UNFILTERED IEPS

The Advocate SLP
  • 5.0 (5)
  • Parenting
  • Updated Weekly

Welcome to Unfiltered IEPs—where parents and professionals can speak freely about their own IEP experiences, both the little victories and major frustrations. I want you to hear the unfiltered version of what it’s really like to be on the other side of the table. This podcast is for anyone on an IEP team, from parents to teachers, SLPs to OTs , advocates to administrators, I'm want to hear from everyone what it is really like to be in their role- the unfiltered version. Because now more than ever, these are the conversations we need to be having.

  1. May 21

    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/  Her website: www.theadvocateslp.com  TPT Store: https://www.teacherspayteachers.com/store/the-advocate-slp @Bemespeech AKA Stephanie Boron’s Amazing Google Doc of Resources for Autistic folks and their supporters- linked to page with book read aloud videos: https://docs.google.com/document/d/1mEhTZHmcFfqugT7QENPtttFW5QhwYsBsokDEXdVSen4/edit?tab=t.r5lm55il3bvm Bio: Stephanie Boron is a pediatric SLP with a passion for creating safe and inclusive spaces for neurodivergent clients and their families. She specializes in neurodiversity-affirming, child-led evaluation and treatment, and she has a special interest in gestalt language processing. As a firm believer that disability rights are human rights, Stephanie is committed to mentoring the next generation of clinicians to empower their clients and advocate for change in their communities.  From: https://communication.northwestern.edu/faculty/stephanie-boron.html

    22 min

  2. Apr 29

    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/  and if you’re a school psych wanting to join her cohort- dm her the keyword COHORT You can browse her parent guides, assessment tips, and family engagement tools in her TPT store:https://www.teacherspayteachers.com/store/the-relatable-school-psych Connect with Colleen Ashford: On Instagram: https://www.instagram.com/theadvocate.slp/  Her website:  ⁠www.theadvocateslp.com⁠  Drive/Toolkit for psychs: https://stan.store/therelatableschoolpsych/p/school-psych--sped-toolkit-custom-docs-ondemand-copy?utm_source=ig&utm_medium=social&utm_content=link_in_bio&fbclid=PAZXh0bgNhZW0CMTEAc3J0YwZhcHBfaWQMMjU2MjgxMDQwNTU4AAGn0qoybBVMM73CjKxALyZ3Hqfvbk7q-C6e3nflTRxazMM5rVWMXK3Gdr1Nfcs_aem_A8rJYQuWKi3v0DrY5Tgk0gDISCLAIMER: Colleen is a licensed SLP and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.

    57 min

  3. Apr 22

    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/ Missouri already has a law on the books. Senate Bill 152, passed in 2021, established that seclusion and restraint may only be used in the event of imminent danger of physical harm; that parents must be notified within one hour of the end of the school day; that incident reports must reach families within 5 days and the state within 30; and that all personnel must complete annual training on permitted techniques.   Now two more bills are moving through the Missouri legislature — and time is running out  ⚠️ THE WINDOW TO ACT CLOSES MAY 15TH, 2026 The Missouri legislative session ends May 15. Both HB 2304 and HB 2933 must move to the Senate before the session adjourns or they die. Contact your Missouri state senator now and tell them these bills matter. Links to both bills are below.   KEY TAKEAWAYS   * What seclusion and restraint mean under Missouri law — and which specific techniques are prohibited under SB 152 (2021) * The DOJ's findings against Special School District in St. Louis * What HB 2304 and HB 2933 would change * Why data transparency is still a critical gap — and how FOIA/Sunshine requests can help parents and advocates expose what districts aren't reporting * The risks of inadequate or misapplied staff training * What trauma-informed, humane alternatives to seclusion and restraint look like in practice * Why advocacy must operate on both levels at once: at the IEP table and at the state capitol CONNECT WITH TRACEY BLOCH & MoDE Missouri Disability Empowerment Foundation: ⁠https://www.moempower.org⁠  Facebook: ⁠https://www.facebook.com/MoDEfoundation⁠ Instagram: ⁠https://www.instagram.com/mode.foundation/⁠ CONNECT WITH COLLEEN ASHFORD On Instagram: ⁠https://www.instagram.com/theadvocate.slp/⁠ DISCLAIMER: Colleen is a licensed SLP and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.

    1h 6m

  4. Apr 15

    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 Check out Colleen's FREE resource on TPT for how to request a special education evaluation for your child: https://www.teacherspayteachers.com/Product/How-to-Request-a-Special-Education-Evaluation-IEP-Parent-Handouts-15705791 SOURCES: Early Intervention, Then and Now — History of Part C of IDEA and the original 1986 Congressional findings. parentcenterhub.org/ei-history Overview of Early Intervention — Eligibility, the IFSP process, and timelines. parentcenterhub.org/ei-overview Transition to Preschool — The legal transition process from Part C to Part B. parentcenterhub.org/transitionpreschool IDEA Part C — Congressional Research Service — Federal overview of Part C requirements and state implementation data. congress.gov/crs-product/R43631 Early Childhood Technical Assistance Center — Lead agency information by state. ectacenter.org/partc/partc.asp DISCLAIMER: Colleen is a licensed speech-language pathologist and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.

    27 min

  5. Apr 1

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

    41 min

  6. Mar 24

    S2 E7: From Harvard to Homeschool: How Dr. Daniella Boyd went from being the teacher she needed as a undiagnosed neurodivergent child- but never had- to the one her Autistic children need right now

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

    49 min

  7. Mar 18

    S2 E6: This Advocate's 10 Point IEP Specificity Checklist

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

    27 min

  8. Mar 11

    S2 E5: Making Good Trouble in Texas: Kaitlin Cruise’s Advocacy, from School Board Meetings to the State Capitol—and Back to the IEP Table

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

    1h 10m
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About

Welcome to Unfiltered IEPs—where parents and professionals can speak freely about their own IEP experiences, both the little victories and major frustrations. I want you to hear the unfiltered version of what it’s really like to be on the other side of the table. This podcast is for anyone on an IEP team, from parents to teachers, SLPs to OTs , advocates to administrators, I'm want to hear from everyone what it is really like to be in their role- the unfiltered version. Because now more than ever, these are the conversations we need to be having.

Information

  • Creator
    The Advocate SLP
  • Years Active
    2025 - 2026
  • Episodes
    28
  • Rating
    Explicit
  • Copyright
    © The Advocate SLP
  • Show Website
    UNFILTERED IEPS

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