Special Education in Five Minutes

David Poeschl
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If you are a parent, general educator, or special educator wanting to stay up to date with your knowledge of special education, this program will provide you with expert knowledge in concise (+/-) five minute episodes.    David Poeschl is your host.  He is a retired school district special education director and Cal-State University lecturer.  He currently works as a no-fee advisor to parents of children with disabilities in Northern California.   The content of the podcasts comes from his extensive experience as an educator and the most asked questions parents bring to him in his practice.    The purpose of the program is to share information about those questions and more so parents can be on equal footing with school staff they are working with.   In addition, many general education teachers need and want additonal ways of helping kids with disabilities, as well as ways to  improve their instructional practices.

  1. 2d ago

    The IEP Process: Access to the General Education Curriculum, a Core Concept to Understand

    “Access to the General Education Curriculum” is at the heart of what special education is about.  It means every child, including children with disabilities, are entitled to have legitimate, consistent, and equitable access to the same curriculum as typical children receive. This may sound relatively simple in theory, but the difficulty is in defining what it actually means for students with disabilities. In this episode, we’ll look at this complex and sometimes elusive mandate that affects the educational opportunities of millions of students with disabilities. I’ve added a new feature.  To follow the audio more easily, I’ve added a “chronological” summary with time indicators that show where it is in the audio.  Or a word for word transcript, as usual, is available.   Resources and References Foundation for Children with Special Needs https://fcsn.org/resource/access-to-the-general-curriculum/ Michigan Alliance for Families https://www.michiganallianceforfamilies.org/access-to-gen-ed Laverne University TIES Center https://education.laverne.edu/accreditation/wp-content/uploads/sites/2/2022/11/sabia.pdf National Center on Intensive Interventions (and Dr. Lynn Fuchs) https://intensiveintervention.org/resource/what-should-educators-consider-when-thinking-about-access-general-education-curriculum   General Summary The episode explains that access to the general education curriculum is a core IDEA concept that is often misunderstood by parents and educators. It argues that access is not limited to academics, placement, or exposure, but requires meaningful, quantifiable progress supported by related services and appropriate instruction. It also addresses students with significant cognitive disabilities, alternative assessments, and Dr. Lynn Fuchs’s guidance on defending below-grade-level instruction when needed. Key takeaway Access to the general education curriculum must be judged by evidence of adequate learning and progress, not by setting, exposure, or academic-only measures; related services and progress monitoring are essential to meeting IDEA requirements. Core Meaning of Access Recognize access to the general education curriculum as the central qualification principle in special education. The host says the term is at the basis of special education qualification and is the primary question answered by assessments that lead to possible qualification; it is described as the core principle of the special education system. Medical Diagnosis and Eligibility Do not assume a medical diagnosis alone establishes special education eligibility if the student is adequately accessing education. The host explains that a child diagnosed with medically related autism or ADHD does not automatically qualify if they are adequately accessing their education, despite the medical diagnosis. Academic-Only Misinterpretation Include related services when evaluating whether a student has access; do not narrow the definition to academics alone. The host notes that parents report administrators in IEP meetings saying only academic achievement was relevant, but asks about occupational therapy, speech and language services, problem behaviors, and physical disabilities as areas that count; these related services are adjacent and supplementary. IDEA Rationale for Related Services Consider related services as part of IDEA’s response to neurological and physical barriers to a typical educational experience. The host says Congress recognized the need for related services addressing getting along with others, attending in class, speech and language deficits, socially appropriate behavior, and similar manifestations of education. Formal Definitions of Access and FAPE Under FAPE and IDEA, the IEP must specify services that address skill deficits, support progress in the general curriculum, and enable participation with nondisabled peers. The host cites the Federation for Children with Special Needs: the IEP must specify special education programs and services to address skill deficits with measurable goals, make effective progress in the general education curriculum and meet standards, participate in academic and extracurricular activities with nondisabled children to the maximum extent appropriate, and make meaningful educational progress in all areas affected by disability. The Michigan Alliance for Families is also cited to say special education and related services should meet unique needs and prepare students for future education, employment, and independent living. Significant Cognitive Disabilities and Alternative Assessments Provide instruction in the same grade-level content for students with the most significant cognitive disabilities, while adjusting expected achievement in breadth, depth, and complexity. The host references a legal brief from Laverne University Ties Center finding that many states and districts erroneously concluded these students need a different curriculum; laws require the full curriculum and same grade-level content, though achievement expectations can be reduced. Dr. Lynn Fuchs on Defending Below-Grade Instruction Be prepared to defend below-grade-level instruction when it is needed to meet a student’s needs and to correct misunderstandings about access. The host relays Dr. Lynn Fuchs’s advice that if meeting a student’s needs means teaching below grade level, educators should be prepared to defend that decision. Her points are that location and exposure are not synonymous with access; access cannot be assumed even with state-of-the-art accommodations; only evidence of adequate student outcomes proves access; and very low-performing students often need both grade-level curriculum and below-grade-level foundational skills. Empirical Evidence and Progress Monitoring Define access by empirical evidence of adequate learning, regardless of setting or instructional method, with progress monitoring providing that evidence. The host says this argues for defining access based on empirical evidence of adequate learning and that progress monitoring data can help provide such evidence; access is far more than exposure and is actual quantifiable progress. Related Services as Critical to Access Treat speech and language, behavior, counseling, and other related services as critical to meeting IDEA access requirements. The host concludes that these services address issues that prevent access and allow students to have as much of a typical education career as possible.   New Feature Chapters (a chronological summary) The host welcomes listeners to Special Education in Five Minutes and introduces the topic: the confusion surrounding access to the general education curriculum. 4s The Core Principle of Access in Special Education Access to the general education curriculum is the basis for special education qualification. A medical diagnosis like autism or ADHD does not automatically qualify a child; if they are adequately accessing education, they do not qualify. Some administrators incorrectly claim only academic achievement matters for access, but related services like occupational therapy, speech and language, and addressing problem behaviors and physical disabilities are also part of access. 14s Related Services as Part of Special Education Related service areas such as occupational therapy, speech and language, and addressing problem behaviors and physical disabilities are part of special education. Congress included related services in IDEA to address neurological and physical issues that prevent a typical educational experience, including getting along with others, attending in class, speech and language deficits, and behaving socially appropriately. 1m 20s Definitions of Access from Key Organizations Two definitions of access are provided. The Federation for Children with Special Needs, under FAPE, states the IEP must specify services to address skill deficits, make effective progress in the general curriculum, participate in academic and extracurricular activities with non-disabled children, and make meaningful educational progress. The Michigan Alliance for Families defines special education's purpose as ensuring FAPE that emphasizes special education and related services to meet unique needs and prepare for future education, employment, and independent living. 1m 58s Access for Students with Significant Cognitive Disabilities This segment discusses students with the most significant cognitive disabilities who participate in alternative assessments. A legal brief from Laverne University Ties Center found that states erroneously conclude these students need a different curriculum. Laws require instruction in the same grade level content as all students, but achievement expectations can be reduced in breadth, depth, and complexity. 3m 7s Dr. Lynn Fuchs on Access and Instruction Dr. Lynn Fuchs advises that if meeting a student's needs means teaching below grade level, be prepared to defend it. Schools misinterpret access as requiring grade l

  2. 6d ago

    Social Stories: A Powerful Tool for Social Growth in Children with Autism

    In this episode we’ll discuss Social Stories, created by special educator Carol Gray. Social Stories use real situations that kids with autism face and puts those situations into story form.  The stories include ways for the child to view the situation so as not to misinterpret social cues.  They provide  reminders of how to view, and appropriately respond to typical social occurrences. Resources and References: From Carol Gray, creator of social stories https://carolgraysocialstories.com/social-stories/what-is-a-social-story/  Vanderbilt University social stories https://vkc.vumc.org/assets/files/tipsheets/socialstoriestips.pdf British National Health Service https://library.sheffieldchildrens.nhs.uk/social-stories/  Head Start                                   https://headstart.gov/children-disabilities/article/social-stories Summary The host explains social stories, a tool created by Carol Gray for helping children with autism understand social situations, feelings, and behavior expectations. The episode covers definitions, examples, creation criteria, school roles, regional variability, and parent advocacy, and closes with an extended discussion of social humility. The host encourages parents to ask IEP teams about incorporating social stories while emphasizing that correct use requires professional training. Key takeaway Social stories can help children with autism understand social situations and expected behaviors, but they require professionally trained creation and should be considered as part of individualized special education planning. Social Story Definition and Origin Social stories are structured narratives created by Carol Gray to help children with autism understand social activities and appropriate behavior. The episode introduces social stories as a widely used tool and explains that they describe what might happen, how the child and others might feel, and what behavior is expected, with the aim of increasing understanding and positive skills. Examples of Social Story Use Social stories can be tailored to everyday events and distressing situations to guide behavior and reduce uncertainty. One example addresses lining up: children may feel excited but should walk in line because running can cause accidents, and walking may earn a sticker. Another example reassures a child after hearing about a distant tragedy that they are safe at home and that daily routines like dinner will likely continue as usual. Carol Gray's Rationale for Social Stories Carol Gray argued that children with autism may need clearer explanations for the ambiguous social messages that neurotypical people interpret naturally. She noted that people often announce dinner without knowing the meal or praise a gift while planning to return it, yet most people make sense of such interactions; for children with autism, the questions may be more numerous and the explanations harder to find. Creation Criteria and Professional Training Writing and teaching a social story correctly requires professional training and attention to ten criteria. The episode notes that the criteria include social humility, a three-part structure with title, introduction, body, and conclusion, and concise directions for putting the story into action, with more information available in resources and references. School Roles and Stakeholder Input Speech-language pathologists or board certified behavior analysts typically write social stories in schools, while other staff and parents provide important contextual details. These details can include times and circumstances when a child becomes dysregulated and the child's typical behavioral responses. Adoption Variability and Parent Advocacy Social story use appears inconsistent across regions, and parents are encouraged to ask their IEP teams whether social stories can be incorporated. The host reported little evidence of widespread use in Northern California but had worked in a Southern California district where they were common; he encouraged parents to raise the option with IEP teams. Social Humility and Its Five Elements Social humility reframes how information is presented to neurodivergent children as at least as important as what is presented. The host explained that social humility rejects assumptions and social arrogance and is built on five elements: social impairments are always shared, each person's perception is valid, curiosity is confusion with a good attitude, never argue perceptions, and abandon all assumptions. With this episode I am adding the following section for those listeners who want to see the script summarized in chronological order instead of summarized.  It also provides where in the audio a section is located (minutes and seconds).  Introduction to Social Stories The host introduces the podcast Special Education in 5 Minutes and states the episode's topic: social stories, a widely used tool in working with children with autism. Definition and Origin of Social Stories This segment explains that autism educator Carol Gray created the idea of using stories to help children with autism make sense of the world around them. It cites Headstart dot gov saying social stories clearly describe important parts of a social activity or event, including what might happen, how the child might feel, how others might feel or respond, and what appropriate behavior expectations are. This can increase the child's understanding of the social situation and help them learn a positive skill or behavior to use. 21s Examples of Social Stories The host gives examples of social stories. One example is about lining up: sometimes friends and the child get excited because they are going somewhere fun like out to play; it is okay to get excited but important to try to walk in line because running can cause accidents and friends or the child could get hurt; the child will try to walk in line and will get a sticker when they walk in line. Another example is based on a child hearing about a tragedy in a broadcast: almost all of the time a tragedy happens in another place; the child is safe at home; this means the day will probably be about the same as always; if dinner is usually at six and it is almost six, they will probably have dinner soon, and many other families will also be having dinner soon. 56s Carol Gray Quote on Social Understanding This segment presents a quote from Carol Gray. Gray asks why people announce they will make dinner in just a minute when they do not even know what they are going to have yet, and why they tell someone they love that a new tie is perfect while planning to return it the next day. The host says most people can make sense of this, know what to do, recognize mistakes, and have explanations even for things they cannot quite explain, such as 'That's life' or 'life goes on.' For children with autism, the host believes questions may be more numerous and explanations harder to come by. 1m 46s Writing Social Stories and Criteria This segment states that writing and teaching a child how to use a social story is not simple and takes someone professionally trained to do it correctly. It notes there are ten criteria that need attention when creating a story; the host does not name and describe them all but says more information is in the resources and references section. It mentions a few criteria: social humility and 'three parts in a title,' where a social story or article has a title and introduction identifying the topic, a body with detail, and a conclusion that reinforces and summarizes information. Number ten provides concise directions for putting the story into action. 2m 28s Use in Schools and Encouragement for Parents This segment explains that in a school setting, a speech and language pathologist or SLP, or a board certified behavior analyst or BCBA, is typically trained to write social stories. Other staff and parents can provide important information about details like times and circumstances when a child becomes dysregulated or exactly what the child's typical behavior responses have been. The host says in his experience in Northern California he has seen little evidence of widespread use of social stories, but he worked in a Southern California district where they were very common. He encourages parents to ask their IEP teams about incorporating social stories into their child's special education program. 3m 27s Social Humility and Closing This closing segment expands on the first of the ten criteria, social humility. It advances the idea that the way something is presented to a neurodivergent child is at least as important as what is being presented, and this applies to any program or teaching technique used with these children. Social humility or the Social Story philosophy acknowledges that each person has a unique and inherently fallible mind prone to mistakes in response to others, especially children, adolescents, and adults with autism or other delay or difference. It casts assumptions and social arrogance aside to objectively research, develop, and share each story or social solution. Five elements form its foundation: social impairments are always shared; each person's perception is valid and deserving of respect; curiosity is confusion with a good attitude;&

  3. Sep 8

    Back to School and Neurodivergence: the Need for Additional Supports

    While back to school time is exciting and fun for some students, neurodivergent kids often suffer severe anxiety that sometimes leads to school refusal. What can the parents of neurodivergent students do to help the situation? This episode looks briefly at the problem, but spends more time on how to provide the supports needed for a neurodivergent student to at least tolerate the sensory and cognitive overload that comes with this transition. Resources and References Back to school suggestions:         https://exceptionallives.org/blog/back-to-school-for-kids-with-disabilities-dear-teacher-meet-my-son/  Another similar source:                           https://pathct.org/blog/preparing-for-back-to-school-a-guide-for-parents-of-children-with-disabilities/ Headstart’s definition of social stories   https://headstart.gov/children-disabilities/article/social-stories Social stories specifically               https://www.additudemag.com/social-stories-back-to-school/?srsltid=AfmBOoqL6oxre4qh1z7l_V8pHTYZP2LI174byytAALOcE2W2hnQnq6Fe I Can’t go to School; It’s not that I Won’t https://journals.sagepub.com/doi/10.1177/27546330251385325   Summary This episode outlines practical ways parents can support neurodivergent students during the back-to-school transition. The host recommends introductory letters, a focused set of high-value accommodations, social stories for younger students, and structured communication with school staff to keep anxiety from becoming overwhelming. Key takeaway A successful re-entry plan combines proactive introduction of the child’s needs, a small number of realistic accommodations, and a clear communication system so problems can be caught early rather than after they escalate. Back-to-School Anxiety and Neurodivergent Students Treat the back-to-school period as a time of heightened anxiety that needs proactive support. The host explains that neurodivergent students generally experience higher anxiety at school than typical peers, the new year adds to that stress, and school refusal is a common response. Some neurodivergent students may initially appear successful in a “honeymoon period,” but this usually does not last and their struggles often resemble those of their peers. Introductory Letters for School Staff Send an introductory letter for the child to relevant school staff at the start of the year. A letter can give new or returning staff a fresh understanding of both the child’s needs and strengths, and the same letter can be reused throughout the year as a reminder. For elementary students, the host recommends sending it to the classroom teacher, principal, and related service providers such as speech-language pathologists and occupational therapists. The letter should cover motivations, likes, strengths, and behavioral triggers, with more detail possible for younger students than for secondary students. Prioritizing a Few High-Value Accommodations Focus on only two or three high-value accommodations at a time for younger students. Larger class sizes make it harder for teachers to remember and implement accommodations, so concentrating on fewer items helps parents monitor implementation and give clearer teacher feedback. Additional accommodations can be added over time as the initial few become established. Social Stories for Anxiety Reduction Use social stories as a research-proven way to reduce anxiety in younger children and students with cognitive challenges. Social stories clearly describe what may happen in a social situation, how the child and others may feel or respond, and what behaviors are expected. This approach can reduce anxiety in new or difficult social situations, increase independence, and be used throughout the school year whenever problems arise. Secondary-Level Accommodations Across Classes At middle and high school, narrow each class’s focus to one or two key IEP accommodations. Because secondary students have multiple teachers who are responsible but often inconsistent at implementing IEP accommodations, a smaller set of accommodations per class is easier for teachers to remember and use. Additional accommodations can be phased in after the main ones are working. Case Manager and Administrator Roles For secondary students, maintain a case manager and a special education administrator as the two main school contacts. The case manager ensures the IEP is implemented as written, communicates with service providers and general education teachers, and serves as the main home-school contact. The site administrator overseeing special education has supervisory authority over teachers and can direct them to implement accommodations. Communication Plan for the School Year Establish a year-long communication plan with pre-agreed reporting expectations. As an example, the case manager can send a weekly Friday email covering agreed items such as whether accommodations were used in general education classes or progress on a newly tracked behavior. A brief checklist with short comments is useful, and a clear system helps parents respond to problems as they arise rather than after the fact. Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)

  4. Sep 1

    Behavior Series #6: Why is This Behavior Happening? Functions of Behaviors

    Why a problem behavior occurs is the basic question that Positive Behavior Support (PBS) and Applied Behavior Analysis (ABA) needs to be answered for the process to work.  This is because almost every behavior is due to an underlying legitimate need the child is expressing in the only way they know how. If a child needs attention, or to escape, or more/less sensory input, or a need for a tangible item; a replacement behavior that the child may learn has to fulfill the same need the behavior it is replacing met. This is why punishment does not work; it does not fill the void left by the behavior that is being punished, it just extinguishes the behavior, and the old behavior at some point it is very likely to flare up more intensely than ever.  Resources and References: Understanding Functions of Behavior in ABA                            https://howtoaba.com/functions-of-behaviour/ What is Applied Behavior Analysis (Autism Speaks) https://www.autismspeaks.org/applied-behavior-analysis Functions of Behavior – Parents guide https://leafwingcenter.org/behavior-functions-of-aba-therapy/ Summary The host explains positive behavior support (PBS), rooted in applied behavior analysis (ABA), and emphasizes that understanding the legitimate reason behind a behavior is essential for creating effective behavior intervention plans (BIPs). He outlines the data collection process, the four common behavior functions, an elopement example, and the difference between school-based functional behavior assessment and clinical functional behavior analysis. He closes by stressing that ongoing staff training and support are critical for behavior plan success. Key takeaway Accurately determining the function of a behavior through careful data collection on the behavior, its antecedents, and its consequences is the core of PBS; if the function is misidentified, the resulting behavior intervention plan is likely to fail. PBS is rooted in ABA and behavior function Nearly every behavior in PBS/BIPs is understood as having a legitimate underlying reason or reasons. The host explains that positive behavior support is based on applied behavior analysis, and this concept is used in all PBS behavior plans and BIPs. Because PBS is the basis for behavior plans in U.S. public schools, parents of children with behavior plans need to understand the components of a BIP. Four common functions of behavior Behavior is commonly categorized as serving attention, escape, sensory, or tangible functions. The four labels most widely used are attention, escape, sensory needs, and seeking tangibles. More technical definitions exist, but these four are the common ones used in parent and school staff training. Data collection for determining behavior function Determining the function of a behavior starts with collecting data on the behavior, antecedents, and consequences. The behavior description must be clear enough that someone unfamiliar with the child could recognize the behavior in a real school setting. Antecedents are the triggers before the behavior, such as a loud noise, a non-preferred task, or a transition. In PBS, consequences are simply what happens as a result of the behavior, such as taking a break or talking to an adult, and do not include punishment. Replacement behavior and risk of misreading data An effective replacement behavior depends on correctly identifying the function from the collected data. After the function is identified, PBS defines what an effective replacement behavior would be. If data is misread or collected incorrectly, the wrong reason for the behavior may be chosen, making the behavior plan based on that data likely to fail. Sally's elopement example Sally's eloping behavior could serve different functions, so the team must determine the true reason before choosing interventions. The example involves Sally, a 12-year-old with autism, whose team focused on her most interfering behavior: eloping out of the classroom. The function could be escape, sensory overload during classroom transitions, or attention if multiple staff members are needed to keep her safe. If sensory overload is the main issue, possible interventions include dismissing her five minutes early or providing earbuds or headphones for noise. Functional behavior assessment vs. functional behavior analysis Schools use functional behavior assessment, not clinical functional behavior analysis involving antecedent manipulation. A functional behavior analysis should only be done by a trained clinician in a clinical setting and involves manipulating antecedents to test interventions safely. This analysis approach is not used in schools; an example from Wright's Law shows arranging attention, terminating demands, or leaving a child alone to measure screaming, which can cause damage to the child. Staff training and support for behavior plans Ongoing staff training and support are critical for the success of any behavior plan. Behavior plan implementation is a complex field and needs someone trained to guide a child's team in carrying out the plan. Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)

  5. Aug 28

    Are Public Schools Toxic for Neurodivergent Children?

    It has been clear for years that the school system in the United States is not welcoming to neurodivergent (ND) students. School is an intensely intimidating and frightening place for many ND kids.  As the percentage of identified ND students grows (the percentage of the total student population in California is currently around 20%) the number of children damaged by the school system grows as well. Research is clear as to both the inappropriate structure of schools, and the long-term emotional damage it does to these students.  In this episode, I summarize a research article that condemns the current school structure as we know it.  As the researcher/author writes, “Mainstream schools…are not currently safe spaces for ND children. Whether it is possible, with significant policy change, political will, and considerable investment, to transform mainstream schools into smaller, sensory-sensitive, nurturing, flexible, and truly inclusive places for ND children to be, is an open question.”  Many thanks to the researcher/author of the study, Dr. Sinead Mullally (sinead.mullally@ncl.ac.uk www.ncl.ac.uk/psychology/people/profile/sineadmullally.html) Research article that underpins the “popular” articlehttps://pubmed.ncbi.nlm.nih.gov/37810599/  “Popular” article related to above (and used for the podcast script)                                                        https://researchfeatures.com/wp-content/uploads/2024/07/Sinead-Mullally.pdf Universal Design for Learning official website:  https://udlguidelines.cast.org/ and a parents' guide to UDL: https://www.advocacyinstitute.org/resources/ParentUDLGuide.pdf Summary This podcast episode presents research findings on the severe distress experienced by neurodivergent (ND) students in mainstream schools. The host summarizes a British study showing that over 92% of children with school attendance problems are neurodivergent, and describes the emotional and physical harm caused by unaccommodating school environments. The episode concludes with recommendations for systemic reform and mentions Universal Design for Learning (UDL) as a potential framework. Key takeaway School Distress and Its Impact School distress is defined as extreme emotional turmoil—including anxiety, depression, and sensory overload—triggered by a typical school environment, manifesting as avoidance, crying, or physical illness. The host explains that researchers coined the term "school distress" to capture the struggle children face in attending school, with symptoms including profound anxiety, depression, and sensory overload. Prevalence of Neurodivergence in Attendance Problems A large-scale British study found that 92.1% of children with school attendance problems were neurodivergent, with 83.4% being autistic, and common co-occurring conditions including ADHD, sensory processing difficulties, and anxiety. The host reports that these conditions created complex profiles that amplified school distress. Harmful Effects on Children and Families Parents reported chronic physical displays of intense anxiety in their children, including vomiting, bed-wetting, and attempts at self-harm at the prospect of going to school, along with evidence of pathological demand avoidance. The host cites parents' accounts as "harrowing" and notes that the survey showed clear evidence of pathological demand avoidance as extreme resistance to everyday demands. Teacher Misinterpretation and Punitive Responses Teachers often mistook neurodivergent children's distress behaviors as defiance rather than cries for help, and punitive measures deepened the harm. The host states that punitive measures only deepened the wounds, based on the research findings. Need for Systemic Reform The host argues that the current education system is not fit for neurodivergent children and is causing significant and enduring harm, requiring acceptance of this failure, ending punitive attendance policies (with California's 2026 ban as example), and challenging the legal presumption that school is the best place for all children. The host notes that California banned all punitive measures for truancy starting January 2026, and that there is little scientific evidence to support the assumption that school is best for every child. Universal Design for Learning as a Framework Universal Design for Learning (UDL) is presented as an existing educational framework that allows all students to learn and demonstrate understanding in their strongest modality, already used in thousands of schools but needing faithful implementation. The host mentions that UDL has been developed over the last thirty years and addresses equitable educational opportunities, and that a future podcast episode will go into detail.   Thanks to  Soundimage.org for free access to the AI generated music used in this podcast (https://soundimage.org/)

  6. Aug 27

    The IEP Process: Implementing an Agreed Upon IEP

    Once an IEP is signed by school district staff and parents, it needs to be implemented without undue delay. However, what does the implementation look like?  Are the goals being worked on for the time promised and is the child making progress. Students with IEPs in general education are in a more complex situation than just working on goals.  There will be accommodations on the IEP to put into place and classroom structure generally to ensure the child has a good chance of success in a general education environment. Research and the host’s anecdotal evidence finds wide variances in IEP accommodation implementation in general education classrooms.  Some teachers, through a combination of education, training, experience and good instincts will be able to effectively address variabilities of student academic and social performance.  Teachers without these assets will not.   It’s usually not within a parent’s control to select general education teachers, it’s luck of the draw.  However, parents have tools they can use to hold schools accountable for lapses in services and supports to students, and if they find their child with a less skilled teacher, they will likely need to use them. Research and Resources Report by prominent research about flaws in determining general education is the best place for all students with disabilities.                                    https://hechingerreport.org/proof-points-special-education-inclusion-research-flawed/  A Psychology Today article about the need for teacher training and support for inclusive classrooms. https://www.psychologytoday.com/us/blog/psyched/202506/the-hidden-struggles-of-inclusive-classrooms?msockid=390bb5073d2d63fd05b8a2623c706269 A reserch study summary about the need, again, for teacher support in inclusive classrooms. https://hechingerreport.org/teacher-preparation-failing-students-disabilities/ Summary The episode focused on how IEPs are implemented after they are agreed upon, especially the gap between special education and general education settings. It highlighted variability in general education teachers’ training, discussed recent inclusion research, and gave parents specific strategies to improve implementation fidelity through communication plans, prioritized accommodations, and progress monitoring. Key takeaway Parents can meaningfully improve IEP implementation by building communication into the IEP, focusing on a few high-value accommodations, and using progress report data as a legal pressure point. IEP Implementation Timing and Staff Coordination Districts must implement IEPs promptly after agreement and ensure all relevant staff are coordinated. The host explained that IDEA’s prompt implementation requirement is complicated in practice because many staff members must be notified and must integrate their work; special education staff usually manage this well through established caseload procedures. General Education Teacher Variability Schools need to recognize that general education teachers vary widely in their ability and training to implement IEP accommodations. Some teachers naturally excel at inclusive instruction, while others lack training or awareness of their deficits, leaving parents largely dependent on the luck of the draw when their child is placed in a general education classroom. Inclusion Research by Douglas Fuchs General education inclusion does not automatically mean a better education for every student with disabilities, but the findings should be read carefully. The host referenced research by Douglas Fuchs and colleagues suggesting some students do better academically in separate special education settings, while clarifying the study does not mean all students benefit from removal; it also does not address post-high school quality-of-life outcomes, which tend to favor included students. Teacher Preparation Gaps in Special Education Teacher preparation programs should provide more than one special education course for general education teachers. The host noted that his California State University teaching experience involved the only special education-focused class in the program, a common pattern nationwide; differentiation, positive behavior support, accommodations, and teaching neurodivergent students are therefore often under-covered. Parent Strategy: Written Communication Plan Parents should have a communication plan written directly into the IEP with regular updates. The host recommended at least monthly communication, preferably weekly or daily, and said it could be a simple checklist or focused on one or two items, but consistent communication is essential. Parent Strategy: Fewer, High-Value Accommodations IEP teams should prioritize one or two easily remembered accommodations rather than adding many. The host advised implementing accommodations incrementally in general education and reducing the overall number, since too many make it harder for teachers to remember and prioritize them effectively. Parent Strategy: Progress Report Scrutiny Parents should carefully review IEP goal progress reports and ask for more detail when the data is insufficient. The host explained that districts can be held legally liable when a child does not make progress on IEP goals, so progress reports are a strong pressure point; parents should request quantifiable, objective numerical data when the supplied information is inadequate. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

  7. Aug 19

    Speech to Text Technology - Writing Revolutionized

    In an earlier podcast, We looked at text to speech technology that can make a significant difference is the lives of students with reading issues. Speech to text does the same for students with literacy, organization, language and fine motor delays to name just a few school based disabling conditions that can be helped by this technology.  With AI capabilities added to the mix, speech to text becomes a powerful tool that can help a student to producing grade level writing.  Resources and Research Special Education News 2026: What’s Changing? https://theeducationecho.com/special-education-news-2026-whats-changing/ speech to text research: NCEO https://publications.ici.umn.edu/nceo/accommodations-toolkit/speech-to-text-research speech to text instruction on YouTube. This was a weird link, search term: speech to text for students’ elementary, newest developments usability (there is a picture of a blonde woman in the corner) The link below to a Dear Colleague letter and accompanying materials from the U.S. Department of Education         https://sites.ed.gov/idea/idea-files/dcl-assistive-technology-jan-22-2024/ and https://va-leads-ecse.org/Resource/JWHaEa5BS75R8aD-DlrwUA/Resource-assistive-technology-devices-and-services-for-children-with-disabilities-under-the-idea-dear    Summary The host’s podcast episode examines speech-to-text technology for students with learning challenges, covering research evidence, teaching methods, and parent access through the IEP process. The episode highlights significant research gains, newer AI-assisted improvements, explicit instruction practices, and practical steps for requesting an assistive technology assessment. It concludes with accessibility and training factors that strongly influence whether these tools succeed. Key takeaway Speech-to-text technology can substantially improve learning and information use for students with disabilities, but its success depends on explicit instruction, careful individual assessment, parent advocacy through the IEP system, and strong training for students, staff, and families. Speech-to-Text Research Shows Consistent Gains Speech-to-text research demonstrates significant improvements for students, with AI advances increasing its usefulness. A summary of studies from 2000 to 2020 showed significant improvement and growth for students using speech-to-text, despite major technological advances since that period. Newer programs more accurately recognize accents, mumbling, and other speech barriers, reducing student frustration. AI-assisted programs can summarize and organize spoken writing, condense confusing speech, and help students produce grade-level writing. Recorded lectures can be synthesized into organized notes by pulling disparate sections into a format students can easily read and interpret. Explicit Instruction and Planning Are Essential for Teaching Teaching speech-to-text should use explicit instruction and individualized assessment rather than simply providing a device. A technology teacher demonstrates her process in the episode’s linked video, with an emphasis on explicit teaching. Explicit instruction is described as a systematic method using small steps, checking for understanding, and ensuring active participation by all students. Careful assessment and individualized planning are key to effective implementation. Educators should work collaboratively with therapists and families to select appropriate technology and ensure adequate training and support. Parents Can Request Technology Through IEP Assessment Parents can initiate assistive technology access by making a formal written request to their school district. The district must respond within fifteen calendar days with either an assessment plan or a written refusal that includes reasons. Once the assessment plan is signed, the district has sixty calendar days to finish the assessment and hold an IEP meeting to discuss results, with some exceptions. If the child qualifies, the team agrees on the devices, supports, and training needed. Some districts also have technology centers that families can use without a formal assessment. A federal Dear Colleague letter states that adaptive technology can improve outcomes, develop skills, and help prepare children for workforce and post-high-school life. Accessibility and Training Determine Long-Term Success Assistive technology succeeds only when it is accessible and supported by training for everyone involved. Using well-known, widely adopted programs such as Microsoft and Apple apps makes it easier for students to access the technology consistently. The host has observed tech supports fail more often than succeed, usually due to insufficient training and support for the child, staff, and parents. Everyone working with the child should have a working knowledge of the technology to provide the level of support needed.   Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

  8. Aug 14

    The Self-Determination Series #1: Student Led IEPs - The Importance of, and Why They Are Largely Ignored

    The idea of students with disabilities actually leading their own IEP team may strike some as a noble, but impractical goal. However, research is clear that, for those students who play a significant role in choosing their IEP accommodations, having self-knowledge of the strengths and weaknesses, planning their adult future and reviewing their progress are far more self-determined than their disabled peers. Self-determination for people with disabilities emphasizes that individuals are in charge of their own lives, rather than having decisions made for them by others.  It involves making choices, setting goals, problem-solving, and advocating for oneself, while seeking necessary assistance. In this first of a multi-episode series on student led IEPs we look at how teachers go about starting the practice, how they recruit students and some of the ways they work with students to prepare for an IEP.   Resources and References: The I'm Determined guide to student involvement in their IEP process https://www.imdetermined.org/tool/student-involvement-in-the-iep-modules/ Council for Exceptional Children. Guide to student participation in their IEP development. Although this guide was written in 2001 it still holds valid as a useful way to chart and monitor progress.                     https://files.eric.ed.gov/fulltext/ED455623.pdf  IRIS Center is a leader in this and other special education research to classroom practices: https://iris.peabody.vanderbilt.edu/module/tran/cresource/q2/p03/#content  Student transition IEP toolkit (another option for a guide): https://raisecenter.org/student-led-transition-iep-toolkit/  An organization dedicated to promoting self-determination for young people with disabilities  (I’m Determined): https://www.imdetermined.org   Summary This podcast episode makes the case for involving students with disabilities in their own IEP planning and meetings. The host explains why self-determination matters, shares teacher and trainer strategies, gives a case-study example, and previews future episodes on overcoming barriers. Key takeaway Student involvement in IEPs is a practical way to build self-determination skills that strongly predict post-school success. Even though students are often reluctant and schools rarely prioritize participation, teachers can start small, use role models, and prepare students gradually to take an active or leading role. Importance of Student Involvement in IEPs Student participation in IEP planning and meetings builds self-determination skills that are at least as important as other school learning. Research shows the more self-determined a student is when leaving high school, the better their chances of a successful adult life; IEP involvement is an effective way to learn choice-making, goal setting, problem-solving, and self-advocacy. Students Often Not Participating Meaningfully In the host’s work as a special education parent advisor, most parents report their child does not participate in IEP planning or meetings in any meaningful way. Many families have never been told by schools that students can and should participate, and staff often have little idea how to involve students because administrators have not made it a priority. Teacher Strategy: Teach Rights and Build Toward Leadership One teacher advises against frustration when students are reluctant, noting that very few students volunteer to lead their IEP meeting the first time. At the start of the school year, this teacher’s stated goal is to teach students their rights, explain the content of their current IEP, help them write future IEPs, and guide them toward leading their own meetings. Start with Students Likely to Succeed A trainer recommends beginning with students predicted to have a high probability of success, so the teacher becomes comfortable with the strategies and strong student role models can encourage peers. Useful signs to look for include interest in their own IEP, self-advocacy, individual communication skills, and perceived status among peers. Hector Case Study: Step-by-Step IEP Preparation Hector, a high school sophomore, worked with his teacher Mr. Wooten to participate in his IEP meeting by describing his disability, stating his needed accommodations, and sharing his post-school career plans. In September Hector learned about his disability and accommodations; in October he explored post-school plans; through October and November they updated his class progress; and before the December meeting they practiced the presentation, which allowed Hector to achieve his goal. Warning: IEP Content Can Trigger Denial or Embarrassment Trainers caution that some IEP information may embarrass or surprise students, and many students are in denial about having a disability or believe trying harder will make it disappear. Many graduates delay disclosing a learning disability in college until they receive failing or unsatisfactory grades, and later say they knew they should have contacted the college special services coordinator but wanted to be like everyone else. Parent Barriers and Future Episodes For parents, hearing that their child should be involved in their IEP can feel like an insurmountable problem, and convincing the school is often frustrating and can feel like institutional gaslighting. The host states that future episodes will look at ways to overcome barriers to full student involvement in IEPs. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

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About

If you are a parent, general educator, or special educator wanting to stay up to date with your knowledge of special education, this program will provide you with expert knowledge in concise (+/-) five minute episodes.    David Poeschl is your host.  He is a retired school district special education director and Cal-State University lecturer.  He currently works as a no-fee advisor to parents of children with disabilities in Northern California.   The content of the podcasts comes from his extensive experience as an educator and the most asked questions parents bring to him in his practice.    The purpose of the program is to share information about those questions and more so parents can be on equal footing with school staff they are working with.   In addition, many general education teachers need and want additonal ways of helping kids with disabilities, as well as ways to  improve their instructional practices.

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