SpecialEd, IEPs, 504s, Oh my! Conversations with DCSEAC

DCSEAC

5.0 (3)
Education

A parent-to-parent podcast: helping parents and guardians better navigate special education in Douglas County School District.

May 25

A Year of Growth and Gratitude: Reflecting on Our Podcast Journey

Expanding Community Impact Beyond In-Person Events In this episode, Aleia, Courtney and Kelly reflect on how creating on-demand audio content can broaden community impact compared to hosting in-person events, which many people struggle to attend. They emphasize that allowing people to listen whenever they have time makes the effort more accessible and potentially more meaningful, and they express gratitude for having made this format available. 00:00 Broader Community Impact 01:22 Challenges Attending Events 01:29 On-Demand Listening Benefits 01:36 Gratitude and Wrap-Up
May 18

BASE and the Reality of After-School Care for Kids with Special Needs

In this episode, host Meredith is joined by board members Aleia, Courtney, and first-time guest Elissa for an honest, heartfelt conversation about BASE — Douglas County's Before and After School Enrichment program — and the unique challenges it presents for families of children with special needs. Elissa shares her family's personal journey navigating BASE with her son, who has diagnoses of ADHD and autism. From referral systems and dismissals to creative childcare patchwork, her story will resonate with any parent who has ever felt like the system just can't keep up with their kid. What We Cover BASE & Section 504: BASE is part of the school district and must follow 504 law — meaning your child's 504 accommodations (quiet spaces, visual schedules, sensory tools) still apply after 3:30 PM.The Referral System: How Douglas County's referral policy works, what happens after a child is excused from the program, and why being dismissed from one BASE means dismissal from all BASE programs district-wide.Strategies That Help: Re-entry meetings, step-wised re-entry plans, identifying behavioral triggers, and bringing sensory tools from home (chewies, weighted blankets).Summer Childcare: The real cost and challenge of finding reliable, specialized summer care — and why hiring a babysitter familiar with special needs can make or break a summer.Resources You May Not Know About: Colorado's Family Leave Law (12 weeks of paid intermittent leave), Developmental Pathways respite funding, and how to ask about these options early.The Emotional Load: Aleia powerfully reflects on the "hustle that never stops" — the pins-and-needles stress of prepping BASE staff, building relationships, and waiting for the next incident. You are not alone.Key Takeaways Register early and have a conversation with BASE staff before the school year begins.Use every referral as a reset point — ask what's working and what needs to change.Colorado's Paid Family & Medical Leave can be used for intermittent leave when BASE doesn't work out.If your child has been told they're "not a good fit," you are not failing. The system hasn't caught up yet.Connect With Us 🌐 dcseac.org 📧 info@dcseac.org 📱 Follow us on social media If this episode resonated with you, please like, share, and follow — and send us your resources so we can keep the conversation going!
May 11

Surviving May Madness

May Madness: Surviving End-of-Year Overwhelm for Special Needs Families Aleia Mastroianni and DCSEAC board members Kelly Mayr and Courtney Nangle discuss why May feels especially overwhelming for families raising children with disabilities, describing end-of-year scheduling crushes (testing, concerts, prom, graduations), IEP renewals, and teacher appreciation pressures compounded by social media expectations and the many staff and providers supporting IEP students. They note student and parent burnout can trigger increased behaviors, school refusal, and dysregulation, and that planning summer activities can add stress for autistic, anxious, or OCD-affected kids. The group emphasizes transition uncertainty and recommends requesting transition meetings, visiting new schools, and starting planning early. Coping strategies include tailoring support to each child, giving parents grace (simpler meals, more screen time), limiting overbooking, communicating “it’s okay,” leaning on other parents, and acknowledging summer can be difficult due to loss of structure and fears of regression. 00:00 May Madness Begins 01:13 Why May Feels Unbearable 03:07 Kids Burnout And Behaviors 05:49 Teacher Gifts And Pressure 08:20 Transition Season And IEPs 11:19 Making Transition Meetings Work 15:19 May Survival Tips 19:00 Summer Stress And Regression 22:51 You Are Not Alone The iconic Holderness Family Music video about "Maycember" https://youtu.be/S8_IszUUAkw?si=XyINGdGfcruIXWiZ
Apr 20

Special Olympics: More than Sports, A Lifetime of Community

Special Olympics & Unified Champion Schools: Building Belonging From Preschool Through Adulthood Host Aleia Mastroianni talks with Maricela Shukie, Senior Director of Unified Champion Schools at Special Olympics Colorado, about how Special Olympics provides lifelong opportunities for people with intellectual and developmental disabilities through sports, leadership, inclusive school programs, and community. They explain the difference between traditional Special Olympics and Unified, where athletes and typically developing partners participate together in activities such as Unified sports, PE, cheer, theatre, eSports, student government, and inclusive events like prom. The conversation covers seasons, accommodations for varying needs, common barriers (misconceptions about age or ability, fear, location, paperwork), and the Athlete Oath. They outline how to sign up through schools or Special Olympics Colorado, note the program is free, discuss health screenings and volunteering, and describe post-school options including college programs, athlete leadership, and roles like coaching or employment within Special Olympics. 00:00 Welcome and Topic Setup 01:32 What Special Olympics Is 02:43 Beyond Sports Community and Leadership 05:02 Unified Programs in Schools 06:26 Unified vs Special Olympics Explained 09:12 Inclusion Culture and Kindness Campaigns 10:36 Starting Unified at Your School 14:08 Who Can Participate and Team Format 16:47 Athlete Oath and Season Basics 18:04 All Abilities and How to Sign Up 19:57 Signing Up Basics 20:15 Free Programs And Health 21:06 Emails Deadlines And Perks 21:40 Parents Volunteering Options 22:48 Lifetime Community Inclusion 23:52 Siblings Unified And Youth 25:28 Adult Programs After School 28:59 Forever Peers And Support 32:34 Common Barriers And Myths 35:39 Paperwork Made Easier 37:10 Final Thanks And Takeaways Special Olympic Colorado Website: https://specialolympicsco.org/ Special Olympics Registration Page: https://specialolympicsco.org/getinvolved/becomeanathlete/applicationresources/
Apr 13

Understanding Twice Exceptionality (2E)

Special Ed, IEPs, 504s, Oh My! – Conversations with DCSEAC Episode: Understanding Twice Exceptionality (2E)Guests: Natasha Strayer – Director of Advanced Academics and Gifted Programming, Douglas County School District, Steven Whited – Special Education Coordinator, Chaparral Feeder, Douglas County School District, Aleia – Parent advocate and DCSEAC co-host Episode Summary: In this episode, host Meredith sits down with two district experts and a parent advocate to unpack twice exceptionality (2E) — Topics Covered: What "twice exceptional" (2E) means in Colorado — formal identification requires both gifted services (ECEA) AND special education services (IDEA) or a 504 planThe concept of masking — how gifted students hide struggles (and vice versa), both intentionally and unintentionallySigns parents can look for at home: big splits between school and home behavior, exhaustion after school, high perfectionism, difficulty transferring verbal understanding to written workHow to start the referral conversation — begin with the classroom teacher, gifted education facilitator, or special education providerIEP vs. 504 vs. Advanced Learning Plan (ALP) — what each plan does and why they must be aligned (not merged) for 2E studentsAsynchronous development — a characteristic of many gifted learners, but extreme asynchrony warrants a closer look for potential 2E identificationBehavior and general ed teachersProfessional development in DCSD: "Understanding the Twice Exceptional Learner" (8-hour course), shorter specialized PD sessions, and partnerships with national experts like Emily Kutcher MorrisStudent self-advocacy — students are invited into IEP and ALP conversations to understand their own learning profilesMultilingual learners who are also 2E — the importance of ELD collaboration and cultural awarenessKey Takeaways for Parents: You can initiate a 2E conversation through either the special ed team OR the gifted education facilitator — both are appropriate entry points.Every school in DCSD has a trained gifted education facilitator — reach out to them anytime.Ask for the gifted ed facilitator to be included in IEP meetings, even if your child isn't yet identified as gifted.Plans (IEP, 504, ALP) are separate but should be aligned — advocate for collaborative meetings with all parties at the table.Exhaustion, emotional dysregulation at home, and a mismatch between verbal and written output are key signs to watch for.Resources Mentioned: Douglas County School District Advanced Academics & Gifted ProgrammingExceptional Children's Educational Act (ECEA) – ColoradoIDEA (Individuals with Disabilities Education Act)Section 504 of the Rehabilitation ActEmily Kutcher Morris – neurodiverse affirming schoolsConnect with DCSEAC: 🌐 Website: dcseac.org📧 Email: info@dcseac.org📱 Social media: search DCSEAC
Apr 6

Unlocking Disability Support: A Conversation with Developmental Pathways

Developmental Pathways Explained: Medicaid Waivers, Disability Determination & Community Supports (DCSEAC Podcast) Host Aleia Mastroianni interviews Rachel Walker of Developmental Pathways, the case management agency for Arapahoe, Douglas, and Elbert Counties that helps families access early intervention, long-term care Medicaid services and waivers, and locally funded IDD supports across the lifespan. They explain when to reach out (anytime), how intake works (phone or faster online form), and why the process is lengthy but worth it for lifetime services beyond school. Rachel clarifies Colorado’s disability determination at age five, long-term care Medicaid eligibility based on the individual’s income, and options like ABLE accounts and special needs trusts. They overview the three pediatric waivers—Complex Health Needs (CHIN), CHRP for high behavioral needs and risk of out-of-home placement (now expanded to serious emotional disturbances), and CES requiring near 24/7 line-of-sight supervision—plus the new Community First Choice program (July 2025) offering attendant-based supports without a waiver. They also highlight Resource Coordination and the Family Support Services Program, and encourage families to start and stay engaged. 00:00 Welcome and Topic 00:40 Meet Developmental Pathways 05:29 When to Reach Out 08:36 Planning for the Future 10:18 Disability Determination 15:38 Pediatric Waivers Overview 22:28 Community First Choice 26:06 Other Funding Programs 28:13 Overwhelm and Encouragement 32:12 First Steps to Start 34:06 Closing and Takeaways Developmental Pathways Website https://www.dpcolo.org/ Developmental Pathways Online Intake Form https://app.smartsheet.com/b/form/234b31539c3740eb95935995e6d59fe1 Policy Pulse - DP Blog https://www.dpcolo.org/category/developmental-pathways-news/
Mar 30

OT (Occupational Therapy): Beyond the Handwriting

pisode: OT Beyond the Handwriting Special Ed IEPs, 504s & Conversations with DCSEAC Guest: Patty Kreinbrink, Occupational Therapist Lead, Douglas County School District Episode Summary: Host Meredith sits down with Patty Kreinbrink, the OT Lead for Douglas County Schools, to pull back the curtain on what school-based occupational therapy really is — and isn't. From sensory processing and core strength to the difference between school OT and private clinic OT, this episode is packed with insights for parents navigating IEPs and 504 plans. Topics Covered: What OT actually does in schools beyond handwritingHow core strength connects to writing skillsSensory processing vs. misbehavior — how OTs tell the differenceProactive vs. reactive use of sensory toolsSchool-based OT vs. private/clinic OT: key differencesCollaborative goal writing and why it changedShoe tying, life skills, and SSN studentsWhat "educationally necessary" actually meansOT in an IEP vs. OT in a 504 planThe CERT tool: how Douglas County ensures consistent, individualized servicesWhat language to use at an IEP meeting if you're concerned about fine motor or sensory needsAssistive technology and neuroplasticity — why early intervention mattersSimple at-home activities to support OT goalsAt-Home OT Tips from Patty: Let kids open containers, carry backpacks, and do choresStir resistive textures (pudding, bread dough) to build bilateral skillsPlay games or color lying on the belly propped on forearmsDo activities vertically (on a wall or easel) to build shoulder and wrist strengthBreak crayons into small pieces to promote a functional graspUse squirt bottles, tongs, and tweezers for fine motor playConnect with DCSEAC: Website: DCSEAC.orgEmail: info@dcseac.orgSocial media: search DCSEACEnjoyed this episode? Please like, share, and follow — and tell other parents about the show!
Mar 23

Ask DCSEAC: Your Special Education Questions Answered

First Crossover Q&A: Autism Team Access, IEP vs 504, ADHD After School, and Finding Community Aleia Mastroianni and Meredith host their first crossover Q&A for “SpecialEd, IEPs, 504s, Oh my,” answering listener and event-submitted questions. They explain how to request DCSD autism or behavioral team consultation through the school (escalating to coordinators/directors if needed) and note team leads Jennifer Tilley and Keith Souza. They cover center-based CPI training, how AN (Affective Needs) programs may serve a mixed population including some students with moderate ASD and the need for individualized supports, and clarify IEPs (specialized instruction with measurable goals under 13 disability categories) versus 504s (access accommodations, including support for medical/mental-health absences). They discuss after-school ADHD rebound strategies (medication boosters, structure, co-regulation, therapies), DCSEAC support group shifts and planned community nights, parent roles in IEP goal-setting and amending goals, and confirm out-of-district students can still join Unified Sports at their homeschool. Two future episodes will address ODD and care resources over school breaks. 00:00 Crossover Q&A Kickoff 01:08 Autism Team Contact 04:20 Center Staff Training 04:55 AN Program and ASD 08:15 IEP vs 504 Explained 11:48 After School ADHD Support 17:39 Finding Parent Community 24:50 IEP Advocacy and Goals 33:13 Unified Sports Access 34:49 Wrap Up and Next Episodes Link to Special Education Coordinators https://www.dcsdk12.org/about/departments/special-education/directors-coordinators Link to IEP Episodes https://rss.com/podcasts/specialed-ieps-504s-oh-my-conversations-with-dcseac/2317095/ Link to AN Support Group Information https://www.dcseac.org/an Link to Effective Flow of Communication Chart https://docs.google.com/document/d/1xXLQo00Qd0gMlHyyiPMpNlfyQGNNNS1iWOaViXnJ5Ho/edit?tab=t.0

Trailer

The Starting Line

Short trailer for The Starting Line episode.

5

out of 5

3 Ratings

A parent-to-parent podcast: helping parents and guardians better navigate special education in Douglas County School District.

Creator

DCSEAC
Years Active

2025 - 2026
Episodes

34
Rating

Clean
Copyright

© DCSEAC
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SpecialEd, IEPs, 504s, Oh my! Conversations with DCSEAC