Special Education Strategist: Learning Disabilities & IEP (Dyslexia, Executive Function, Dysgraphia, ADHD, Autism, Parent advocacy), IEP Coach & Educational Therapist Wendy Taylor, M.Ed., ET/P cover art

Special Education Strategist: Learning Disabilities & IEP (Dyslexia, Executive Function, Dysgraphia, ADHD, Autism, Parent advocacy), IEP Coach & Educational Therapist Wendy Taylor, M.Ed., ET/P

Special Education Strategist: Learning Disabilities & IEP (Dyslexia, Executive Function, Dysgraphia, ADHD, Autism, Parent advocacy), IEP Coach & Educational Therapist Wendy Taylor, M.Ed., ET/P

By: Special Education Strategist
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 The IEP process and the world of special education can be confusing and overwhelming for parents, teachers, and students, alike. But it doesn’t have to be! Learning Essentials has teamed up with experts to give you valuable insights into the IEP process and the world of special education —and it’s free!

Join Wendy Taylor, M.Ed., ET/P as she hosts educators, psychologists, and other medical providers who provide pro tips on what to ask, what to bring, and what to take away from your next special education interaction. This is a podcast series you will not want to miss! Education
Episodes
  • S4 Ep434: Neurodiversity-Affirming IEPs: Moving Beyond Compliance with Breea Rosas

    S4 Ep434: Neurodiversity-Affirming IEPs: Moving Beyond Compliance with Breea Rosas
    Jun 3 2025
    What does it really mean to be neurodiversity-affirming? Breea Rosas, licensed educational psychologist and founder of the Neurodiversity Affirming School Psychologist Group, joins Wendy Taylor to unpack how schools, families, and IEP teams can shift from a deficit-based lens to an affirming, strength-centered approach. From actionable language swaps to rethinking token boards and goal-writing, this episode is a must-listen for anyone ready to do better—for real.

    Top 3 Takeaways:
    1. Language is the First Shift: Changing “non-compliant” to “self-directed” transforms perceptions—and outcomes.
    2. Parent Power is Real: Input statements and pre-meeting advocacy can reframe the entire IEP experience.
    3. Affirming ≠ Ignoring Needs: Reframing challenges as “support needs” aligns goals with neurotype, not pathology.
    Connect with Breea Rosas:
    Instagram: @NDaffirming_SP
    Website: Neurodiversity Affirming SP Resources

    Connect with Wendy Taylor:
     Instagram: @learningessentials
    LinkedIn: Wendy Taylor
    Facebook: Learning Essentials
    Website: LearningEssentialsEDU.com
    Enroll in Cracking the Code to Special Education Eligibility:
    Access Course

    Mentioned in the Episode:
    • The Neurodiversity Podcast with Emily Kircher-Morris
    • The Autistic Self Advocacy Network (ASAN) – position statements on identity-first language
    • Collaborative & Proactive Solutions – Dr. Ross Greene
    Show More Show Less
    55 mins
  • S4 Ep433: Rethinking Behavior: Play, Regulation & Neurodiversity

    S4 Ep433: Rethinking Behavior: Play, Regulation & Neurodiversity
    May 27 2025
    Is it misbehavior—or a regulation challenge? In this powerful episode, Wendy Taylor sits down with Polina Shkadron, trauma-certified speech language pathologist and founder of Play to Learn Consulting. Together we explore how play, trust, and brain-based support strategies can transform how we support neurodivergent learners. With over 15 years of experience in Autism, ADHD, and ARFID, Polina shares the science and soul behind behavior, regulation, and connection.

    3 Key Takeaways
    • Behavior is communication: regulation, not punishment, is the entry point.
    • Play is not just fun—it’s a vehicle for building working memory, impulse control, and cognitive flexibility.
    • Autonomy, connectedness, and competence are the cornerstones of sustainable learning and self-advocacy.
    Connect with Wendy
    Instagram
    LinkedIn
    Facebook
    Learning Essentials
    Podcast
    Cracking the Code to Special Education Eligibility


    Connect with Polina Shkadron
    Website
    Instagram
    LinkedIn
    YouTube
    Speaking Engagements
    Show More Show Less
    1 hr and 5 mins
  • S4 Ep432: How to Write a Parent Input Statement That Drives Services

    S4 Ep432: How to Write a Parent Input Statement That Drives Services
    May 20 2025
    Your voice isn’t just welcome at the IEP table—it’s legally required. In this episode of The Special Ed Strategist, host Wendy Taylor, M.Ed., ET/P, breaks down how to write a powerful Parent Input Statement that reflects what you’re seeing at home and in the community. You’ll learn how to collect meaningful data, prioritize your concerns, and communicate them effectively to shape your child’s IEP. Whether you’re new to the process or a seasoned advocate, this episode will help you speak up, be heard, and drive real change.

    Key Takeaways:

    1. Parent Input Is Protected by Law
       Under IDEA (34 CFR §300.324), schools must consider a parent's concerns—making your input a vital part of the IEP.

    2. The CARE Model Empowers Parents
       Learn how to Collect, Assess, Reflect, and Express home and community observations to advocate with clarity and impact.

    3. Needs Drive Services—Your Voice Defines Those Needs
       Discover how to ensure your input aligns with the IEP’s present levels, accommodations, and goals.
    Contact Wendy or Learn More:

    • Instagram: @learningessentials
    • LinkedIn: Wendy Taylor
    • Facebook: Learning Essentials
    • Website: LearningEssentialsEDU.com
    • Cracking the Code Course (Module 1 Free in May with Code: GOGRAY): Enroll Here
    Podcast Link: The Special Ed Strategist
    Show More Show Less
    14 mins

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