies for supporting children with autism, ADHD, dyslexia, sensory differences, executive functioning challenges, and other neurodivergent profiles at both home and school. This episode explores: * Why regulation comes before learning * Common challenges families experience at home * Practical supports like routines, visual tools, movement breaks, and predictability * How parents and teachers can collaborate without blame * What a BCBA (Board Certified Behavior Analyst) does and how they can help create effective home plans * Why planning ahead for summer can reduce stress and support success Dominique also shares how Whole Child Advocacy is working strategically with a BCBA to help families create individualized home support plans. ✨ Plus: Learn about the upcoming Whole Child Collective — a membership community with resources, publications, support, and access to Whole Child Insight, our AI assistant for special education and 504 guidance by state. 💡 Key Takeaway: Neurodivergent learners do not need to be fixed. They need to be understood, supported, and given systems that help them thrive. 🌐 Learn more at: www.wholechildadvocacy.com [http://www.wholechildadvocacy.com] 🎧 Follow The Whole Child Advocate for weekly support, strategy, and advocacy guidance.