UNFILTERED IEPS

S2 E12: Let Them In on the Plan; Colleen's Request To Tell Young People About Their Disabilities and Their IEPs

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/ [https://www.instagram.com/theadvocate.slp/]  Her website: https://www.theadvocateslp.comwww.theadvocateslp.com [http://www.theadvocateslp.com]  TPT Store: https://www.teacherspayteachers.com/store/the-advocate-slp [https://www.teacherspayteachers.com/store/the-advocate-slp] @Bemespeech [https://www.instagram.com/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 [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 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 ]

S2 E11: The Relatable School Psych on Autism Eligibility, Parent-Friendly Reports, and Building Trust in the Evaluation Process

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/ [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 [https://www.teacherspayteachers.com/store/the-relatable-school-psych] Connect with Colleen Ashford: On Instagram: https://www.instagram.com/theadvocate.slp/ [https://www.instagram.com/theadvocate.slp/]  Her website:  ⁠www.theadvocateslp.com⁠  [http://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_A8rJYQuWKi3v0DrY5Tgk0g [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_A8rJYQuWKi3v0DrY5Tgk0g]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.

S2 E10: MoDE Foundation Director Tracey Bloch on Seclusion, Restraint, and Fighting for Student Safety in Missouri Schools

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/ [ IF YOU ARE A MISSOURI RESIDENT PLEASE SCROLL TO THE BOTTOM FOR THE BILLS AND CONTACT YOUR REPRESENTATIVES TODAY. 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. This episode was sparked by a chain of connections set off when Colleen shared a post from the Missouri Developmental Disabilities Council on the DOJ's landmark report into the Special School District of St. Louis County (SSD). One week. Many connections. One conversation that could not wait. 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 SSD — 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. At one school with fewer than 100 students, seclusion was used 1,667 times. The DOJ concluded these practices violated Title II of the Americans with Disabilities Act and demanded the district fundamentally change course. Because SSD failed to fully cooperate with investigators, the real numbers are likely even higher than what was documented. 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. SSD was in violation of all of it. Now two more bills are moving through the Missouri legislature — and time is running out. The session ends May 15, 2026. HOUSE BILL 2304 — IEP Parental Consent Would require written parental consent before any substantive change to a child's IEP — including placement changes, service removals, and reductions of more than 25% in service minutes. Parents would also have the right to visit any proposed classroom or program before consenting. A standardized consent form in the parent's native language would be required. If passed, provisions take effect July 1, 2027. HOUSE BILL 2933 — SSD Withdrawal Mechanism Passed the House General Laws Committee on April 1, 2026. Would give individual school districts within the Special School District of St. Louis County the ability to vote to withdraw and take control of their own special education services. A school board would first approve the proposal, then it would go to a districtwide public vote. An amended version also adds new limits on seclusion, restricting it to classrooms or designated sensory rooms. ⚠️ 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 SSD: nearly 4,000 seclusion incidents, 777 restraints, 400+ dangerous supine restraints — and a district that obstructed the federal investigation * What HB 2304 would change: written parental consent required before any substantive IEP change, with the right to visit proposed placements before signing * What HB 2933 would change: a democratic exit mechanism for school districts trapped in the SSD system, plus new restrictions limiting seclusion to classrooms and sensory rooms * 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, including when CPI certification becomes a liability rather than a safeguard * What trauma-informed, humane alternatives to seclusion and restraint look like in practice — and why connection and regulation must come before compliance * Why advocacy must operate on both levels at once: at the IEP table and at the state capitol LEGISLATION REFERENCED Missouri Senate Bill 152 (2021) — Establishes seclusion and restraint requirements for Missouri schools https://www.senate.mo.gov/BillTracking/Bills/BillInformation?year=2021&billid=54105517 Missouri House Bill 2304 (2026) — Requires written parental consent for IEP changes https://documents.house.mo.gov/billtracking/bills261/hlrbillspdf/5785H.01I.pdf Missouri House Bill 2933 (2026) — Allows school districts to withdraw from the Special School District https://documents.house.mo.gov/billtracking/bills261/hlrbillspdf/4709H.03I.pdf 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/ X: @modefoundation CONNECT WITH COLLEEN ASHFORD On Instagram: https://www.instagram.com/theadvocate.slp/ Website: https://www.theadvocateslp.com TPT Store: https://www.teacherspayteachers.com/store/the-advocate-slp] 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 [https://www.moempower.org]  Facebook: ⁠https://www.facebook.com/MoDEfoundation⁠ [https://www.facebook.com/MoDEfoundation] Instagram: ⁠https://www.instagram.com/mode.foundation/⁠ [https://www.instagram.com/mode.foundation/] CONNECT WITH COLLEEN ASHFORD On Instagram: ⁠https://www.instagram.com/theadvocate.slp/⁠ [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.

S2 E9: From Your Living Room to a School Desk; Understanding IDEA Part C, Early Intervention, and What Happens When Kids Turn 3!

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 [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 [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 [parentcenterhub.org/ei-history] Overview of Early Intervention — Eligibility, the IFSP process, and timelines. parentcenterhub.org/ei-overview [parentcenterhub.org/ei-overview] Transition to Preschool — The legal transition process from Part C to Part B. parentcenterhub.org/transitionpreschool [parentcenterhub.org/transitionpreschool] IDEA Part C — Congressional Research Service — Federal overview of Part C requirements and state implementation data. congress.gov/crs-product/R43631 [congress.gov/crs-product/R43631] Early Childhood Technical Assistance Center — Lead agency information by state. ectacenter.org/partc/partc.asp [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.

S2 E8: DIR Floortime for Homeschool and for Life with Dr. Daniella Boyd Ed.D.

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 [instagram.com/autism.conmigo] Her website: ⁠https://allplayisok.com/⁠ [https://allplayisok.com/] Connect with Colleen Ashford: On instagram: ⁠https://www.instagram.com/theadvocate.slp/⁠ [https://www.instagram.com/theadvocate.slp/]  Her website:  ⁠⁠www.theadvocateslp.com⁠⁠ [http://www.theadvocateslp.com]  TPT Store: ⁠https://www.teacherspayteachers.com/store/the-advocate- [https://www.teacherspayteachers.com/store/the-advocate-slp]