52. Navigating the IEP Process with Collaborative Success with Lisa Baskin-Wright, IEP Coach
In this podcast episode, listen in as Lisa Baskin-Wright, an incredible IEP coach, describes her heartfelt and insightful journey into navigating the Individualized Education Plan (IEP) process for children with autism. Bringing both a personal and professional perspective to the table, she shares the challenges, solutions, and immense hope for parents embarking on this journey. Learn about the importance of understanding each child's unique needs, the intricacies of the IEP process, and practical advice for parents feeling overwhelmed.
LINKS:
Follow Lisa on Instagram: @lisabaskinwright
Check out her website linked HERE for more support & amazing resources!
Follow @AutismDietitian on Instagram
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TRANSCRIPT
Hi, I'm Brittyn, a Registered Dietitian and autism sibling. I have a passion for helping parents of neurodivergent kids navigate nutrition and wellness for their child, one small step at a time. Here we'll explore practical nutrition tips, learn from top autism experts, break down the newest research, and share inspirational stories that will empower you to utilize nutrition to help your child feel their best and thrive.
Listen in while picking kids up from school, sitting in a therapy waiting room, taking a quick walk or wherever you find yourself, looking for some inspiration and a friend to guide you along this journey. This is Nourishing Autism.
Brittyn: Hey everybody. Welcome back to the Nourishing Autism Podcast. I'm super excited for today's episode. I talked with Lisa Baskin Wright, who is an IEP coach. And she shared so much amazing information all about how to support your child through the IEP process. And then also how to bring food into the mix as well, which is a question that I often get, "okay,
my child is a selective eater. I'm needing help with them eating more at school because [00:01:00] then they come home really overstimulated and hungry or hangry. And how do I do that?" And so Lisa answered all of my questions. This is a fantastic episode. If you are feeling really overwhelmed with the IEP process, or if you were just not having success with making any solid steps forward with your IEP team.
She takes a very collaborative and curious approach, which I really love, and it just feels like it helps the IEP process, all really come together and finally get everybody on the IEP team, working as one, rather than these individual people who are all fighting for their individual part of the IEP.
So I'm really excited for you to listen to this. I'm also very excited because Lisa is coming in my membership next week to do an IEP workshop and I can't wait. So if you are listening to this podcast live, we are having Lisa in next Wednesday, April 17th. And I am so psyched.
[00:02:00] She's going to be answering all of your questions live and giving us more information about how to create a collaborative IEP team and how to have success and how to set your child up for success in the school system and I cannot wait. So if you want to join us for this live IEP workshop and Q&A be sure to join us by clicking the link below to join the Nourishing Autism Collective, which you can find at nourishingautism.co.
And I'm super excited and I'll get to see you live there next week. So without further ado here is my interview with Lisa Baskin Wright
Brittyn: I am so excited to be sitting here with Lisa. Lisa, thanks so much for joining us.
Lisa: Thank you so much for having me.
I'm really excited to be here too. Of course.
Brittyn: We connected on Instagram. It was actually, I don't know that you know this, but it was one of my members inside of my membership who sent me your profile and she was like, you have to connect with her. She has been such a great resource for us because I think in one of our Q and A's I mentioned [00:03:00] IEPs and she was like, You don't follow Lisa, you have to.
So thank you for that. And I need you to share what you do so everyone else can get in on why you're so helpful with IEPs and supporting families on this journey.
Lisa: Sure. Well, thank you so much for sharing that little insight. Cause I had no idea how you found me. And so I was so excited to connect with you.
Yeah. So in brief, in my kind of former life before I had children, I was a high school math teacher. And I was raised by a high school math teacher and there's all kinds of educators in my family and then my husband's parents were both public school educators. And so we're just a big public school kind of family.
And when my daughter's my younger child, when she was born, there was clear developmental differences. And so we navigated that path as parents and it wasn't the smoothest path we can get into that in a little bit. I'll just be brief here. And so that really got [00:04:00] me into a community of folks who were also navigating the IEP process.
And unfortunately, ours ended up requiring a legal process, which was not terribly fun. And so at some point we relocated out of the area and my husband, his way of kind of coping was to publish our story. So he has a book out there and my way was to go back and work with teachers as a mentor. But we all used to kind of kid that I not only wasn't staying in my lane as a mentor, I was like leaving the freeway because I was helping the parents and I was helping the general education teachers all figure out
how to engage in this process in ways that were collaborative and meaningful for the learner. And it led to this work. And so, there's definitely a personal motivation for me that I don't want anyone to have the negative experience that we had. It was really difficult, especially as an educator and as somebody who's really [00:05:00] collaborative in nature to be in a kind of ongoing dynamic that was
somewhat contentious and trying to balance, you know, positive personal relationships with the folks who were actually interacting with my child while navigating these processes that just did not feel good and weren't fun and felt kind of not focused on my child. It just sort of became this yucky game of adults behaving badly.
So I really like to bring that collaborative, humanizing, curious approach to the IEP process. And it's been really fun.
Brittyn: Well, so when did you decide to make that jump into what you're doing now coming from, you said high school math, correct?
Lisa: High school math. Yes. So I left the classroom and my kids were little and I did some work supporting teachers at that time.
And I was tutoring and working with kids that were having kind of a difficult time with math and school. And, my daughter started [00:06:00] early intervention services as an infant. And so I started getting really curious about disabled learners and what school would kind of look like for them. And I joined
you know, a support group for moms, like a local group, and all the children were a couple of years older than my daughter. So I was getting this preview that wasn't terribly positive, which obviously increased my anxiety as the parent of, you know, this two, three year old neurodivergent kid that, oh, gosh, we're going to have to engage in this system.
But I definitely, even though I was an educator, I had some naivete thinking, it's going to be really okay. Everyone I know who's a teacher is lovely. I still actually really feel that way. I really feel like if you decide to go into education or into occupational therapy or speech therapy for pediatrics, really kind of period, but specifically to pediatrics in the [00:07:00] educational system, Your passion for kids and how they learn, that curiosity, that is a piece, if not a driving force of your why.
This is not a profession that draws people because of money or notoriety, right? Like your reasons for being in this system are really good. And so that is something I was able to hold onto, but didn't really understand the kind of the complexity of the system. And so we were met sort of face on with that complexity.
And, and it took me kind of a long time to realize it wasn't kind of person specific, it was system specific. And that the system itself really wasn't designed for these kids. And, you know, it's tough to navigate. And It really wasn't until I stepped out of it, and we moved out of the area and my daughter actually went to non public schools for a little [00:08:00] while.
And I started working as a mentor that I was able to get back to that place of really recognizing that not only are parents and caregivers navigating a deeply flawed system, so are the educators and the service providers within that system. And so how do we sort of acknowledge that common ground and move forward with curiosity from there instead of seeing it as this adversarial kind of process.
Brittyn: And that's I think what drew me to you a lot online because you are approaching a lot of things out of curiosity and collaboration and that is going to be what actually makes a difference and like moves that needle to get the child the support they need. I want to back up for a second because I want you to tell us what an IEP is.
I think a lot of parents probably listening to this know. But for those people who are maybe early on in their journey or their child hasn't had an IEP yet and they may benefit from one, I think this would be really helpful. [00:09:00]
Lisa: Yeah, absolutely. So an IEP stands for an Individualized Education Plan. Some people refer to it as an Individualized Education Program.
Same, same concept. And so it's a process that is separate from kind of a medical diagnosis. So you may have gone through with like a neuropsych or a developmental pediatrician or a clinical psychologist and received an autism diagnosis through that pathway, which is different than engaging with your school district.
And that's a confusion point for a lot of people. They'll say, well, my child's been diagnosed autistic, so they should get the services. And the schools will say, we have to go through our process because we're looking at eligibility criteria within the I.D.E.A and the I.D.E.A stands for Individuals with Disabilities and Education Act.
It's the federal mandate that kind of governs special education. So this individualized plan, there are 13 [00:10:00] categories that a student can qualify for. Each category has its own eligibility criteria. So there is an autism eligibility criteria. There's specific learning disability, speech language impairment, other health impairment.
Deafness and blindness. There's 13. I'm not going to go through all of them. Intellectual disability is one, but they each have their own set criteria. And so the team will do a comprehensive evaluation. I would recommend if you have not started this process and you feel like your child would require that direct support in school,
that you make that request in writing, having just a verbal exchange isn't necessarily going to get those wheels turning in motion. So you want to, you know, reach out to the administrator, reach out to the district person, depending on the age of your child. You can [00:11:00] always reach out to the district and say, you know, my child is turning 3, they've been diagnosed autistic.
We suspect they'll need support in school. How do we start this process? And they will guide you. If your child is older, and they're already enrolled in school, you reach out to the administrator, to the school psychologist. It can be to the special education teacher with the same kind of these are my concerns.
This is the diagnosis my child has. Your child doesn't need a diagnosis.
Brittyn: Because I know some people are like well I'm on the waitlist And then there's people who are also saying my child has an educational diagnosis of autism And so I wanted you to touch on that as well while you're answering this.
Lisa: Exactly, I wanted to make sure that I was being clear. You do not need a medical diagnosis in order to meet eligibility criteria within the schools.
And I think I somewhere have a post about [00:12:00] this on Instagram. There's really no such thing as an education diagnosis of autism. There's educational identification, like you've met that eligibility criteria. So your child may be eligible under autism, but that's not the same thing. They're looking at different criteria and it's not within the scope of practice for a school team
to diagnose a child with anything. They're identifying if a child meets the eligibility criteria within their system, within the confines of the IDEA.
Brittyn: That makes a lot of sense, and I haven't heard it explained that way. Obviously it made sense to me that if you have a identification in school, but I always just hear the terms educational diagnosis used.
Obviously, you can't qualify for medical services that way. But I always just wondered what that really meant. So it just means that it's qualifying [00:13:00] them for services throughout one of those 13. Sectors on the IEP. Okay. Got it.
Lisa: Yes. And it goes the other way. So some families think, I have this letter from my child's neuropsychologist or from my child's pediatrician and the recommendation from the prescribing doctor is an IEP. Well, a doctor can't prescribe an IEP. They are separate processes. You can sign a release of information for, say, the school psychologist to have a conversation with your neuropsychologist or your clinical psychologist or anybody on your support team for them to be able to collaborate, which is a lovely thing.
But getting a letter from a doctor doesn't prescribe an IEP. They have to go through their own process. And I know for some folks, they think, well, gosh, I'm on the wait list in this medical arena. Does that mean I need to wait to start the school process? And the answer is no, because you don't need the [00:14:00] medical piece in order to engage the school piece.
They are separate.
Brittyn: I think that's really important for people to understand because waitlists can last forever. I mean, you can be on a waitlist for a year or more. And to be able to qualify for an IEP, you don't need Any of that, just to go through the system and to be able to get those supports earlier when maybe you're waiting on all of the other medical supports is really, really beneficial to be able to get that kind of support.
Lisa: Yeah, absolutely.
Brittyn: So tell me what all can be included in an IEP. So when people get an IEP, obviously there's no one size fits all, but I want you to talk about what could possibly be included in an IEP, what kind of supports and services.
Lisa: So the, I mean, this is going to sound so hokey, but the I in IEP really truly does stand for individualized.
So within the school setting, speech therapy can be provided, occupational therapy, physical therapy, counseling services or psych [00:15:00] services. This is a nutrition that's your focus and the folks that are listening to you have kids who are struggling with nutrition and feeding and all of those things absolutely accommodations around food can be written into an IEP.
So, an IEP is this really comprehensive document and it's kind of this A to B to C to D process. So, if just a quick overview of walking somebody new to it through the process would be: you make this initial request. They have to get your written consent regardless of which state you are in the country.
They need written authorization to actually evaluate your child. It's 60 days usually is the timeline for from signature to holding that meeting. At the meeting, you discuss present levels, eligibility is determined. Once eligibility is determined, you move into goals. So there are specific [00:16:00] goals within a learner's IEP that the team is going to track data on, track progress on, and those goals are going to then determine the services, whether that's speech, OT, physical therapy, whatever. There is also a section for accommodations. So accommodations are anything that doesn't alter the curriculum itself. So it can be more time. It can be a particular place that a learner sits in a classroom, it can be sensory accommodations, which can loop into nutrition and food.
The one thing I really want to lift up because it's too common that it happens in school and I really always recommend against it, but particularly for kids who are struggling with eating, is food should never, ever, ever be used as a reward.
Brittyn: Amen. I was so excited to hear what you were going to say and I really hope that was what it was.
Yep, totally [00:17:00] agree. Can you share why you believe that?
Lisa: I have lots of reasons for believing that. One just sort of personally, you know, my daughter's now 18, but when she was younger, every single provider used food as a reward with her with the exception of one. And for our kids who have differences in their interoception, And are already struggling to figure out those cues for hunger and satiety,
we're interrupting that cycle when we're just sort of indiscriminately throwing food. We're also adding kind of a temperature to food, right? Like, if you're good, you get this thing. And if you're bad, you don't get this thing, right? We don't need to be assigning any emotional temperature to food, you know, not that boys can't have
dysmorphia and body issues as they get older, but it is really common for teenage girls to be very body conscious and, you know, uncomfortable in our [00:18:00] skin. I think a lot of us, neurodivergence or not experience awkwardness in our bodies as we're going through puberty, and if we've interrupted that cycle with assigning a temperature to food and interrupting that interoceptive queuing, we're just creating a host of problems where there do not need to be problems.
To me, it feels too much like dog training. I just can't stand it from start to finish.
Brittyn: I think you raised some really amazing points. And I mean, I'm totally with you. also, yes, what you said, we put this food up on a pedestal of this food is better than all the other foods. And, assign all this extra emotion behind it.
And so, what we see is that when we start using food rewards, Especially for other foods, we start then developing a negative association with the food that we are now bribed to eat and then really fixating on this other food. [00:19:00] I mean, it's different too when it's a physical action instead of like a food.
But I'm totally with you. So, one thing I do want to say, so what I often see people saying is that, well, my child goes to school, they don't eat anything in their lunch, and then they can't focus the rest of the day because they're hungry, their blood sugar is off, and I see that all the time too. A lot of behaviors can be caused because kids are hangry and their blood sugar is super low. And so, I talk with them about talking with their IEP team or their special education teacher on how we can build this in to help make sure that they can get at least something to eat. So, what kind of accommodations have you seen that have been able to be made in those situations?
Lisa: I think that we need to see the not eating at school through the lens of a stress response. And so we need the accommodations to be supporting regulation and queuing safety. [00:20:00] So sometimes teams will get zeroed in on what's sort of happening in the immediate moment. So they'll offer an accommodation, like, if the cafeteria is too loud, and the learner is so overstimulated in that space that, they just can't eat.
I know lots and lots of kids don't even sit. They'll just sort of stand and they're hypervigilant, kind of looking around like the lion is coming from somewhere. So one accommodation can be to offer a quieter space for them to have their meal or have their snack. But I do think that it starts before that.
I'm gonna steal the words of Rachel Dorsey, who is an autistic speech language pathologist out of the Boston, Massachusetts area. She's fabulous. And we share a family where this is happening, where this learner is not eating at school. And Rachel's guidance to the family and the team was To think about how are we offering respite and queuing safety kind of [00:21:00] throughout the day before we even ever get to mealtime. So that when we get to mealtime, this child is better regulated. So this particular child has medical trauma and is just heightened you know, attunement to the environment and any sort of queuing by the teacher, like, if we don't line up now, we're not going to be able to go to recess ignites their nervous system response.
So, if, say, a teacher has to give 1 of those sort of you know, whole class cues for behavior, how are they repairing with this 1 child to let them know that they're safe and that it's okay. And if they need more time, it's okay. So that when we actually get to meal time, they're not buzzing up here at the top of threshold that they're sort of in that safe zone that window of tolerance to be able to eat obviously offering foods that are the child's choice or safe foods for them, [00:22:00] switching up the environment, not putting a whole lot of pressure, allowing them to eat at sort of non meal times of the day. So they have access to their lunchbox if they need it and that also can be, they can take a break with whether that's a paraprofessional or there's a safe place they can go on campus or just the back of the room. whatever that's a little quieter, they can just go do whatever they need to do. You can even come up with a little hand signal, right? Tap your nose. And that means go get your, whatever you need.
Brittyn: I love that. Cause I do see parents will say, well, they're not allowed to have a snack in the middle of the day.
And I'm like, You can do anything. That may be what the school says, but if your child requires that and it's also really going to affect their learning, this is something that we need to talk about. So, or bring up.
Lisa: 100%.
Brittyn: So, I talk about blood sugar a lot. I think a lot of people don't make that connection with autism, but it can also happen in any child, but for kids who also don't recognize those [00:23:00] hunger cues, they may be really, really hungry, and they also might be really stressed, which is putting them up here, you know, on their sensory experience, and they're not wanting to eat, and then we have that low blood sugar, then we have more behaviors, less focus, all the things.
So it's all of this intertwined. And so, I wanted to I mean, that was one huge reason why I was like, okay, we got to get you in here talking to people about how food can fit into this because a lot of people are coming in with kids with really, really limited diets and not knowing how to support them at school as well.
So I know I can talk to you forever and I have like 5 billion more questions for you. But I'll have to have you inside of my membership, though. We talked about that because I want you to spend more time talking about all of this. But, I do want to know if you were a new parent coming into all of this, I mean, see, it feels pretty overwhelming because there's so much to consider.
What, well, first of all, what do you wish that you knew early on in the process? And what [00:24:00] advice would you give to someone coming in that's new to this?
Lisa: Sure. I think one of the most important things to remember is you don't have to get it all right the first time out of the gates. An IEP is a living, breathing document.
It can be changed at any time. So, I want you to calm that sense of urgency of, I have to do it right now. Yeah. One of the things that I don't think I really realized, and I hear this all the time from families who are even, you know, multiple years into having a child on an IEP, is that they don't realize how much their voice in this process matters.
And they feel like they sit at the table, and even if their gut is telling them, this doesn't make any sense, or I really don't feel like we're meeting this need that my child has, they feel like they just kind of have to say yes, or acquiesce, because they feel like, If they ask a question, or if they say, gosh, that's not sitting right with me [00:25:00] that all of a sudden, the pendulum just is going to jump 180 degrees the other direction and here we are an adversarial land where we don't want to be. So, they squish their own voice down and become meek and quiet because they don't want to upset the apple cart. The problem with that is, A., your right to be an equal participant is actually federally protected, so you are an equal member of that team, and the opposite of kind of keeping quiet isn't being adversarial, right?
So there is this middle ground of just really being curious and learning together. I think in my early years at the IEP table, part of the reason why I focus so much on being curious is A., that's just my basic temperament. That's what drove me to a classroom. I'm just an insatiably curious person by nature, but I didn't feel that reciprocated by the team with my child.
And I remember sitting in an IEP meeting when she was in third grade, lifting that up as my biggest [00:26:00] pain point, was that I really felt they needed to be more curious about her. She's fascinating. She's amazing. She brings so much to the classroom and I didn't feel like anybody was curious about that and I didn't feel like they were really seeing the value that she added and that was extremely painful as a parent.
So my advice would be you don't have to get it all right the first time. And just like any healthy relationship, you don't have to be best friends with the people on the team, but in any healthy relationship, there's got to be space for you to be able to express yourself and have dialogue and lift up things that are concerning and collaboratively try to work through those things together.
It doesn't have to jump to, I'm coming in, you know, with my guns blazing and ready to fight. That feels so icky to so many people, and honestly, it doesn't really get us where we want to be in the process. So, you know, just see it as a relationship that you're [00:27:00] trying to have healthy dialogue. The people sitting on the other side of the table chose to be there because, in their core, they do want what's best for your kid, even if it doesn't come across that way.
Of course, there's exceptions to every rule, but really, truly. People are there because they want to be there.
Brittyn: Yeah, I think that's really great advice. And when you kind of rephrase it that way, I think it also really changes the atmosphere at the table. Because you all are on the same team. You're all working for the same purpose. And I think sometimes parents can feel like it's I'm on a team and you're on a team and we're trying to figure out Who's team is gonna win,
Lisa: Right. And honestly, I have a family, I just met with them yesterday where that's the dynamic. And one of the parents said to me, how do we interrupt this dynamic without using four letter words and like losing our marbles [00:28:00] basically.
And my advice to them, and it would be my advice to anyone is, I want you to reach out to the team in writing ahead of the meeting and kind of name the elephant in the room. We feel like this dynamic of who's right, who's wrong, me against you is sort of center stage. And we desperately want to get to a place of collaboration and curiosity and humanizing my child.
And so we want to name this as a dynamic that doesn't feel healthy or productive for any of us. And we really want to try to shift that narrative. So we're really excited to meet with you, you know, on Friday or whatever it is this week, so that we can begin that process of sort of shifting gears and having a more collaborative and productive working relationship.
Brittyn: Wow. And what a difference that makes too. I love that you address it ahead of time because it gets, allows everyone to sit on it for a second. And then come to the meeting in the, in the headspace of collaboration as well. [00:29:00] I think that's amazing. So tell me, where you fit into all of this. How do you support parents?
Are you doing this all virtually? Do you work in person? What is that dynamic?
Lisa: It's mostly virtual. I support families all over the country. At this point, what it kind of looks like is I have sort of 4 offerings I have a group coaching community that sounds kind of similar to your membership, where we come together once a week.
We have an online platform for folks to ask questions. I bring in monthly guest speakers. I'm thinking we should do a reciprocity thing that you come and join me. That would be amazing. And so that's, you know, a monthly membership. And of course, everybody that's in that, any other offering I have, they they get a discounted access to it.
I feel like if you're paying a monthly membership fee, you should get courses at a discounted price. I have two courses that I offer. One is a [00:30:00] neurodiversity affirming approach to IEPs. It's a four module course. It's essentially an introduction to sort of in more depth than what we talked about today.
Like what is an IEP, what are the processes, what is parent input, who, what, where, when, why, how of parent input. Why is it important? What do I share? When? All the things and then the last two modules are really looking at how do I read this document and A., Make sure it's affirming of who my child is, but B., That it's actually an accurate snapshot of who my child is.
There's a lot of pathologizing and kind of deficits focused language that often lives within those documents because the law itself is relatively ableist. And so the language we use informs our actions, whether that's conscious or unconscious bias, it just does. So how do we reframe some of these differences and challenges our children have in ways that are [00:31:00] affirming.
And then the last module is all about rewriting and revising goals. That's a big question. I get is: this goal isn't sitting right. It feels like it's compliance driven, or it feels like it's blaming my child or whatever it may be. How do I shift it in ways that are still measurable and specific and kind of actionable for the team, but are really truly developing skills that are affirming for my child.
So that's one offer. The other is I partnered with Jessica Hanzo from PDA project. She is The most amazing, wonderful human. I am in love with her. And we created a course called supporting PDA learners, centering connection, autonomy and equality in the IEP process. And it is officially launching February 5th of this year (2024).
Brittyn: Can you share what PDA stands for, just in case?
Lisa: PDA, yes, of course. I asked somebody the other day if they knew what PDA was, and they said, yeah, public displays of affection. I said, yes, in some circles. [00:32:00] Yes, it stands for pathological demand avoidance. In more neurodiversity affirming circles, it's seen as persistent drive for autonomy.
Mona Delahook often refers to it as just a protective nervous system response. It's essentially any individual it's, it's seen as kind of a sub cohort of the autism spectrum of learners who have sensitive neuroception. So when they perceive a loss of equality or a loss of autonomy, it actually triggers that survival brain, that threat response as if there was a lion or a tiger in the room.
And so we either see that fight, flight, freeze, fawn response. And for some kids that can look like, quote unquote, like problematic behavior. And it leads us down the path of these behavior plans. And that's where we often see these like food reward type things start to show [00:33:00] up. Or it can look like that freeze fawn.
And then the team's sort of like, gosh, we don't see it. And we see all kinds of unraveling that's happening at home that can interrupt sleep cycle, eating, toileting, all the things. So, yeah, there's a course on that with Jess. And then I do offer one hour kind of ask me anything consultations. I have parents use it just as, you know, an hour to ask me as many questions as they can.
I have some that show up with the IEP and we turn it into a work hour and we essentially rewrite the IEP during that hour and not currently at the moment, just because my life is so busy in this season, but starting back in the fall, I do offer ongoing coaching support where I go to IEP meetings, I draft communications, I'm kind of in somebody's back pocket in whatever way they want or need me. And so that offering will come back in the fall.
Brittyn: That's so great. And I [00:34:00] mean, this whole process, it can really feel like the team against you. And so I think a lot of parents feel very isolated in this process and kind of feel like they're flailing. So, because you've never been through it before, again, like this is a whole completely new process.
There's no guidebook. And so it's nice to have somebody on their team to be able to walk them through it and help them understand that they are a part of this whole IEP team as well. So I just think it's amazing that you're helping parents through this because I know it's an incredibly stressful thing going into.
So tell me where people can find you. I will be sure to link you in the show notes so everyone can connect with you there. But where do you show up on social media the most and where can people find all of your resources?
Lisa: I show up on social media, the most on Instagram. My handle is @lisabaskinwright and my website is where you can find, I have several free resources, including, a template for an all about me page, that one page, [00:35:00] “this is who my kid is” snapshot. I have a list of neurodiversity affirming resources on that page that's also free to download.
And that's where all the courses and the one hour consultations and the group community, all that stuff lives on the website. And that is lisabaskinwright.com.
Brittyn: Awesome. I will link those for everybody. And thank you so much, Lisa, for coming. I have so many more questions floating in my head that I want to ask you so we're going to have to figure out how we can either have you back on the podcast or how we can swap and be in each other's memberships.
So, thank you so much for sharing all this info and thanks for everyone for listening as well. I learned so much, and I already felt like I knew a good amount about the IEP process because my brother, you know, had one through his whole experience through public schools. And so, but this is a whole other level of understanding. So I really appreciate you.
Lisa: Thank you so much for having me and I'm excited to join you in whatever venue feels best to you and your community.
Brittyn: Awesome. Thanks so much. Thanks [00:36:00] everybody for tuning in.
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About Brittyn Coleman, MS, RDN/LD
Brittyn Coleman, MS, RDN/LD, is a distinguished Registered Dietitian and Autism Nutrition Expert, known for her innovative, sensory-friendly feeding approach to nutrition for children on the autism spectrum. As the founder of the Nourishing Autism Collective, and as an autism sibling herself, Brittyn brings both professional expertise and personal understanding to her work. She empowers families with her expert guidance, helping children receive essential nutrients for optimal health and development. Her strategies are tailored to the unique dietary needs and sensory preferences of each child.
Brittyn's influence extends beyond her membership site through her active social media presence and her popular podcast, 'Nourishing Autism'. Her educational content on Instagram, YouTube, and other platforms has established her as a leading voice in autism nutrition, providing valuable resources, practical advice, and a supportive community for parents and professionals.
