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.

Hey teacher friend - you’ve been tracking, tallying, and color-coding behavior data… but now you’re wondering, “Okay, what do I actually do with it?”

In this episode, we’re breaking down how to interpret behavior data.. what it really means, what it doesn’t, and how to use it to create real change for your students. Because data isn’t about numbers.. it’s about stories.

• Why behavior data is meant to inform, not judge

• The different types of data (frequency, duration, latency, ABC) - and what each reveals

• How to look for trends and context, not just totals

• Common data traps that can mislead you

• How to identify a behavior’s function so you can support, not punish

• Turning graphs and charts into practical classroom insight

• Data + context = clarity. Numbers alone never tell the full story.

• Look for patterns over time, not one-off incidents.

• Pair quantitative data with notes and reflection. Your instincts matter too.

• Focus on function: What purpose is the behavior serving?

• Celebrate micro-progress. Shorter duration, quicker recovery.. it all counts.

• Tell the story: When sharing data, lead with empathy, not statistics.

Behavior data isn’t proof of a problem... it’s a language.

Hey teacher friend, we’ve all been there.

The tone shifts, a student’s body tenses, and you can feel the energy in the room change.

What you do in that moment can completely shape what happens next.

In this episode, we’re talking about real de-escalation techniques you can use right now, what to say, what not to say, how to use your body language, and how to calm things before they spiral.

These are practical, realistic strategies you can start using today to keep your classroom, and yourself, steady when emotions rise.

• Why escalation is communication, not manipulation

• How to spot early warning signs before a meltdown

• Simple language swaps that instantly lower tension

• The power of body language, silence, and co-regulation

• How to debrief after an incident and protect your own energy

• Notice early. Pacing, clenched fists, or refusals are clues, not defiance.

• Stay calm first. Breathe, drop your shoulders, lower your voice.

• Say less. Try: “You’re safe.” “I’m here to help.” “Let’s take a break.”

• Avoid ultimatums. Offer choices like “Sit or stand?” “Here or calm corner?”

• Co-regulate. Model slow breathing, stay nearby, and wait quietly.

• Debrief later. Once calm, reflect on what worked... for both of you.

You’re not giving in when you de-escalate, you’re giving safety.
Your calm presence is the most powerful tool you have. Connection first, correction later.

Hey teacher friend, let’s talk inclusion. 💛
We all believe in it, but between IEPs, sensory supports, and a million tiny details, inclusion can start to feel like a full-time job on top of your full-time job.

In this episode, I’m sharing real, low-prep strategies that make inclusion doable, not perfect or Pinterest-ready, just practical, functional, and effective. These are the small changes that help every student belong without adding hours of prep to your plate.

• What inclusion really means (and what it isn’t)

• The mindset shift: same goal, different path

• 10 easy, low-prep strategies that make inclusion feel natural

• How small environmental tweaks and routines make a big impact

• Why presence matters more than perfection

• Use visuals everywhere: step-by-step picture cues, first/then strips, finished bins.

• Simplify tasks, not content: keep the learning goal, change the format.

• Pair students strategically: rotating peer partners builds belonging.

• Offer universal tools: fidgets, headphones, choice seating for everyone.

• Anchor learning in routines: embed goals into morning meeting or snack time.

• Model everything: short, clear directions + demonstration = instant inclusion.

• Prioritize shared experiences: same lesson, different access points.

Inclusion doesn’t have to be perfect, it just has to be possible.
When you focus on simple visuals, clear routines, and flexible choices, you’re already creating a classroom where every student belongs.

Hey teacher friend, it’s that time of year when the real holiday stress hits. Not from your students. Not from admin. But from parents (and let’s be honest… ourselves, too).

Between “Will there be a Christmas concert?” emails and “Can you send one more update?” requests, it’s easy to feel like you’re being pulled in a dozen directions.
In this episode, we’re diving into how to handle parent pressure and classroom expectations with grace, clarity, and healthy boundaries.. so you can actually enjoy the season.

• Why parent pressure usually comes from love and worry, not criticism

• How proactive communication keeps things calm and predictable

• Ways to balance festive fun with realistic classroom goals

• Kind but firm responses for “Can you also…?” requests

• Why your calm, consistent energy matters more than perfection

• Send short weekly updates instead of constant replies

• Share student wins before parents ask for progress

• Clearly outline what events will and won’t happen

• Reframe requests: “That’s a great idea, I’ll note it for next term!”

• Keep your classroom “manageable,” not Pinterest-perfect

You don’t owe anyone “extra.”
You owe your students your calm, your care, and your energy, and that’s already more than enough.
Give yourself grace this season, teacher friend. The magic comes from connection, not chaos.

Hey teacher friend, feeling buried under glitter and wrapping paper right now? 🎄
If planning “fun” holiday activities feels more stressful than magical, this episode is for you.

Today, we’re talking about Inclusive Holiday Fun - simple, low-prep activities that actually work for every learner. No chaos, no pressure, no six-hour crafts. Just calm, accessible joy your whole class can enjoy (including you!).

• What makes an activity truly inclusive for neurodivergent learners

• How to balance festive fun with structure and predictability

• Easy classroom ideas that keep engagement high and stress low

• Tips for sensory-friendly crafts, movement, and literacy

• Why connection and calm matter more than perfection

• Predictable crafts: sticker trees, snowman matching, reindeer name crafts

• Errorless learning: sorting, matching, and fine motor holiday tasks

• Sensory play: snow dough, reindeer food bins, Christmas sorting tubs

• Calm movement: snowflake stretching, reindeer run, freeze like a snowman

• Inclusive themes: focus on winter, kindness, or penguins, not just Christmas

Inclusive fun isn’t about doing more... it’s about doing what matters most.
When your students feel safe, capable, and included, that’s the real holiday magic. ✨