Special Education in Five Minutes

If you are a parent, general educator, or special educator wanting to stay up to date with your knowledge of special education, this program will provide you with expert knowledge in concise (+/-) five minute episodes. David Poeschl is your host. He is a retired school district special education director and Cal-State University lecturer. He currently works as a no-fee advisor to parents of children with disabilities in Northern California. The content of the podcasts comes from his extensive experience as an educator and the most asked questions parents bring to him in his practice. The purpose of the program is to share information about those questions and more so parents can be on equal footing with school staff they are working with. In addition, many general education teachers need and want additonal ways of helping kids with disabilities, as well as ways to improve their instructional practices.

Special Education in Five Minutes is a education podcast hosted by David Poeschl, with 29 episodes on record and a Required Pod Score of 80. PitchCentric scores this show on Booking Probability, Listen Score, and live audience signals refreshed every 24 hours.

David Poeschl hosts Special Education in Five Minutes, a education show with 29 episodes published.

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  Special Education in Five Minutes

  Speech to Text Technology - Writing Revolutionized

  Aug 19, 20266 min

  In an earlier podcast, We looked at text to speech technology that can make a significant difference is the lives of students with reading issues. Speech to text does the same for students with literacy, organization, language and fine motor delays to name just a few school based disabling conditions that can be helped by this technology. With AI capabilities added to the mix, speech to text becomes a powerful tool that can help a student to producing grade level writing. Resources and Research Special Education News 2026: What’s Changing? https://theeducationecho.com/special-education-news-2026-whats-changing/ speech to text research: NCEO https://publications.ici.umn.edu/nceo/accommodations-toolkit/speech-to-text-research speech to text instruction on YouTube. This was a weird link, search term: speech to text for students’ elementary, newest developments usability (there is a picture of a blonde woman in the corner) The link below to a Dear Colleague letter and accompanying materials from the U.S. Department of Education https://sites.ed.gov/idea/idea-files/dcl-assistive-technology-jan-22-2024/ and https://va-leads-ecse.org/Resource/JWHaEa5BS75R8aD-DlrwUA/Resource-assistive-technology-devices-and-services-for-children-with-disabilities-under-the-idea-dear Summary The host’s podcast episode examines speech-to-text technology for students with learning challenges, covering research evidence, teaching methods, and parent access through the IEP process. The episode highlights significant research gains, newer AI-assisted improvements, explicit instruction practices, and practical steps for requesting an assistive technology assessment. It concludes with accessibility and training factors that strongly influence whether these tools succeed. Key takeaway Speech-to-text technology can substantially improve learning and information use for students with disabilities, but its success depends on explicit instruction, careful individual assessment, parent advocacy through the IEP system, and strong training for students, staff, and families. Speech-to-Text Research Shows Consistent Gains Speech-to-text research demonstrates significant improvements for students, with AI advances increasing its usefulness. A summary of studies from 2000 to 2020 showed significant improvement and growth for students using speech-to-text, despite major technological advances since that period. Newer programs more accurately recognize accents, mumbling, and other speech barriers, reducing student frustration. AI-assisted programs can summarize and organize spoken writing, condense confusing speech, and help students produce grade-level writing. Recorded lectures can be synthesized into organized notes by pulling disparate sections into a format students can easily read and interpret. Explicit Instruction and Planning Are Essential for Teaching Teaching speech-to-text should use explicit instruction and individualized assessment rather than simply providing a device. A technology teacher demonstrates her process in the episode’s linked video, with an emphasis on explicit teaching. Explicit instruction is described as a systematic method using small steps, checking for understanding, and ensuring active participation by all students. Careful assessment and individualized planning are key to effective implementation. Educators should work collaboratively with therapists and families to select appropriate technology and ensure adequate training and support. Parents Can Request Technology Through IEP Assessment Parents can initiate assistive technology access by making a formal written request to their school district. The district must respond within fifteen calendar days with either an assessment plan or a written refusal that includes reasons. Once the assessment plan is signed, the district has sixty calendar days to finish the assessment and hold an IEP meeting to discuss results, with some exceptions. If the child qualifies, the team agrees on the devices, supports, and training needed. Some districts also have technology centers that families can use without a formal assessment. A federal Dear Colleague letter states that adaptive technology can improve outcomes, develop skills, and help prepare children for workforce and post-high-school life. Accessibility and Training Determine Long-Term Success Assistive technology succeeds only when it is accessible and supported by training for everyone involved. Using well-known, widely adopted programs such as Microsoft and Apple apps makes it easier for students to access the technology consistently. The host has observed tech supports fail more often than succeed, usually due to insufficient training and support for the child, staff, and parents. Everyone working with the child should have a working knowledge of the technology to provide the level of support needed. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

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  Special Education in Five Minutes

  Student Led IEPs - The Importance of, and Why They Are Largely Ignored

  Aug 14, 20266 min

  The idea of students with disabilities actually leading their own IEP team may strike some as a noble, but impractical goal. However, research is clear that, for those students who play a significant role in choosing their IEP accommodations, having self-knowledge of the strengths and weaknesses, planning their adult future and reviewing their progress are far more self-determined than their disabled peers. Self-determination for people with disabilities emphasizes that individuals are in charge of their own lives, rather than having decisions made for them by others. It involves making choices, setting goals, problem-solving, and advocating for oneself , while seeking necessary assistance. In this first of a multi-episode series on student led IEPs we look at how teachers go about starting the practice, how they recruit students and some of the ways they work with students to prepare for an IEP. Resources and References: Council for Exceptional Children. Guide to student participation in their IEP development. Although this guide was written in 2001 it still holds valid as a useful way to chart and monitor progress. https://files.eric.ed.gov/fulltext/ED455623.pdf IRIS Center is a leader in this and other special education research to classroom practices: https://iris.peabody.vanderbilt.edu/module/tran/cresource/q2/p03/#content Student transition IEP toolkit (another option for a guide): https://raisecenter.org/student-led-transition-iep-toolkit/ An organization dedicated to promoting self-determination for young people with disabilities (I’m Determined): https://www.imdetermined.org Summary This podcast episode makes the case for involving students with disabilities in their own IEP planning and meetings. The host explains why self-determination matters, shares teacher and trainer strategies, gives a case-study example, and previews future episodes on overcoming barriers. Key takeaway Student involvement in IEPs is a practical way to build self-determination skills that strongly predict post-school success. Even though students are often reluctant and schools rarely prioritize participation, teachers can start small, use role models, and prepare students gradually to take an active or leading role. Importance of Student Involvement in IEPs Student participation in IEP planning and meetings builds self-determination skills that are at least as important as other school learning. Research shows the more self-determined a student is when leaving high school, the better their chances of a successful adult life; IEP involvement is an effective way to learn choice-making, goal setting, problem-solving, and self-advocacy. Students Often Not Participating Meaningfully In the host’s work as a special education parent advisor, most parents report their child does not participate in IEP planning or meetings in any meaningful way. Many families have never been told by schools that students can and should participate, and staff often have little idea how to involve students because administrators have not made it a priority. Teacher Strategy: Teach Rights and Build Toward Leadership One teacher advises against frustration when students are reluctant, noting that very few students volunteer to lead their IEP meeting the first time. At the start of the school year, this teacher’s stated goal is to teach students their rights, explain the content of their current IEP, help them write future IEPs, and guide them toward leading their own meetings. Start with Students Likely to Succeed A trainer recommends beginning with students predicted to have a high probability of success, so the teacher becomes comfortable with the strategies and strong student role models can encourage peers. Useful signs to look for include interest in their own IEP, self-advocacy, individual communication skills, and perceived status among peers. Hector Case Study: Step-by-Step IEP Preparation Hector, a high school sophomore, worked with his teacher Mr. Wooten to participate in his IEP meeting by describing his disability, stating his needed accommodations, and sharing his post-school career plans. In September Hector learned about his disability and accommodations; in October he explored post-school plans; through October and November they updated his class progress; and before the December meeting they practiced the presentation, which allowed Hector to achieve his goal. Warning: IEP Content Can Trigger Denial or Embarrassment Trainers caution that some IEP information may embarrass or surprise students, and many students are in denial about having a disability or believe trying harder will make it disappear. Many graduates delay disclosing a learning disability in college until they receive failing or unsatisfactory grades, and later say they knew they should have contacted the college special services coordinator but wanted to be like everyone else. Parent Barriers and Future Episodes For parents, hearing that their child should be involved in their IEP can feel like an insurmountable problem, and convincing the school is often frustrating and can feel like institutional gaslighting. The host states that future episodes will look at ways to overcome barriers to full student involvement in IEPs. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

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  Special Education in Five Minutes

  Home – School Conflict: Effectively Using an “Escalation Ladder" Model

  Aug 13, 20265 min

  A consistent complaint I hear from parents of kids with IEPs is that they don’t feel like their child’s school listens to them in a meaningful way. At times, it doesn’t feel like anyone wants to take responsibility for making sure an IEP is being implemented correctly. Then there are those issues that don’t warrant an IEP meeting, they should be solvable informally and with far less time spent then that required to arrange a formal meeting. Who does a parent talk to, who has the authority to get things moving, are they at the school or do they need to go to the district office? This episode uses a ladder of conflict resolution model as a guide, which recommends starting at the lowest level of staff who work with the child every day, and going up from there, as needed, in an organized, effective way to successfully resolve disputes quickly and efficiently. Resources and References: CADRE (the Center for Appropriate Dispute Resolution in Special Education) is a great resource for information on how to work out special education related issues that come up between parents and school districts: https://onlinelearning.cadreworks.org/resources/collaborative-problem-solving-and-dispute-resolution-special-education-training-manual Summary This episode explains how parents and school districts can use an escalation ladder to resolve special education conflicts that are better addressed outside IEP meetings. The process starts with the case manager and moves through the school principal, district office, and formal complaint options if needed. Key takeaway Special education issues should be resolved quickly at the lowest appropriate level, using written communication and keeping others on the ladder informed, with escalation only when lower levels fail. Purpose of an Escalation Ladder Use an escalation ladder when a special education conflict is best handled outside an IEP meeting. Examples include a general education teacher refusing to provide an IEP-agreed accommodation or a speech pathologist providing small-group instruction instead of the individual instruction listed in the IEP. Why IEP Meetings Are Often Too Slow Avoid waiting for an IEP meeting when the issue is time sensitive. An IEP meeting cannot be scheduled until 30 calendar days after a parent request, so it may happen too late for low-level or urgent problems, even if some districts still insist on an IEP meeting. Start with the Case Manager Begin the escalation process with the child's case manager. Classroom staff see the child every day, know them best, and can describe issues in detailed, concrete ways; parents should communicate in writing and copy others on the ladder so higher-level contacts already understand the situation. Move to the Principal or Assistant Principal Go to the school principal or assistant principal responsible for special education if the case manager level does not resolve the issue. Going to the principal first can cause information to become distorted because the principal will likely need to ask the case manager for details, and information can get garbled when passed through multiple people. District Office and Special Education Director Contact the district office and eventually the district special education director if school-level efforts fail. Smaller districts with fewer than 10–15 schools often have a special education or pupil personnel services director as the contact; larger districts may have more administrative layers, but the parent should still go to the next person up the ladder because district administrators generally have more expertise and understand the consequences of unresolved issues. State Complaint or Due Process Consider a state complaint or legal due process filing only after the escalation ladder has not worked. Failing to implement accommodations or provide IEP services can be reported to the state's special education enforcement or complaint division for violating federal law; a single complaint may have limited consequences, but a pattern of complaints can trigger closer state review and burdensome reporting requirements for the district. Expected Response Time Treat the full escalation process as a short sequence rather than a prolonged wait. Professional courtesy in education is for staff to respond to parent contacts within 24 hours during the school week, so a lack of return communication is itself a reason to continue moving up the ladder. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

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  Special Education in Five Minutes

  Students with Moderate/Severe Disabilities and Adult Transition: What Does a Successful 18-22 Year Old Program Look Like?

  Aug 11, 20266 min

  Students with IEPs who do not complete high school with a diploma are entitled to instructional services from a school district until they are 22 years old. The quality of these programs is spotty, with most not providing the instruction and supports needed to provide students with the independence skills needed to successfully transition to adult life. This episode examines the components that go into a successful transition, one that supports a disabled person’s autonomy to the greatest extent possible. References and Resources Self-Determination and the Education of Students with Disabilities. Author: Michael Wehmeyer https://files.eric.ed.gov/fulltext/ED470036.pdf Adult Transition Program Without Walls. Author: Eric Moberg https://files.eric.ed.gov/fulltext/ED507786.pdf Aging Out of Special Education: A Parent's Guide to Transition Services and 18-22 Programs - Author: Isabella Johnson https://www.specialneeds.com/articles/education/special-education/aging-out-of-special-education-a-parents-guide-to-transition-services-and-18-22-programs/ Summary The host presented an overview of post-high-school programs for students with IEPs who do not receive a high school diploma emphasizing the need for coherent life-skills curricula rather than unstructured services. He defined self-determination as the overarching skill and broke transition needs into employment, residential, social, healthcare, and financial domains. He concluded that 18-to-22 programs must improve how they assess needs and teach competence in each area. Key takeaway Successful adult outcomes for students with moderate to severe disabilities depend on building self-determination through practical instruction across education and employment, daily living, social and recreational life, healthcare, and finances. Context and Gaps in Post-High-School Programs Students with IEPs who do not finish high school are eligible for programs that serve them until age 22, and most of these students have intellectual disabilities along with related issues. The host noted from his professional and parent-advisor experience that most such programs lacked a coherent curriculum or an overall vision for what students needed to learn. Life skills should be at the center of programming, but programs often fail to define those skills or design instruction around them. Self-Determination as the Umbrella Skill Research cited in the episode defines self-determination as the combination of skills, knowledge, and beliefs that enable goal-directed, self-regulated, autonomous behavior. Understanding one’s strengths and limitations, along with believing in oneself as capable and effective, is essential to becoming a successful adult. The components of self-determination include goal setting, problem-solving, making appropriate choices, participating in life-impacting decisions, self-advocacy, creating action plans, and self-managing daily actions. Education and Employment Skills Most disabled adults want satisfying work tied to their interests and inherent skills, not just any job; this may or may not include paid employment. Autistic and neurodivergent people often have deep special interests, so placing them in non-preferred jobs can be highly problematic. Post-high-school education must teach skills in real-world contexts; for example, using public transportation cannot be taught in a classroom and requires navigating access and interacting with strangers. Residential and Daily Living Skills Needed skills include cooking, dressing, cleaning, personal hygiene, functional use of money, shopping, and other routines many people take for granted. These daily living skills are foundational for living as independently as possible in adult life. Social and Recreational Skills Students need to get along with others in non-preferred situations and maintain friendships while managing sensory and social overload. Social skill development includes distinguishing between professional and personal friendships and engaging appropriately in romantic and sexual relationships to gain benefits and avoid dangerous situations. Healthcare Skills Students need to know how and when to take medications, recognize medical signs that require attention, and maintain dental care and hygiene. Healthcare skills overlap with daily living because activities like cooking directly affect a person’s health. Financial Skills Financial independence requires paying monthly bills, tracking spending, budgeting for the near future, shopping, and understanding credit and debt. These skills were presented as concrete areas that post-high-school programs must address. Call for Better Assessment and Instruction Programs need to assess deficits in each of these skill areas and provide instruction specifically designed to teach competence. By addressing these areas, students can gain the skills needed to be independent to the greatest degree possible. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

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  Special Education in Five Minutes

  School Refusal and Neurodivergence - Is It a Child or Institutional Problem?

  Aug 5, 20266 min

  Parents of neurodiverse (ND) children know well how difficult school is for their kids. They understand the anxiety and sensory overload they often feel at school. Due to the increasing numbers of neurodivergent children, It’s not surprising that school refusal (children who don’t go to school and parents are aware of the behavior) is common and increasing in frequency. However, schools and laws that codify mandatory school attendance overlook the high prevalence of school refusal among neurodivergent children. Research shows that up to 95% of chronically truant students are neurodivergent. For decades, institutions have viewed school refusal from a medical model perspective. This episode challenges that assumption and questions if the institutions are the problem, not neurodivergent children. Research and Resources: Author of study used in "Are Schools Toxic for Neurodivergent Students". Dr. Sinead Mullally ( sinead.mullally@ncl.ac.uk www.ncl.ac.uk/psychology/people/profile/sineadmullally.html) "popular" article explaining school toxicity https://researchfeatures.com/wp-content/uploads/2024/07/Sinead-Mullally.pdf Research article that underpins the “popular” article https://pubmed.ncbi.nlm.nih.gov/37810599/ He's Shouting as Loud as He Can - research article about school experiences and neurodivergence. https://journals.sagepub.com/doi/10.1177/23969415231207816 Research articles regarding treatment for school refusal https://files.eric.ed.gov/fulltext/EJ1163566.pdf https://files.eric.ed.gov/fulltext/EJ1163566.pdf https://link.springer.com/article/10.1007/s40489-026-00554-0 Research summary regarding 1-1 instruction for students with autism https://www.researchgate.net/publication/338899568_The_Effectiveness_of_One-To-One_Instruction_Strategies_on_Improving_the_Academic_Social_and_Functionality_of_Children_With_Autism Summary In this episode, The host discusses the sharp rise in school refusal among neurodivergent students since the pandemic, while noting that treatment approaches have not changed in decades. He argues that the dominant medical model wrongly treats the child as the problem and that real solutions require systemic change in education. The episode also addresses the burdens placed on families, the limits of current interventions, and the need for more flexible, inclusive programming. Key takeaway School refusal among neurodivergent students is fundamentally a systemic education problem, so lasting progress requires institutional change rather than treating or blaming the child. School Refusal Is Rising but Treatment Has Stagnated Rates of school refusal have increased since the pandemic, yet the treatment model has remained essentially unchanged for 30 years. The host explains that the standard approach still treats a neurodivergent child as having a problem that must be cured before they can return to school “well again.” Neurodivergent Students Are the Most Affected Population Up to 95% of children who refuse school are neurodivergent, with autism as the largest subgroup and anxiety as the most common underlying trigger. Studies cited in the episode indicate that neurodivergent children dominate school-refusal statistics, and sensory overload is also a frequent contributor. Standard Interventions Often Fail to Produce Lasting Results Common interventions such as CBT, family therapy, ABA, positive behavior support, exposure-based approaches, and social-skills training frequently do not lead to meaningful improvement. Many parents have tried one or two of these approaches repeatedly without appreciable success. Skilled clinicians and supportive school environments are in short supply, and many students end up warehoused in ineffective programs. A Child Problem or a Systemic Problem? The episode asks whether school refusal is a child-level deficit requiring intensive intervention or a systemic failure requiring institutional change. Because treatment outcomes have not meaningfully improved in decades, The host suggests the real answer may lie in changing the system rather than trying to fix the child. Systemic Changes Proposed in Earlier Research Prior research recommends ending punitive attendance policies for neurodivergent students and challenging the legal assumption that school is the best place for every child. The earlier study cited by The host argues that the current education system is not fit for neurodivergent children and frequently causes significant harm to students and families. No simple solution exists, but an informed, skilled, and flexible system could respond better to each student’s learning needs. Parents Are Not the Root Cause Parents should not carry guilt because the system they trusted is the cause, not the child or the family. Some research suggests neurodivergent students do better with one-to-one instruction and interest-based projects, but this kind of programming is unlikely to become widely available at scale anytime soon. Families Are Left to Patch Together Their Own Solutions Families are largely navigating school refusal alone, sometimes disenrolling their children from traditional high schools to assemble a patchwork of services. Some nonpublic schools in The host’s work area provide more sensory-friendly, less stressful environments and handle school refusal more successfully, but they do not offer the full benefits of inclusive education with typical peers. Schools are generally structured to offer only existing programs, which often forces students into poor-fit placements through the IEP process. Practical Advice for Families Families should still use available interventions, even if only incrementally effective, while recognizing that systemic change is what is really needed. The host advises that building resilience as early as possible benefits children later, but neurodivergent families should understand that neither they nor their child are the cause of the struggles they face. Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)

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