Episode 2 - Be The Squeeky Door with Emily Vincent
Bilingual SLP Emily Vincent joins Dylcia to challenge common myths about language development, explore how children communicate, and share practical ways parents can advocate for the support their children need.
PODCAST
8/25/20254 min read
EDUCATION LOWDOWN PODCAST | EPISODE 2
Be the Squeaky Door
A Conversation with Emily Vincent, SLP
What happens when parents, educators, and providers stop asking children to fit the system—and start asking how the system can better support the child?
In Episode 2 of Education Lowdown, Dylcia sits down with longtime friend and bilingual speech-language pathologist Emily Vincent, SLP, for a wide-ranging conversation about communication, advocacy, neurodivergence, and creating learning environments where children can be seen, heard, and supported.
Emily shares her journey into speech-language pathology and draws on years of experience working with children and families across early intervention, preschool, school, home, and clinical settings.
Together, Dylcia and Emily challenge common misconceptions about bilingual children and language development, explore the importance of culturally responsive evaluations and services, and discuss why communication goes far beyond spoken words.
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About This Episode
Communication is about much more than the words a child speaks.
In this episode, Dylcia and Emily explore what it means to truly listen to children and families—and how educators, clinicians, and parents can create environments that better support different ways of communicating, learning, and regulating.
One of the first myths they tackle is the idea that exposing children to more than one language causes speech or language delays. Emily explains that bilingualism itself does not cause a language delay and discusses why language is deeply connected to culture, family, and identity.
The conversation also explores alternative and augmentative communication (AAC), visual supports, speech therapy, receptive and expressive language, culturally responsive assessments, and the importance of recognizing behavior as a form of communication.
Dylcia and Emily also discuss something many families experience after receiving a diagnosis: suddenly being handed an overwhelming list of therapies, specialists, appointments, and recommendations.
Rather than assuming every available intervention is automatically right for every child, Emily encourages families to consider what's working, where their child is struggling, and how their child responds to the support they're receiving.
Underlying the entire conversation is a simple idea:
Children and families deserve to be seen, heard, and understood.
What You'll Learn in This Episode
In this conversation, Dylcia and Emily discuss:
Why bilingualism does not cause language delays
The importance of preserving a child's home and emotional language
How cultural differences and clinician bias can affect evaluations
The difference between speech, receptive language, and expressive language
What speech therapy can actually look like
AAC and other forms of communication beyond spoken language
Why modeling communication strategies matters for children and families
How a child's nervous-system regulation can affect learning and therapy
Navigating school-based and medical services
Questions parents can ask after receiving a new diagnosis
When parents may want to seek a speech-language evaluation
Why advocacy often starts with continuing to ask questions
Communication Is More Than Speech
One of the strongest themes in this conversation is that spoken language is only one form of communication.
Emily discusses a total-communication approach in which a child may communicate through speech, signs, visual supports, AAC devices, icons, gestures, behavior, or a combination of methods.
The goal isn't simply to make a child communicate in the way adults expect.
It's to give the child meaningful ways to express themselves and be understood.
Emily also emphasizes the importance of modeling. Giving a child an AAC device or communication system isn't enough if no one teaches the child—and the people around them—how to use it.
Language, Culture & Bilingual Learners
Another major part of the conversation focuses on bilingual and multilingual children.
Emily pushes back on the misconception that parents should stop speaking their home language because a child has a speech delay or disability.
Language isn't simply an academic skill. It can also be tied to relationships, culture, identity, and the way families communicate during emotionally difficult moments.
Dylcia and Emily discuss the importance of asking not only whether a parent can communicate in English, but whether that is the language in which they can most comfortably process complex or emotional information about their child.
Look at the Child, Not Just the Goal
Dylcia and Emily also explore the tension between meeting a predetermined therapy or IEP goal and responding to what a child is communicating in the moment.
A child who won't participate may not simply be "noncompliant."
They may be tired, overwhelmed, dysregulated, confused, or communicating that something about the environment isn't working for them.
That doesn't mean expectations disappear. It means adults should remain curious about why something is happening.
As Emily explains throughout the conversation, effective support starts with understanding the individual child—not simply applying the same intervention to everyone.
Be the Squeaky Door
Parents don't have to understand every acronym, therapy, assessment, or law before they can advocate for their child.
They can ask:
Why is this being recommended?
What is the goal?
How will this help my child?
What are you seeing that I'm not seeing?
What should I be looking for at home?
Can you show me how you're doing this with my child?
And when something doesn't make sense, they can keep asking.
Sometimes advocacy means being willing to be the squeaky door.
About Emily Vincent, SLP
Emily Vincent is a bilingual and bicultural Spanish-English speech-language pathologist who has worked with children and families across early intervention, Head Start and Early Head Start programs, public and private preschools, TK–8 schools, home-based services, and online learning environments.
Her work has included children ranging from toddlers through adolescents and encompasses therapy, diagnostics, consultation, language development, and family support.
Emily's approach emphasizes culturally responsive practice, communication access, and creating spaces where children and families can be seen and heard.
Need Support Navigating Your Child's Education?
Navigating evaluations, IEPs, 504 Plans, school services, and conversations with your child's educational team can be overwhelming.
Education Lowdown helps parents better understand the process, prepare for important conversations, and confidently advocate for their children.
Episode 2 Transcript
This transcript has been lightly edited for clarity and readability while preserving the substance of the original conversation.
[FULL TRANSCRIPT]
Disclaimer
The Education Lowdown podcast and related content are provided for educational and informational purposes only and are not intended as legal, medical, mental health, or other professional advice. The information shared reflects the experiences and opinions of the hosts and guests and may not apply to every individual or situation. Laws, regulations, policies, and educational practices may vary by location and change over time. Always consult an appropriate qualified professional regarding your specific circumstances.
Education Lowdown's general educational content does not create a professional or client relationship.
