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.
S2 E12: Let Them In on the Plan; Colleen's Request To Tell Young People About Their Disabilities and Their IEPs
In this episode, Colleen Ashford goes solo to talk about one of the most underutilized tools in a child's IEP journey; their own self-knowledge. Colleen makes the case that when learners actually understand their diagnosis, can talk about their IEP goals, and know what their accommodations and services are for, something shifts. Their self-concept gets stronger. Their ability to advocate for themselves grows. And it compounds over time in ways that show up in middle school, high school, college, and beyond.
Colleen digs into why there is no "right age" to start these conversations and why waiting communicates shame even when that's never the intent. She talks about the power of neurodivergent peer relationships and adult mentors who don't just tolerate neurological difference but genuinely value it. And she makes the case for books and shows as a low-pressure, character-first entry point into what can feel like a loaded conversation.
With summer around the corner, this episode is a nudge to start the lifelong discussion about knowing oneself, before the school-year begins again.
Key Takeaways:
Why learner self-knowledge is paramount to understanding the “why” behind goals, accommodations and services
The myth of the "right age" to talk about diagnoses, IEP goals, and accommodations — and why starting earlier makes the conversation feel less heavy
How accommodations that are explained are accommodations that actually get used — and why kids who understand their supports feel less shame asking for them
The role of positive peer relationships with other autistic kids and teens, and why seeing yourself reflected in peers matters as much as having ND affirming adults in your corner
Children are not just “students” they are people and they exist as community members outside of school, teaching them how to self-advocate for accommodations in after-school activities or summer activities, broadens their concept of self and can increase their access to community over time
How books and shows featuring neurodivergent characters can open doors to this disclosure conversation and teach non-disabled peers about ways of being different too
Why summer is the ideal time to begin this lifelong conversation; lower stakes, no IEP meetings, and concept of self developing outside of being a “student”
Connect with Colleen Ashford:
On Instagram: https://www.instagram.com/theadvocate.slp/ (https://www.instagram.com/theadvocate.slp/)
Her website: (https://www.theadvocateslp.com)www.theadvocateslp.com (http://www.theadvocateslp.com)
TPT Store: https://www.teacherspayteachers.com/store/the-advocate-slp (https://www.teacherspayteachers.com/store/the-advocate-slp)
@Bemespeech (https://www.instagram.com/bemespeech/) AKA Stephanie Boron’s Amazing Google Doc of Resources for Autistic folks and their supporters- linked to page with book read aloud videos:
https://docs.google.com/document/d/1mEhTZHmcFfqugT7QENPtttFW5QhwYsBsokDEXdVSen4/edit?tab=t.r5lm55il3bvm (https://docs.google.com/document/d/1mEhTZHmcFfqugT7QENPtttFW5QhwYsBsokDEXdVSen4/edit?tab=t.r5lm55il3bvm)
Bio: Stephanie Boron is a pediatric SLP with a passion for creating safe and inclusive spaces for neurodivergent clients and their families. She specializes in neurodiversity-affirming, child-led evaluation and treatment, and she has a special interest in gestalt language processing. As a firm believer that disability rights are human rights, Stephanie is committed to mentoring the next generation of clinicians to empower their clients and advocate for change in their communities.
From: https://communication.northwestern.edu/faculty/stephanie-boron.html (In this episode, Colleen Ashford goes solo to talk about one of the most underutilized tools in a child)
29 Apr 2026
S2 E11: The Relatable School Psych on Autism Eligibility, Parent-Friendly Reports, and Building Trust in the Evaluation Process
In this episode, Colleen Ashford talks with Amber Moore, school psychologist of ten years and creator behind @TheRelatableSchoolPsych account on Instagram. They dig into the often misunderstood world of autism evaluations in schools — what the process actually looks like, why it differs from a medical diagnosis, and how school psychologists can make the whole experience less overwhelming for families. Amber brings a decade of experience across PreK through 12th grade and a genuine commitment to showing up honestly, both in her work and online.
Amber and Colleen explore what it really means to evaluate a child — beyond the scripts and the scores — and why writing reports that actual humans can understand is a form of advocacy in itself. They talk about the power of sharing results with families before the IEP meeting, the emotional weight diagnostic paperwork can carry for parents, and why building trust is the foundation of any good evaluation. They also zoom out to look at how shifts in general education are shaping the landscape for neurodivergent students, and where the bright spots are.
Key Takeaways:
The distinction between educational eligibility for autism and a medical diagnosis — and why that difference matters for families navigating both systems
Why parent accessibility in evaluation reports isn't just a courtesy, it's a collaboration strategy — and practical ways to make reports less clinical and more human
How Amber approaches assessments differently depending on a child's communication style and needs, and what tools she reaches for
The case for reviewing assessment results with families before the IEP meeting to reduce fear, build trust, and make the meeting itself more productive
How changes to general education classrooms are affecting neurodivergent students — and what a more neurodiversity-affirming approach could look like
The importance of mentorship and professional community for early-career school psychologists, and how Amber is building that through her resources and online presence
You can find Amber on Instagram at https://www.instagram.com/therelatableschoolpsych/ (https://www.instagram.com/therelatableschoolpsych/)
and if you’re a school psych wanting to join her cohort- dm her the keyword COHORT
You can browse her parent guides, assessment tips, and family engagement tools in her TPT store:https://www.teacherspayteachers.com/store/the-relatable-school-psych (https://www.teacherspayteachers.com/store/the-relatable-school-psych)
Connect with Colleen Ashford:
On Instagram: https://www.instagram.com/theadvocate.slp/ (https://www.instagram.com/theadvocate.slp/)
Her website: www.theadvocateslp.com (http://www.theadvocateslp.com)
Drive/Toolkit for psychs: https://stan.store/therelatableschoolpsych/p/school-psych--sped-toolkit-custom-docs-ondemand-copy?utm_source=ig&utm_medium=social&utm_content=link_in_bio&fbclid=PAZXh0bgNhZW0CMTEAc3J0YwZhcHBfaWQMMjU2MjgxMDQwNTU4AAGn0qoybBVMM73CjKxALyZ3Hqfvbk7q-C6e3nflTRxazMM5rVWMXK3Gdr1Nfcs_aem_A8rJYQuWKi3v0DrY5Tgk0g (https://stan.store/therelatableschoolpsych/p/school-psych--sped-toolkit-custom-docs-ondemand-copy?utm_source=ig&utm_medium=social&utm_content=link_in_bio&fbclid=PAZXh0bgNhZW0CMTEAc3J0YwZhcHBfaWQMMjU2MjgxMDQwNTU4AAGn0qoybBVMM73CjKxALyZ3Hqfvbk7q-C6e3nflTRxazMM5rVWMXK3Gdr1Nfcs_aem_A8rJYQuWKi3v0DrY5Tgk0g)DISCLAIMER: Colleen is a licensed SLP and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.
22 Apr 2026
S2 E10: MoDE Foundation Director Tracey Bloch on Seclusion, Restraint, and Fighting for Student Safety in Missouri Schools
UREGNT! IF YOU ARE A MISSOURI RESIDENT PLEASE SCROLL TO THE BOTTOM FOR THE BILLS AND CONTACT YOUR REPRESENTATIVES BY MAY 15, 2026.
In this episode, Colleen sits down with Tracey Bloch — Executive Director of the Missouri Disability Empowerment Foundation (MoDE) — for an urgent and unflinching conversation about seclusion and restraint in Missouri schools.
Tracey Bloch brings both lived experience and hard-won expertise to this conversation. Once a self-described uninformed parent lost in a difficult IEP situation with nowhere to turn, she found MoDE, was guided through the process, and dedicated herself to doing the same for others. As Executive Director, she has become a leading voice in Missouri for legislative accountability, data transparency, and systemic change that protects disabled students.
The numbers from the DOJ’s report are staggering. After a 21-month federal investigation, the U.S. Department of Justice found that Special School District — which serves over 23,500 students across 22 school districts in St. Louis County — secluded more than 300 students nearly 4,000 times and restrained almost 150 students 777 times over just two school years.
The DOJ concluded these practices violated Title II of the Americans with Disabilities Act, the district has yet to make any meaningful change.
Source: https://endseclusion.org/2026/03/07/missouris-wake-up-call-after-the-dojs-findings-its-time-to-ban-seclusion-in-all-schools/ ( IF YOU ARE A MISSOURI RESIDENT PLEASE SCROLL TO THE BOTTOM FOR THE BILLS AND CONTACT YOUR REPRESENTATIVES TODAY. In this episode, Colleen sits down with Tracey Bloch — Executive Director of the Missouri Disability Empowerment Foundation (MoDE) — for an urgent and unflinching conversation about seclusion and restraint in Missouri schools. This episode was sparked by a chain of connections set off when Colleen shared a post from the Missouri Developmental Disabilities Council on the DOJ)
Missouri already has a law on the books. Senate Bill 152, passed in 2021, established that seclusion and restraint may only be used in the event of imminent danger of physical harm; that parents must be notified within one hour of the end of the school day; that incident reports must reach families within 5 days and the state within 30; and that all personnel must complete annual training on permitted techniques.
Now two more bills are moving through the Missouri legislature — and time is running out
⚠️ THE WINDOW TO ACT CLOSES MAY 15TH, 2026
The Missouri legislative session ends May 15. Both HB 2304 and HB 2933 must move to the Senate before the session adjourns or they die. Contact your Missouri state senator now and tell them these bills matter. Links to both bills are below.
KEY TAKEAWAYS
* What seclusion and restraint mean under Missouri law — and which specific techniques are prohibited under SB 152 (2021)
* The DOJ's findings against Special School District in St. Louis
* What HB 2304 and HB 2933 would change
* Why data transparency is still a critical gap — and how FOIA/Sunshine requests can help parents and advocates expose what districts aren't reporting
* The risks of inadequate or misapplied staff training
* What trauma-informed, humane alternatives to seclusion and restraint look like in practice
* Why advocacy must operate on both levels at once: at the IEP table and at the state capitol
CONNECT WITH TRACEY BLOCH & MoDE
Missouri Disability Empowerment Foundation: https://www.moempower.org (https://www.moempower.org)
Facebook: https://www.facebook.com/MoDEfoundation (https://www.facebook.com/MoDEfoundation)
Instagram: https://www.instagram.com/mode.foundation/ (https://www.instagram.com/mode.foundation/)
CONNECT WITH COLLEEN ASHFORD
On Instagram: https://www.instagram.com/theadvocate.slp/ (https://www.instagram.com/theadvocate.slp/)
DISCLAIMER: Colleen is a licensed SLP and special education advocate. Nothing stated in the Unfiltered IEPs Podcast should be taken as medical or legal advice and is her expressed opinion.
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