Complex needs necessitate a more specialized approach toward therapy. Often the “Big 3” of speech, OT, and PT are not specialized enough to address complex needs. This episode takes a look at how niche therapies fold in the The Big 3 and where trends seem to be headed. About the Guest: Laura Hayes, MS, CCC-SLP Laura Hayes is a speech-language pathologist with over 12 years of augmentative communication experience in both school and medical settings.  Laura has presented locally and at state, national, and international conferences such as the Missouri Speech-Hearing Association, ATIA, and the Pediatric Perspectives Conference. She has been published and supported both inpatient pediatric and educational augmentative communication research.  She currently hosts a podcast for her school district titled: “Innovative AAC Solutions”. She loves providing training, implementation resources, and guided direction to help with success using AAC.  She can be followed for more resources and ideas on Instagram @aac_innovations. Links to Mentioned Content: Kim’s conversation w Chris Bugaj on the Talking With Tech Podcast about technology Inclusive Learning 365 book about integrating tech Chickadee AAC Sarah Gregory Rachel Mandell Episode w Jacklyn Googins where she discussed research based approaches to therapy This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

LOMAH Special Needs Podcast

#153 - The Need for Niche Therapy

If the traditional format of education during the day and therapies in the afternoon are not advancing your objective, you CAN break the mold. Listener turned guest, Jess Fraga is venturing out of the box this year. Rather than slot her twin boys into what is already established with education and therapies she is creatively customizing a day that is focused on how to best meet goals. She shares how her boy’s days are structured, where she found people to help, utilizing resources for funding, and suggested educational materials.   Links to Mentioned Content: Blossom and Root Curriculum Call of the Wild and Free Special Book Episode 108: Finding Disability Financial Resources IEP and homeschooling considerations for each state This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

#152 - Education and Therapy Customization

Adulthood often comes with a narrowing of therapeutic options that unfortunately are becoming even more thinned out due to recent policy. In this episode we pick up from a line of thought introduced in episode 150 regarding supports that affirm Neurodiversity and how value is ascribed to disability communities. Ableist lines of thinking are having a catastrophic impact on support services for the most vulnerable. These impacts in policy will be very hard to reverse once implemented and many advocates are unaware that the advocacy movements they are supporting may actually be ableist at the core and incredibly harmful to those we wish to champion   About the Guest: Ashley Kim Weiss Ashley is an entrepreneur and disability advocate who currently serves as the National Coordinator for Together for Choice.  She is also the President & CEO of Elevare Community, a non-profit organization whose mission is to create supportive residential communities for adults with intellectual and developmental disabilities.  Prior to Elevare, Ashley was the co-founder and Executive Director of Villa de Vida, a non-profit organization building an affordable housing community for adults with developmental disabilities in San Diego. Ashley holds a bachelor’s degree in Finance and Management from the University of Illinois, Chicago, and a Master’s degree in Business Administration from the Claremont Graduate University’s Drucker School of Business. Ashley joined the show in Season 2 for an in depth conversation on the Fair Labor Laws and HCBS scrutiny. Find that episode in the Advocacy Series, Episode 67: HCBS Waiver, Fair Labor Laws, and Advocating for Choice.

151 - Dwindling Adult Therapy Options (caused by well meaning but misguided advocacy efforts)

What does it look like to support self injurious behavior in a way that is affirming to the individuals neurotype? Are the approaches being suggested in the neurodivergent affirming therapeutic practices movement just wishful thinking or are they game changers for the many looking for help in this area? We conclude with a conversation about what self determination truly looks like when considering independent living outcomes and goals. We highly suggest listening to this episode with a copy of the document created by OT's for Neurodiversity. You can download it for free here. Without the download this conversation will lack the same level of depth and understanding because we refer to the document often without specific descriptions.  About the Guests:  Greg Boheler, MSOT and Jacklyn Googins, MSOT Greg is an autistic MOST graduate from UNC Chapel Hill, co-founder of B3 Coffee, and co-founder of OTs for Neurodiversity. Greg leverages his diverse skill set, his divergent way of thinking, and an OT background in his work as a consultant, disability advocate, and a ‘narrative shifter’.  A skeptic by nature, Greg believes in the importance of questioning the way things have always been done and challenging ableist assumptions embedded within the OT profession. Learn more about Greg here. Jacklyn (she/her) graduated from UNC Chapel Hill’s Master’s of Occupational Therapy program in August 2021. Jacklyn is the co-founder of OTs for neurodiversity, a paradigm-shift in social media advocacy platform and the co-founder of B3 Coffee, a nonprofit that provides social and vocational opportunities for people of all abilities. She plans to carve a non-traditional path as an OT interested in inclusive workplace practices, neurodiversity in higher education, and post-secondary transition planning. She identifies as neurodivergent and is dedicated to advancing social justice through her involvement in community-level initiatives. Links to Mentioned Content: We highly recommend listening to this episode while referring to this document Podcast Episodes #49 & #50 with Erin Sheldon: Person Centered Planning and AAC Podcast Episode #39 on Restraint & Seclusion Podcast Episode #145 with Jordyn Zimmerman: Thoughts From A NonSpeaking Autistic on Literacy & Communication Film about Jordyn Zimmerman - This is Not About Me This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

#150 - Neurodivergent Affirming Approaches to Self Injurious Behavior

New methods of therapy are beginning to take hold that emphasize neurodivergent affirming practices. What does this even mean and how does it expand or change the scope of traditional therapeutic focus? This is the first of two episodes on the topic. About the Guest: Jacklyn Googins, MSOT Jacklyn (she/her) graduated from UNC Chapel Hill’s Master’s of Occupational Therapy program in August 2021. Jacklyn is the co-founder of OTs for neurodiversity, a paradigm-shift in social media advocacy platform and the co-founder of B3 Coffee, a nonprofit that provides social and vocational opportunities for people of all abilities. She plans to carve a non-traditional path as an OT interested in inclusive workplace practices, neurodiversity in higher education, and post-secondary transition planning. She identifies as neurodivergent and is dedicated to advancing social justice through her involvement in community-level initiatives. Mentioned Content: OT’s for ND Teachers Pay Teachers Site Neurodiversity-Affirming Versus Ableist Practice with Transition-Aged Clients - Please download this free chart in preparation for part 2 of the conversation happening in Episode 150. OT’s for ND Facebook Page OT’s for ND Instagram Page This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

#149 - Neurodivergent vs. Ableist Therapeutic Practices: Part 1 of 2

From the start, referrals and advice and options abound. How do we make smart decisions and put boundaries around therapy so as to choose the best option and know when it’s time to bail.   About the Guest Kimberly Richey is a former librarian, researcher, massage therapist and Rolfer with over 20 years of experience. She is also on a unique parenting journey with her son, Eli, who has disabilities. Kimberly’s goal is to support other parents navigating and advocating for their children with disabilities. She loves a good podcast and ginger kombucha! You can find her @uniqueparentingjourney on IG or at uniqueparenting.co . Kimberly has offered a free download of the Action Map discussed in the show to help bring clarity to therapy choices. This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose. 

#148 - Finding Clarity Among So Many Therapy Options

The most common settings for occupational, physical, and speech therapy are clinics, schools, homes, and in the community. This episode explores the pros and cons of each and introduces the new series where we rethink the what, when, where, why, and how of therapies we choose to use. About the Guest: Sara Hall, OTR/L Sara Hall is a pediatric occupational therapist and the owner of SOAR Pediatric Therapy, a community-based private practice specializing in unique and tailored therapy services to children of all ages and diagnoses. SOAR’s emphasis is on empowering parents and providing education to parents, caregivers and teachers for effective carryover and to best support children in all environments. With over 20 years experiences, Sara has worked across many settings, including school setting, clinics, home health early intervention, and community-based settings. She specializes in sensory integrative approaches, self-regulation, emotional regulation, reflex integration, and also has certification for completion of STAR Institute Sensory Processing Disorders Level 1 Mentorship and Astronaut Training. This episode is part of a 12 episode series in Season 5 rethinking the what, when, where, why, and how of the therapies we choose.

#147 - Pros & Cons of the Most Common Therapy Models

In this final episode of the literacy series, Kim shares how she is implementing into Miranda's literacy instruction what the guests have taught and what she has learned from the book Comprehensive Literacy for All. Along with specific episode/guest mentions from the series and page references from the book Kim shares: How at the beginning of the series it was confusing to understand the way literacy and communication were and were not the same when using a speech generating device. What happened when she learned and implemented strategies for emergent rather than conventional stages of literacy development. What types of lessons she is using to teach the emergent writing areas of working with words, and writing with full keyboard. What types of lessons are being used to teach the transitional strategies of shared reading, independent reading, word study, and reading comprehension. What was the easiest and what has yet to be tried. The take away is to think of the elements of a comprehensive literacy program (as listed on page 205 of the book) as several buffets. Each buffet has several teaching options. To get started, simply go to the buffet and put something on your plate. When you are ready for more, return and grab more. Give yourself and your learner grace. Just start with one thing. Bite what you can chew. Repeat. 

#146 - Literacy Series Recap

She was denied access to appropriate educational opportunities and a robust communication system for the first 18 years of life. But now, she has a degree in education policy and is a grad student studying curriculum instruction for the severely disabled. A self advocate shares what it was like to live with trapped thoughts for 18 years and what was helpful and harmful on her journey toward communication and literacy. About the Guest: Jordyn Zimmerman, B.Ed. Jordyn is a graduate student of education at Boston College studying Curriculum and Instruction with an emphasis on severe disabilities. Before graduate school, she completed her bachelors degree in education policy at Ohio University, as well as a minor in communication studies, and certificate in law, justice, and culture. She founded the seventh inclusive collegiate cheer team in the nation under Generation Spirit (formally The Sparkle Effect), served on the student senate, and was a finalist for the National Speech and Debate Association Student of the Year. She was a public policy intern for the National Disability Rights Network in Washington DC, and served as mentor, teaching assistant, and art instructor for an autism school for over 3 years. As a nonspeaking autistic student who was denied access to effective augmentative communication until she was 18 years old, Jordyn has personal experience challenging the educational status quo. An avid advocate, Jordyn is on the board of directors for Communication FIRST and is passionate about ensuring every student is able to access effective communication and exercise their right to a truly inclusive education. Follow Jordyn on twitter and visit her website to learn more about Jordyn, including links to her publications, information on speaking engagements, and media appearances.

#145 - Thoughts From a Nonspeaking Autistic on Communication and Literacy

Despite what research tells us about time learners need in emergent literacy environments,  learners with CVI and significant disabilities are often expected to immediately jump into conventional strategies. This episode shares emergent literacy strategies, specifically in writing, for learners who have difficulty seeing and who have significant physical impairments.  About the Guest: Gretchen Hanser, PhD Dr. Hanser has worked in the field of assistive technology and literacy for students with significant disabilities for over 20 years. She is an educator and an occupational therapist. Her primary focus has been on augmentative and alternative communication and literacy for students with the most significant disabilities. She has worked in a variety of educational settings developing model classrooms, developing school based assistive technology centers, providing teacher and related service provider trainings, participating in assistive technology assessment teams and working directly with students and staff in the classroom. Gretchen has taught university classes and presents nationally and internationally on these subjects. She is currently the Director of Assistive Technology at the International Academy of Hope in New York City. Links to Mentioned Content Articles for Closing the Gap Comprehensive Literacy for All by Karen Erickson and David Koppenhaver Article by Karen Erickson on what to do everyday with emergent learners (coming soon) Order of teaching phonological awareness (coming soon) Teachers Pay Teachers alphabet book Jane Farrall’s Pinterest page and blog post 

#144 - Emergent Literacy Strategies with Cortical Visual Impairment

If it’s not in the IEP then there is a good chance it won’t be an educational priority. Comprehensive literacy involves several areas of instruction. What should assessments and goals look like when using comprehensive literacy approaches toward literacy? About the Guest Stephanie Spadorcia is the chair of the Teaching and Learning department, which consists of Early Childhood, Elementary. Middle School, High School, and Special Education programs. Her research and teaching focuses on literacy instruction for students across the disability continuum; assessment of reading and writing; and using technology to support literacy instruction. She has published articles and book chapters, and presents nationally. She is a researcher with the Center for Literacy and Disability Studies at UNC at Chapel Hill, conducting research and development on literacy instruction for students with disabilities. She does work in schools in providing literacy instruction for all students, and the role of assessment in a literacy program. For information on her counseling and coaching services visit www.stephaniespadorciaconsulting.com This is the 13th episode in a series focusing on the importance of comprehensive literacy approaches for students with significant disabilities.  

#143 - Comprehensive Literacy in the IEP

Bringing all learners, regardless of disability, to a place of literacy is going to require specialized skill sets from the therapy team, leadership from the special education teacher, involvement of para professionals, and follow through at home. This episode offers insight from a public high school education team that have discovered how bring it all together for comprehensive literacy instruction. About the Guests: Ashley Larisey is a licensed Speech-Language Pathologist and clinical educator. Ashley’s work experiences over the past 11 years include public and private therapeutic day schools, speech/language clinics, and early intervention. Ashley also serves as an adjunct clinical supervisor at Saint Xavier University and teaches a module specific to the use of technology in the field of Speech/Language Pathology. Ashley has extensive experience working with children and adults who use Augmentative and Alternative Communication (AAC) systems, and has presented at local and national conferences on AAC. Lauren Sheehan is a special education teacher with over thirteen years supporting students with complex communication needs. She has an undergraduate degree in Special Education and Masters Degrees in Curriculum and Instruction and Special Education. She also has a certificate in Assistive Technology. Some of her past settings include private, in-home therapy for young children with Autism and the public school district supporting students with low-incidence disabilities. She is also an adjunct faculty instructor at Saint Xavier University. Her focus continues to specialize in the area of accessing the curriculum for all students, alternative access, supporting AAC users, assistive technology and her new found love and interest in comprehensive literacy instruction. Lauren has presented at Closing the Gap, ATIA, and Illinois State University.   This interview is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

#142 - Literacy for All Requires All of Us

Changes require new ideas and ways of thinking. When considering literacy instruction and the teams responsible, where is the path of least resistance? This episode is a brainstorming session yielding ideas such as whole team vs segmented IEP writing, how to spearhead a comprehensive literacy movement in your school, and how Covid may have introduced models of instruction that bring more consistency to each child’s team. About the Guest: Christopher R. Bugaj, MA CCC-SLP Joining us is Christopher R. Bugaj, MA CCC‐SLP is a founding member of the Assistive Technology Team for Loudoun County Public Schools. Chris co-hosts the Talking With Tech podcast featuring interviews and conversations about augmentative and alternative communication and has hosted The A.T.TIPSCAST; a multi‐award winning podcast featuring strategies to design educational experiences. Chris is the author of The New Assistive Tech: Make Learning Awesome For All, published by the International Society for Technology in Education (ISTE). Chris is the co-author of Inclusive Learning 365: EdTech Strategies for Every Day of the Year (which is available for pre-order now) and The Practical (and Fun) Guide to Assistive Technology in Public Schools both of which are also published by ISTE. Chris co-authored two chapters for a book published by Brookes Publishing titled Technology Tools for Students with Autism. Chris co‐produces and co‐authors the popular Night Light Stories podcast which features original stories for children of all ages. Chris has presented over 500 live or digital sessions at local, regional, state, national and international events, including TEDx. This interview is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

#141 - New Models of Team Collaboration and Literacy Initiatives

Many educators are required by their district to use prepackaged curriculum sets. While these sets are very user friendly, they often do not follow a comprehensive literacy approach to learning and assume reading level equates thinking level. As a result, many learners are either left behind or lack access to age appropriate materials and cognitive concepts. About the Guest: Don Johnston, M.S. Don didn’t read his first book until the 9th grade after he was inspired by a very special teacher. He learned to make “movies in his mind” which was the key to his learning. This was influential in the visual supports in Readtopia. Don has wanted to bring visual learning to other students his whole life. Now it’s a reality! Don made Readtopia his full-time passion, driving the development forward. He embedded himself in many Readtopia videos, talking directly to students on-location from around the world. Links to Mentioned Content Readtopia In addition to Readtopia, Don and his team have created a variety to literacy materials to support comprehensive literacy instruction including First Author, Snap & Read, CoWriter, Quizbot, and UPar Download a free copy of Don’s book, Building Wings For the parent pricing of Readtopia call the office at 847-740-0749 This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

#140 - An Alternative to Big Box Curriculum

Comprehensive literacy instruction at the emergent stage includes shared reading, predictable chart writing, alphabet and phonological awareness, writing, and self directed reading. Comprehensive literacy instruction at the conventional stage includes reading comprehension, word study, writing, and self directed reading. This episode gives a fly on the wall look at how to put all of these aspects together to support literacy instruction should you have your learner for the entire day, or only at bedtime. About the Guest: Kim Rankin of Hold My Words Kim is a mother of eight and grandmother of four. Her twenty-eight consecutive years as a homeschool mom has given her opportunity to be a lifelong learner. Most recently, the needs of her youngest child, Nathaniel, has pushed her into the AAC world and given her reason to explore teaching literacy to a complex communicator. She is a frequent online contributor and speaker at events focused on AAC and literacy. Links to Mentioned Content: Kim’s website @holdmywords on Facebook, Instagram, and Pinterest Comprehensive Literacy for All by Dr. Karen Erickson and Dr. David Koppenhaver Pictello Talking AAC conference This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

#139 - The Comprehensive Literacy Approach: Putting It All Together

The LOMAH Special Needs Podcast is an in depth look at topics relevant to raising our special needs children. The show runs topical series deep diving into an issue for 10-12 episodes. Series include education, safety, advocacy, inclusion, technology, housing, health, and more. Your host, Kim, is the mother of a teenage daughter with type 3 autism, epilepsy, hypotonia, and intellectual disability. For behind the scenes of the journey, find Kim on Instagram @journey2lomah

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LOMAH Special Needs Podcast

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