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/

 Her website:www.theadvocateslp.com

 TPT Store:https://www.teacherspayteachers.com/store/the-advocate-slp

@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

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