NESCA

Is your child’s eating more than just "picky eating?" Avoidant/Restrictive Food Intake Disorder (ARFID) goes beyond typical food preferences and can significantly impact a child’s health and well-being. In our latest blog, NESCA Pediatric Neuropsychologist Maggie Rodriguez, Psy.D., dives into what ARFID is, how it differs from picky eating, and what parents can do to support their child. #ARFID #PickyEating #ChildDevelopment #PediatricNeuropsychology #FeedingDisorders

I came across this post by @mariadeleonslp and immediately fell in love with it. Aside from the fact that it features coffee, its key message—having AAC accessible at all times—is one of the most critical factors in transition planning for students who use AAC to communicate. As a transition specialist working with teens who have a wide range of communication styles, I’ve evaluated many students who “use AAC.” But what I often see is inconsistent access to and use of their devices across settings. Some students “leave their device at home” on the day of testing. Others only have access to it at school. Some use it in speech therapy—both in school and privately—but nowhere else. We would never expect a speaking student to only talk during speech therapy while relying on gestures or other methods in class and at home. Yet, when it comes to AAC, this kind of inconsistency is surprisingly common. If a student needs AAC for self-expression, communication repair, or any other reason, then they need access to and practice with their device across all aspects of life. They should have it with them at all times—ideally by wearing it. And their AAC system should be dedicated to communication, not repurposed for leisure, rewards, or other tasks. After all, we should all be able to communicate no matter what else we are doing. In adult life, people are expected to communicate in a variety of settings with individuals who may not know them. A stranger won’t necessarily know that someone uses AAC, nor will they remind them to take out their device in order to express themselves. This is why consistent access to AAC is so critical—not just for self-expression, but also for safety, independence, and lifelong success. So needless to say, I love this post. Let’s make sure AAC is truly available at all times. #AAC #AugmentativeCommunication #CommunicationAccess #Inclusion #TransitionPlanning #SpecialEducation #SpeechTherapy #DisabilityRights #AssistiveTechnology #IEP #ProfoundAutism #TransitionAssessment

I was recently asked a number of questions about transition coordinators, and it reminded me of how complicated transition planning, and specifically the role of transition coordination, can be. It's one of those areas where the answer always seems to be: "It depends." So, I decided to create a series of posts to answer important questions about transition coordinators. The first logical question to start with is, “What exactly is a transition coordinator?”' In broad terms, transition coordinators are professionals with specialized knowledge and skills to help students with IEPs (Individualized Education Programs) transition from high school into adulthood with a focus on preparedness for living, learning, and working. But here's the catch—there is no one-size-fits-all definition of this role. There are credentials in some states, such as a transition specialist endorsement or transition-to-work endorsement, and there is a national certification that can be attained, but not everyone working as a transition coordinator holds this type of credential. And importantly, the job title doesn’t mean that every school or district uses a transition coordinator the same way. It’s not even a role that’s universally required, so schools get creative with how they structure this position. Transition coordinators may work in one school, or across an entire district. They might be responsible for developing curriculum, providing professional development, attending meetings, offering direct instruction, or coordinating job placements for students, or anything outlined in the job description by the district. The job can look completely different depending on the community. So, why does the role of transition coordinator matter? Because having someone in this role—someone dedicated to supporting the transition of students with disabilities—is critical to ensuring successful transition planning. But whether that person is called a “transition coordinator” or not doesn’t matter as much as the fact that the district is fully invested in this process. In the coming weeks, I will dive deeper into this topic. Stay tuned if you want to learn more about what transition coordinators do, how common the role is, and why it’s so important! #TransitionPlanning #IEP #SpecialEducation #PostSecondaryTransition #LifeAfterHighSchool #DisabilitySupport #EducationMatters #StudentSuccess #FutureReady #InclusiveEducation

"Cultural competence is not just a set of buzzwords we throw around to make ourselves sound aware; it’s a crucial, ongoing practice that demands attention, empathy, and, above all, genuine understanding." – Dr. Leah Weinberg Dr. Leah Weinberg joined NESCA in January and recently wrote her first blog post on the importance of approaching cultural knowledge and sensitivity as more than just buzzwords. This is a complex and essential topic, and she breaks it down exceptionally well. I’m tremendously impressed with Dr. Weinberg’s ability to articulate not only the significance of cultural competence but also the realities of working with youth and families who have experienced trauma. Her words are a powerful reminder that cultural sensitivity must go beyond surface-level awareness—it requires deep listening, respect, and a willingness to engage with the lived experiences of those we serve. This is especially critical in transition planning, where cultural competence means recognizing that independence and adulthood don’t look the same for everyone. We must be mindful not to impose our own values on what life after high school “should” look like, but instead, work collaboratively with families to honor their perspectives, traditions, and definitions of success. Dr. Weinberg’s full post is a must-read for anyone working with children and families. Check it out here: https://buff.ly/1KFnPR3 #CulturalCompetence #TraumaInformedCare #TransitionPlanning #DiversityInPractice #Neuropsychology #SupportingFamilies #NESCA #SpecialEducation #IEP

Did you know that the purpose of special education is to prepare students with disabilities for further education, employment, and life beyond school? Yes, federal law (IDEA 2004) guarantees students with disabilities a free appropriate public education (FAPE) and ensures they receive individualized supports tailored to their unique needs. But the ultimate goal of that education isn’t just about passing classes or getting a high school credential—it’s about preparing students with disabilities for meaningful postsecondary experiences. Too often, in elementary and middle school team meetings, we focus mainly on academic, social, and emotional skills tied to the curriculum. But we also need to ask: - Are students developing self-awareness and self-advocacy? - Are they learning decision-making and problem-solving? - Are they gaining real-world, functional skills for independence and community engagement? We need to make sure we are not just thinking about special education in the present—because every IEP is actually a springboard toward life after high school. Let’s ensure we focus on students’ goals for the future and provide the preparation they need to achieve them. #SpecialEducation #TransitionPlanning #SelfAdvocacy #PostSecondarySuccess #EducationForAll #TransitionAssessment #IEP #StudentVoice

I recently spoke with a journalist who sent me a list of questions about transition planning for students on Individualized Education Programs (IEPs). As I read through them, I worried they might not enjoy our conversation—because my immediate response to every question was: "It depends." Take the first question, for example: "How important, and how common, is it for a high school to have a full-time transition coordinator?" To answer that, you have to understand a few things. Broadly speaking, a transition coordinator is someone with specialized skills and knowledge related to helping students with IEPs transition into adulthood. However, there's no single, universally mandated credential or job description. Some states offer credentials like a transition specialist endorsement or a transition-to-work endorsement, and there is a national certification—but not all transition coordinators have the same training or responsibilities. The concept of a transition coordinator is relatively recent. Even when schools do employ transition coordinators, their roles vary widely. They might do any of the following, and more (or less): - Work at a single school or across an entire district. - Provide professional development within the district and to families. - Attend transition planning meetings and assist in developing IEPs. - Develop curriculum and/or design and implement lesson plans. - Provide direct instruction for individuals or small groups. - Coordinate employment opportunities for students. - Be assigned responsibility for all transition-aged students within a district or just some (like post-12th grade transition programs). On top of that, while federal law requires transition planning to begin with the IEP in place when a student turns 16, some states start as early as 13 or 14—meaning transition services need to begin in middle school. That makes it even more critical for schools to have professionals with transition expertise at various grade levels. From my perspective, what's most important is: - Every school district needs at least one person (and ideally more than one) with specialized training and knowledge in transition planning—someone who can support assessment, services, community outreach, and meaningful transition planning. - It should be clear who that person (or team) is and exactly what aspects of transition assessment and service delivery they are responsible for. Transition coordinators play a critical role. But simply having someone with the title doesn't guarantee strong transition services. The entire school district—not just one individual—must be committed to preparing students for life after high school. And honestly, we as a culture need to be committed to including individuals with disabilities in our colleges, training programs, workplaces, and communities. #TransitionPlanning #IEP #SpecialEducation #TransitionServices #DisabilityInclusion #CollegeAndCareerReadiness #IndependentLiving

At NESCA, we often hear concerns from parents and caregivers that a diagnosis will “label” their child—but what if understanding their child’s needs actually opens doors for them instead of closing them? In this video, NESCA Pediatric Neuropsychologist Miranda Milana, PsyD., explores why identifying challenges early can empower kids to thrive. ?? #ChildDevelopment #Neuropsychology #ParentingTips #NeuropsychologicalEvaluation #DiagnosticLabels #EarlyDiagnosis

Let’s normalize ALL post-high school options! ??? For many students, a traditional four-year college isn’t the best next step after high school—and that’s okay! Some need time to explore their interests, build confidence, or develop independence before committing to a degree program. Others may find that a different path better aligns with their strengths and career goals. Watch this video to learn about a wide range of post high school options! ?? What options do you think should be talked about more? Drop them in the comments! #LifeAfterHighSchool #CollegeAlternatives #SuccessHasManyPaths #NormalizeAllPaths #PostSecondaryOptions #CareerReadiness #CollegeIsntTheOnlyPath #FuturePlanning #EducationMatters #SupportingStudents

It is the time of year when high school seniors are deciding whether to enroll in college or take a “gap year.” High school juniors are diving deeper into the college search and thinking about the application process. But not every student should jump straight into a four-year college program after high school—and we need to teach students that’s okay! Some students need more time to develop independence, build confidence, or explore their interests before committing to a degree program. For others, alternative paths may be a better fit for their strengths and career goals. Some students simply need time and space to figure those things out. For all students, of all ages, we should be working hard to normalize all postsecondary pathways. College does not a given or the only option. I met with a high school senior yesterday who has been accepted to several colleges for the fall but has no idea what he is good, what he wants to study, or how to do homework anywhere but study hall. He definitely needs time and support to build up the skills required to juggle full-time college life. When I asked him what he might do if he did not go to college, he had no idea. So, I reframed the question: “If college were not an option, what else might you do?” Again, no idea. This is exactly why we need to be talking with all students about the full range of post-high school options, including: - Postgraduate year to continue building on foundational skills - Transition programs to gain life, learning, work, and self-advocacy skills - Pre-college experiences and bridge programs to explore college - Gap years to explore interests and build skills - Community college for an affordable part- or full-time start - Earning credentials beyond a high school diploma to boost career readiness - Apprenticeships for hands-on learning in trades - Private career and technical schools for specialized training - Certificate and associate’s degree programs for career-focused education - Internships for hands-on experience - Paid employment to gain real-world knowledge - Volunteering to build skills and connections - Military service as a career pathway There are so many ways to prepare for a fulfilling future beyond the traditional four-year college experience. Let’s make sure student know that their options and support them in finding the right fit. For tips on talking to teens about alternatives to college, check out, What Are My Teen’s Best Options After High School? - https://buff.ly/ODOLNLc What other options do you like to share with teens? #LifeAfterHighSchool #CareerExploration #CollegeAlternatives #FuturePlanning #PostSecondaryOptions #GapYear #SkilledTrades #CollegeIsntForEveryone #StudentSuccess #CareerPathways #EducationMatters #TransitionPlanning #TransitionAssessment #IEP

If you frequent IEP meetings, you know they can feel tense sometimes. It’s understandable—emotions run high when we’re talking about a student’s future. And these days, we are all under-resourced, and students are facing more complex challenges. But when the process starts to feel like there are “sides” or “separate teams,” we lose sight of what really matters. At the end of the day, there’s only one team: the one that’s here to support the student. It’s everyone’s job in a team meeting to advocate for the student. If we are following best practice, we are also facilitating meetings where students can advocate for themselves, and we’re just supporting their voices. Parents, educators, specialists, consultants, advocates, attorneys—we’re all in this because we care about students. One of the best ways to make these meetings feel less contentious is to ensure the student’s voice is truly heard. When we empower students to take an active role in their IEP process, we shift the focus back to why we’re all here. And when we stay focused on the student’s strengths, challenges, interests, and needs, we design truly effective IEPs. I’ve seen this happen in many IEP meetings—where collaboration feels natural, and everyone is working together toward the same goal. Here’s a story of what that can look like: https://buff.ly/jjEHcXv Let’s make every IEP meeting a space where students feel supported, valued, and heard. And let’s remember—we are all here to advocate for students. #IEPMeetings #Collaboration #StudentVoice #SpecialEducation #Advocacy #TransitionServices #TransitionPlanning #IEP #StudentLed #StudentCentered