In this episode of Teaching Autism & Special Education with Nikki, we’re talking about advocacy — the kind you need when you know what a student needs, but the system just isn’t moving.

You know the feeling.... You’ve got the data.. You’ve got the experience... You can see the pattern clear as day… and yet you’re stuck in meetings that go nowhere, hearing “we’ve tried that” or “they just need to cope.”

This episode is for that moment.

Because advocacy doesn’t have to mean arguing, burning bridges, or leaving the meeting feeling shaky and drained. It can be calm, professional, strategic — and actually effective.

• What advocacy really is (spoiler: it’s not fighting)

• Why you are the expert on your students.. even if it doesn’t always feel that way

• How to use data in a way that actually gets listened to

• A simple way to phrase concerns in meetings without sounding emotional or “difficult”

• What to say when you hit resistance (without losing your cool)

• Why writing things down matters more than you think

• How to build allies so you’re not advocating alone

• When it’s okay to escalate, and how to do it properly

• Why advocating for yourself matters just as much as advocating for students

• Advocacy isn’t personal.. it’s professional

• Calm beats loud every single time

• Data tells a story when you give it context

• You don’t have to be confident to be effective, just prepared

• Small wins still count (and they add up)

If you’ve ever walked out of a meeting thinking “I should’ve said that differently” or “why is this so hard?” .. this episode is for you.

🎧 Listen in and let’s talk about how to advocate in a way that protects your students and your energy.

Hey teacher friend... few things sting like seeing a student suddenly “lose” a skill they worked so hard for. One day they’re thriving, and the next, it’s like they’ve forgotten everything.

Before you panic or question your teaching, take a breath - regression isn’t failure. It’s feedback. 💛
In this episode, we’re unpacking why regression happens, what it’s really telling you, and how to respond calmly, strategically, and compassionately - so your students (and you) can bounce back faster.

• Why regression is a normal part of learning, not a setback

• How to identify what’s really causing it (environmental, emotional, or developmental)

• How to adjust supports instead of restarting from scratch

• Ways to rebuild confidence, trust, and connection

• Language shifts that keep communication hopeful and professional

• Reframe it: “The skill needs a refresh,” not “We’re back to square one.”

• Identify the why: Look for changes in environment, emotion, or expectation.

• Adjust - don’t restart: Bring back visuals, routines, and scaffolds temporarily.

• Rebuild through connection: Safety before skill.

• Protect dignity: Support quietly and positively.

• Give yourself grace: Regression doesn’t mean you failed - it means you noticed.

Regression isn’t a setback, it’s a signal.
Your students aren’t losing progress; they’re reorganizing, recalibrating, and preparing for their next step forward.

Hey teacher friend, today we’re diving into one of my favorite topics: The Least Dangerous Assumption, also known as The Presumption of Competence. 💛
It’s a mindset that completely changes how we see and support our students, especially in special education.

If you’ve ever wondered how to balance high expectations with realistic support, or how to make sure every child gets a fair chance to show what they know, this episode is for you.

• What The Least Dangerous Assumption means, and where it came from

• Why assuming competence matters so deeply in SPED classrooms

• The harm of underestimating students (and how it limits opportunity)

• Practical ways to live out this mindset every day

• Real-life examples that prove access + belief = possibility

• Give access first, then assess. Barriers often look like “can’t” when they’re really “can, with support.”

• Use age-respectful materials. Adapt the task, not the dignity.

• Provide real choices. Choice = voice = confidence.

• Watch your language. Replace “can’t” with “not yet” or “still learning.”

• Look for hidden understanding. Sometimes comprehension shows in the smallest cues.

• Expect growth, even slow growth. Small wins are still wins.

When we presume competence, we teach from belief, not limitation.
The “least dangerous assumption” means giving every student access, dignity, and the chance to show what they know, because the risk of assuming too little is far greater than assuming too much.