About the Guest(s):

Tim Villegas is the Director of Communications for the Maryland Coalition for Inclusive Education (MCIE). He is also the founder of Think Inclusive, which is the blog, podcast, and social media handle of MCIE. He has 16 years of experience in public education as a teacher and district support specialist. His focus now is on how media and communications can promote inclusive education for all learners.

Episode Summary:

Dive into the compelling discussion led by Tim Villegas on the prevalent issue of segregated special education classrooms and the significant need for inclusive education. In this inaugural episode of the 12th season of Think Inclusive, Tim reflects on his experiences as a special education teacher and district support specialist, offering profound insights into why segregated classrooms persist and how we can evolve beyond them. He questions the rationale behind segregated education and champions the cause of inclusive practices for all learners, especially those with complex support needs.

Tim dismantles prevalent myths around the safety, specialized support, and individualized attention that segregated classrooms purportedly offer. He also introduces effective strategies and frameworks that underline the benefits of inclusive settings for students' academic and social development. This episode serves as a rich resource for educators, parents, and policymakers committed to fostering equitable and inclusive learning environments.

Complete show notes + transcript: https://mcie.org/think-inclusive/the-harsh-realities-of-segregated-classrooms/

Key Takeaways:

• The Inadequacy of Segregated Classrooms: Segregated special education classrooms often fail to provide the individualized, specialized support they promise, leading to a divided attention on students' needs.
• The Importance of Inclusive Vision: Effective inclusion requires strong leadership from school principals and district administrators, emphasizing a collaborative approach between general and special education teachers.
• Natural Proportions: Distributing students with complex support needs across various classrooms in natural proportions can significantly enhance inclusive practices and provide balanced support.
• Role of School Leadership: School principals play a critical role in shaping inclusive culture and driving systemic change within the education system.
• Effective Collaboration: Success in inclusive education comes from the joint efforts of general and special education teachers, ensuring that services are delivered effectively and equitably without siloing student needs.

Resources:

Maryland Coalition for Inclusive Education (MCIE)

Thank you to our sponsor, IXL! Learn more: https://www.ixl.com/inclusive

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About the Guest(s):

Margo Gross: Margo serves as the Supervisor of Equity for Calvert County Public Schools. Her work focuses on identifying and dismantling barriers to inclusion within educational environments, advocating for equity, and ensuring that all students have equal opportunities to thrive.

Lisa Quinn: A former special education teacher, Lisa is now the owner and executive director of Reach Every Voice. Her organization focuses on integrating inclusive educational practices and supports that enhance the learning experiences of students with diverse needs.

Jennifer Ayers: Jennifer is an instructional coordinator for special education with Cecil County Public Schools. Her role involves coordinating and implementing inclusive education strategies and supporting educators in providing high-quality education to all students.

Jennifer Sommerness: Jen is a researcher at the Ties Center at the University of Minnesota. She specializes in inclusive education practices and collaborates with educators to develop strategies that support the inclusion of all students in general education settings.

Episode Summary:

In this special live episode of Think Inclusive, host Tim Villegas engages with a distinguished panel about the intricacies and importance of inclusive education. Recorded at the Crown Plaza in Annapolis, the discussion features insights from Margo Gross, Lisa Quinn, Jennifer Ayers, and Jennifer Sommerness, each bringing their extensive experience and expertise in the field.

The panelists delve into what it means to be an inclusionist, exploring the roles and responsibilities involved in advocating for inclusive education. Using personal stories and professional experiences, they provide a holistic view of the challenges and triumphs associated with implementing inclusive practices in educational systems. From identifying and removing barriers to actively listening and engaging in meaningful conversations, the episode emphasizes the collaborative effort needed to foster an inclusive environment.

Listeners will learn about the practical steps and strategies that can be employed to advocate for and achieve inclusive education. The conversation highlights both the successes and ongoing challenges, providing a nuanced perspective on why inclusion is not just the right thing to do, but an essential practice for educational equity and social justice. The episode concludes with a discussion on how to maintain resilience and motivation in the face of setbacks and the importance of community and support in continuing this vital work.

Transcript: https://share.descript.com/view/jOZJVcZxL6G

Key Takeaways:

• Definition and Role of an Inclusionist: Understanding the responsibilities and attributes of those who advocate for inclusive practices in education.
• Importance of Listening: The significance of listening to others' perspectives and experiences in promoting and implementing inclusive education.
• Personal Stories of Inclusion Benefits: Real-life examples of how inclusive education has positively impacted students and educators.
• Challenges and Resilience: Strategies for staying motivated and effective in the fight for inclusion, despite facing resistance and setbacks.
• Collaboration and Continuous Learning: Emphasizing the need for ongoing conversations and efforts to adapt and improve inclusive practices.

Resources:

MCIE: https://www.mcie.org/

Reach Every Voice: https://www.reacheveryvoice.org/

TIES Center at University of Minnesota: https://tiescenter.org/

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Think Inclusive is off this week as we prep for the homestretch to season 11.  

This week, we have a feed drop for you from our friends at AMI.  

It’s called The Pulse. 

In this episode: Journalists Amy Silverman and Rebecca Montelion discuss ableism, journalism, and intellectual disability. They explore the importance of plain language in news reporting and the need to include the voices of people with intellectual disabilities themselves. The guests share their experiences working on a pilot project that focused on cognitive accessibility in journalism and highlight the lack of scholarly research in this area. They also discuss the challenges of navigating relationships with caregivers and parents when covering stories about people with intellectual disabilities.  

Transcript: https://otter.ai/u/uyq8j83pDlyeEAYJxrRBljRcwo4

Enjoy the feed drop from AMI - The Pulse to learn more about making journalism more inclusive and accessible. 

We will see you back in our feed next week.

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About the Guest(s):

Alida Miranda-Wolff is the CEO and founder of Ethos, a consultancy firm specializing in Diversity, Equity, Inclusion, and Belonging (DEIB) transformation. She is notable for her book, "Cultures of Belonging: Building Inclusive Organizations that Last," which explores strategies for fostering inclusive environments. Alida's background spans higher education at the University of Chicago, non-profit work in immigrant and refugee rights, and a pioneering role in venture capital as one of the first Latina directors. She has taught at the University of Chicago, Northwestern University, and General Assembly, cultivating a deep understanding of DEIB initiatives. Through Ethos, Alida aims to innovate and apply DEIB strategies that resonate with modern organizational dynamics.

Episode Summary:

In this insightful episode of the Think Inclusive Podcast, Tim Villegas engages Alida Miranda-Wolff, the CEO of Ethos and author of "Cultures of Belonging," to delve into creating inclusive educational environments. With a focus on diversity, equity, inclusion, and belonging (DEIB), Alida explains how organizations, particularly schools, can foster a culture of belonging for both students and teachers. Tim and Alida discuss how identity and personal experiences shape one's approach to DEIB work, drawing from Alida's diverse career background in higher education, nonprofit, and venture capital sectors.

Throughout the conversation, Alida emphasizes the importance of belonging as a core psychological need and describes her approach to building inclusive cultures, which hinges on the three R's—relationships, resources, and reciprocity. For schools, this means creating meaningful connections and ensuring educators are supported and fairly compensated. Alida also addresses the issue of value misalignment within educational institutions and how teachers can navigate these challenges. Practical strategies for fostering belonging among educators are discussed, encouraging teachers to build their micro-cultures and seek community support, even in misaligned systems.

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_eba009b77530450591e2acbebed753c5.pdf

Key Takeaways:

• Building a culture of belonging requires deep, meaningful relationships, ample resources, and a reciprocal understanding between individuals and the organization.
• Alida Miranda-Wolff's journey from venture capital to DEIB consultancy highlights the need for inclusive practices across all organizational types, including schools.
• For educators, feeling valued and experiencing alignment with their school's mission is essential for sustaining their passion and effectiveness.
• Misalignment of values within educational institutions can drive educators away; however, finding community and shared values within small teams can create a buffer.
• Practical tools and strategies are available for educators to foster inclusion and belonging, even without overarching institutional support.

Resources:

• Alida Miranda-Wolff: https://alidamirandawolff.com/
• Ethos: https://www.ethostalent.com/
• Alida's books: "Cultures of Belonging: Building Inclusive Organizations that Last" and "The First Time Manager: Diversity, Equity, and Inclusion" (available where books are sold)
• MCIE: https://mcie.org/

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What is Critical Race Theory and what do advocates for inclusive education need to know about the Anti-CRT movement?

For this super-sized episode, we share the story of an inclusive Maryland principal who was pushed out of taking a job as a Diversity, Equity, and Inclusion Director in Cherokee County, Georgia. A devastating side-effect of the backlash against CRT is the damage that has been done to educational equity initiatives. These initiatives are the very ones that inclusive education advocates have been trying to connect the dots from disability rights to equity for all students. 

We interview four individuals with experience and expertise in CRT:

• King Williams, a filmmaker, and journalist in Atlanta, GA
• Alida Miranda-Wolff, a professional in the Diversity, Equity, Inclusion, and Belonging sector in Chicago, IL
• Eddie Fergus, a professor at Temple University
• Pete Newlove, a doctoral student at the University of Colorado and current high school English teacher

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_958d58ac9e694664a10707209382131a.pdf

Referenced in the episode:

• Cherokee Schools' would-be diversity administrator shares why she stepped down (Cherokee Tribune & Ledger News)
• Teacher Anti-CRT Bills Coast To Coast: A State By State Guide (Forbes)
• Plessy v. Ferguson (History.com)
• Conservative-led school board fires superintendent after allegations of private ultimatum, teacher protest (Washington Post)
• Gov. Kemp opposes 'Critical Race Theory' in letter to state board of education (11 Alive - Atlanta)
• State Education Board Passes Resolution On Teaching Race (Georgia Public Broadcasting)
• Teachers Say Laws Banning Critical Race Theory Are Putting A Chill On Their Lessons (NPR)

Special thanks to BG AdGroup: http://bgadgroup.com/

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Diana Pastora Carson is the host of the Beyond Awareness Podcast.

Her TedTalk, "Walking with Joaquin," chronicles her family's journey to bring home her brother after living in an institution for 15 years. 

She joins us on Think Inclusive to talk about her journey as an educator who advocated for inclusive education, what it’s like now that Joaquin has been home for close to ten years, why she started the Beyond Awareness podcast.

Books 

Beyond Awareness: Bringing Disability into Diversity Work in K-12 Schools & Communities

Ed Roberts: Champion of Disability Rights

This episode's transcript can be found here.

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Today on the podcast, we welcome Greta Harrison, the host of the Born Fabulous Podcast.

We talk about the reason for starting "Born Fabulous," why hope should be an essential characteristic of an educator, and the goal of inclusion is always life in the community. 

This episode's transcript can be found here.

Take our podcast listener survey: bit.ly/TIPodcastSurvey.

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Happy Friday Inclusionists!

Today we have a special pop-up podcast interview with some folks I met at the CEC Conference in Orlando this week.  

They presented a session called, “The Intersection of Race and Disability: Where Do We Go from Here?” 

I think it is an important reminder for us that inclusion and equity go together, and that when we are talking about inclusive education, we really mean all students. 

Here is a special bonus interview from the Council for Exceptional Children Conference in Orlando, Florida. 

CW: the R-word is used in its historical context and in its relation to educational criteria for special education

Guests

Dena Slanda, Ph.D.: Dena.Slanda@ucf.edu

Zerek Mayes, Ed.D.: Zerek.Mayes@gmail.com

Eric Wells, Ed.D.: Eric.Wells@ode.oregon.gov

Lindsey Pike, MSW: Lindsey.Pike@ucf.edu

References

Antiracism and Universal Design for Learning by Andratesha Fritzgerald 

Cultivating Genius by Gholdy Muhammad 

Case Studies on Diversity and Social Justice Education by Paul Gorski & Seema Pothini

This episode's transcript can be found here.

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Today on the podcast, we welcome Amanda Darrow (Utah Pride Center) and Shamby Polychronis (University of Utah) to talk about honoring intersectionality between the disability and LGBTQIA+ communities. 

We cover a lot of ground including the difference between gender/sexuality/sex, pronouns, stats on people who identify as both LGBTQIA+ and disabled, and ways educators can make classrooms more inclusive for both communities.

Amanda and Shamby also respond to the question, "If kids consume media that has LGBTQIA+ representation, won't they just get confused?"

Referenced in our interview:

• The "Genderbread" Person

This episode's transcript can be found here.

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Happy Holidays!

To finish off 2021, we are featuring four interviews. One that you haven't heard yet, Lou Brown, and three that you might have caught in our feed if you've been listening for a while: Katie Novak, Alfie Kohn, Cheryl Jorgensen.

The first is a previously unpublished clip from my 2019 interview with the co-founder of TASH, the late Lou Brown. I always meant to revisit this interview and I'm so glad I did for this episode. 

Next up is my interview with universal design for learning expert, Katie Novak. We talk about how ineffective traditional assessments are because they are not universally designed, even though the most recent education law says they should be. 

My interview with Alfie Kohn, author of the book punished by rewards, was our most listened to episode of 2021. And the clip you are about to hear is probably one of the reasons why. Alfie, I mean, Mr. Kohn, lays out his argument for why educators should steer clear from using any extrinsic reward system in their classroom.

And finally, I wanted to share my interview with Cheryl Jorgensen, author of many books on the topic of inclusive education. This clip is from 2014 and it is important to me because it shows my growth in an area that I'm rather ashamed it took me so long to realize: the parallel between the civil rights and disability rights movement and how they are inseparable.

Thanks for your time and attention! See you in 2022!

This episode's transcript can be found here.

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Today on the podcast, we talk with Anthony Ianni, the first autistic Division 1 college basketball player and author of the book, Centered: Autism, Basketball, and One Athlete's Dream. 

We talk about what it was like growing up, not knowing about his autism diagnosis until high school, playing for the Michigan State basketball team, and what he would tell young people on the autism spectrum about following their dreams. 

Also in the episode, Tim references the Autistic Self Advocacy Network's "about autism" page as well as their book, "Welcome to the Autism Community." 

This episode's transcript can be found here. 

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Content Warning: In today’s episode, we will discuss depictions of the living conditions of institutions for people with disabilities in the 1960s and certain attitudes about people with disabilities that worked there.

Today on the podcast, we talk to Howard Shane, author of the book Unsilenced, associate professional at the Harvard Medical School, and the Director of the Autism Language Program at Boston Children’s Hospital.

We talk about what it was like to work at Belchertown State School, an institution for people with disabilities, in the 1960s. We also highlight some of the stories from his book, including how some of his students used an early form of augmentative and alternative communication. 

Also, special guest, Carol Quirk (CEO of MCIE) drops by at the beginning of the episode to reflect on her experiences working in institutions after she read Howard Shane's book Unsilenced.

This episode's transcript can be found here.

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Today on the podcast, we discuss the Self-Determined Learning Model of Instruction (otherwise known as the SDLMI). 

Our guests, Karrie Shogren and Sheida Raley are both from the Kansas University Center on Developmental Disabilities. 

We talk about what self-determination really means, what is the SDLMI and how it is implemented in inclusive classrooms, and why the SDLMI is really for everyone.

This episode's transcript can be found here.

To learn more about the SDLMI visit selfdetermination.ku.edu.

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About the Guest(s): Diane Strand is an accomplished entrepreneur, influential leader in the creative industry, and an advocate for inclusion through the arts. With a rich background that includes credentials from iconic shows such as "Friends," "General Hospital," and "Veronica's Closet," Diane's expertise spans across production and acting. Alongside her professional acting partner and husband Scott Strand, Diane has co-authored a guide to breaking into the acting industry. She is a leading force behind the JDS Creative Academy, a non-profit organization aiming to promote inclusivity and creative learning for individuals with a variety of learning styles, including those with developmental disabilities. Diane's work is centered around her belief in the transformative power of the arts and her commitment to opening up creative opportunities for all.

Episode Summary: In this episode of the Think Inclusive podcast, Tim Villegas engages in an insightful conversation with Diane Strand, a passionate advocate for inclusive practices and the power of the arts in education and workforce development. The dialogue delves into Diane's personal experiences with exclusion and inclusion, her journey in the creative industry, and her transformative work with JDS Creative Academy.

Beginning with Diane's own encounter with dyslexia and the pivotal moment she felt included through the school play, the episode dives into how these experiences shaped her understanding of inclusion and led to her embrace of the arts as a universal connector. Diane discusses her dedication to helping individuals, especially those with developmental disabilities, find their passion and purpose through a variety of creative endeavors. The conversation also explores the adaptable curriculum Diane has crafted, with the goal of fostering creative thinking and practical skills among learners of all abilities.

Transcript: https://otter.ai/u/OAym_QySWLT636mg_2O3I8tLiAs

Key Takeaways:

• The significance of inclusion in fostering a sense of value and belonging among individuals.
• The arts as a powerful tool for inclusivity and learning across various educational and workforce settings.
• The personal growth and development that can stem from pushing through exclusion and embracing one's capabilities.
• JDS Creative Academy as an innovative model for teaching video production and multimedia skills to a diverse learning community.
• Diane's approach to curriculum development which prioritizes hands-on, tailored learning experiences to fit individual needs.

Resources:

Diane Strand's website: https://dianestrand.com/

JDS Creative Academy: https://jdscreativeacademy.org/

MCIE: https://mcie.org/

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Today on the podcast, we interview author, educator, and consultant, Jenna Rufo about her book Reimagining Special Education, and how we can use inclusion as a framework to build equity and support all students. 

We also discuss what it looks like for students who are not included 80% or more of their day in general education and if there is a bare minimum to what we call inclusive education.

This episode's transcript can be found here.

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Today on the Think Inclusive Podcast, we interview systems change expert and inclusive education advocate, Michael McSheehan. 

We talk about what started him on his journey of advocating for inclusive education, his work with SWIFT Schools, the connections between Mult-Tiered Systems of Support and Universal Design for Learning, and if he agrees with the statement, "inclusion done badly is still better than segregation." His answers might surprise you. 

This episode's transcript can be found here. 

SWIFT Schools Videos 

"Together": a SWIFT film on Integrated Educational Framework 

"Whatever it Takes": SWIFT Inclusive Academic Instruction Film 

SWIFT Domains and Features at Henderson School 

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Today on the Think Inclusive Podcast, we interview Janice Fialka and Sara Jo Soldovieri, two passionate advocates for inclusive education.

We talk about what we really mean by inclusive education, what might make the biggest impact to bring inclusive education to school districts, and how to talk to families who think segregated special education classrooms are really best for their child.

This episode's transcript can be found here.

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Today on the podcast, we interview Emily Ladau, disability rights activist and author, about her new book Demystifying Disability: What to Know, What to Say, and How to Be an Ally. 

We discuss why this book needed to be written, if there is only one model of disability that is valid, and we even play a little game called, “is it ableist?”

This episode's transcript can be found here.

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Today on the podcast, we interview Genia Stephen, host of the Good Things in Life podcast. 

We talk about why she started the podcast, what some of the differences and similarities are with the educational systems in the United States and Canada, and if there is such a thing as perfect inclusion.

This episode's transcript can be found here.

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

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Today on the podcast, we talk with Eric Garcia, author of "We're Not Broken: Changing the Autism Conversation."

We discuss the biggest misconceptions of autism, why simply existing is not inspirational, and what his dream for the future of a more inclusive world looks like. 

This episode's transcript can be found here.

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

Visit Think Inclusive for more information about inclusive education.

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Today on the podcast, we talk with Marilyn Friend, expert and author of numerous books and articles on co-teaching. 

We discuss what co-teaching is and what does it look like? Do schools have to provide a co-teaching service model? And how does co-teaching further the practice of inclusive education?

This episode's transcript can be found here. 

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

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Today on the podcast, we talk with Sarah Wishart, filmmaker of Excluded, a documentary that features the stories and voices of students who have been excluded from school in the United Kingdom. 

We discuss why she was inspired to make the film by something she saw on Twitter and why she thinks exclusion isn’t good for anyone.

This episode's transcript can be found here.

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

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Today on the podcast, we talk with Maryland’s 2020 Teacher of the year, Wyatt Oroke about what it means to have an inclusive classroom. We discuss his perspective on how having high expectations for all of his scholars is essential and what his dream for the future of education is.

This episode's transcript can be found here. 

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web. 

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Today on the podcast, we talk with Melissa McCullough, Director of Early Childhood for the East Moline School District in Illinois.

We discuss what a truly inclusive preschool program looks like and what they are doing to move past the outdated model of providing specialized services in separate places. 

This episode's transcript can be found here.

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

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About the Guest(s): Dr. Emily King is a licensed psychologist with a background in school psychology and a passion for supporting neurodivergent individuals. Her professional history includes working as a school psychologist and providing consultation services for educators and parents. Dr. King focuses on understanding and supporting diverse learners' emotional experiences, utilizing her expertise to equip educators with the knowledge and tools to foster inclusive learning environments. She is also an advocate for parent-teacher collaboration, aiming to improve the education system for neurodiverse students.

Episode Summary: In this enlightening episode of the Think Inclusive podcast, host Tim Villegas invites Dr. Emily King to delve into the shifting landscape of educational support for behavior in schools. The conversation offers a compelling snapshot of the evolution that has occurred from a deficit framework towards a more inclusive and neurodiversity-affirming approach in classrooms. Vital concepts such as emotional regulation, behavior prevention, and the influence of neuroscience on understanding student behavior underpin the discussion, offering a rich tapestry of insights into modern educational practices.

Dr. King shares her personal journey through the field of school psychology, touching on how her own experiences as a parent and educator have shaped her philosophies on student behavior and discipline. With a significant shift towards understanding anxious behaviors and patterns, the episode uncovers strategies educators can utilize to anticipate and mitigate disruptive behaviors through rooted comprehension of each child's unique needs. Listeners will be guided through the nuances of functional behavior assessments and behavior intervention plans, highlighting the importance of adapting to learners' abilities for effective teaching.

Transcript: https://otter.ai/u/WwJu-DxoZpu8AwjwPp830QTjd0s

Key Takeaways:

• The transition from a deficit model to a more compassionate, neurodiversity-focused approach has reshaped support for student behavior.
• Functional behavior assessments and intervention plans need to align with the child's developmental stage for them to be successful.
• Preventing disruptive behaviors involves understanding the underlying motives and patterns rather than focusing solely on the behaviors themselves.
• Educators must strive to create classroom environments where students feel safe learning, expressing themselves, and navigating challenges.
• Embracing inclusive educational practices calls for training programs that prepare teachers to support an increasingly neurodiverse student population.

Resources:

Dr. Emily King's website: https://www.learnwithdremily.com/

Emily's Substack: https://learnwithdremily.substack.com/

The optimum context for learning; drawing on neuroscience to inform best practice in the classroom: https://explore.bps.org.uk/content/bpsecp/33/1/75

Thanks to DCMP for being our sponsor this week: https://dcmp.org/

MCIE Summer Institute: https://secure.givelively.org/event/maryland-coalition-for-inclusive-education-inc/mcie-summer-institute-2024

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Today on the podcast, we talk with Dr. Eddie Fergus of Temple University.

We discuss the disproportionate number of students of color being identified in special education and what we can do about it. We review how restorative practices might be used in inclusive schools and how the biggest barrier to inclusion might be who we think can teach students with disabilities. Be prepared to unpack the shopping carts of our minds.

Eddie Fergus is the author of the book Solving Disproportionality and Achieving Equity: A Leader′s Guide to Using Data to Change Hearts and Minds.

Follow Dr. Fergus on Twitter.

This episode's transcript can be found here.

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Today on the podcast, we talk with Megan Gross and Nancy Brundrett of the Poway Unified School District in Southern California. 

They tell us how their district has changed how they educate students with significant disabilities and their role in supporting Poway schools with inclusive education.

Megan Gross is the author of the books The Inclusion Toolbox: Strategies and Techniques for All Teachers and ParaEducate.

This episode's transcript can be found here.

Download our new resource, The Best Inclusive Education Links: 100 links to the best inclusion-related articles, videos, and media on the web.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

Follow us on Facebook, Instagram, and Twitter.

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Today on the podcast, we talk with Dr. Jenny Kurth, professor of special education at the University of Kansas. 

We discuss preparing for and implementing participation plans for students with complex support needs to be included in general education. And why we should all carry around pocket-sized versions of IDEA.

Jenny Kurth is the author of the book The Inclusion Toolbox: Strategies and Techniques for All Teachers and the article Preparing for and Implementing Effective Inclusive Education With Participation Plans.

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Today on the podcast, we have a very special SUPERSIZED conversation with Alfie Kohn, prolific speaker and author, on human behavior, education, and parenting. 

We discuss whether bribes or positive reinforcement are really the same things and answer the question…should educators abandon behaviorist ideas altogether?

Mr. Kohn is the author of several books, including:

Punished by Rewards: Twenty-fifth Anniversary Edition: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes

The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards"

We also reference Autism and Behaviorism: New Research Adds to an Already Compelling Case Against ABA.

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Today on the podcast, a conversation with Universal Design for Learning (UDL) expert, Katie Novak. 

We talk about some common misconceptions of UDL, how UDL works with students with more significant disabilities, and what it is was like to lead her school district to implement inclusive education.

Katie is the author of several books, including:

Equity by Design: Delivering on the Power and Promise of UDL

Unlearning: Changing Your Beliefs and Your Classroom with UDL

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Click here for audio transcripts.

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Today on the podcast, a rare solo episode about why I call myself an inclusionist.

For some, the word "inclusionist" has a negative association. I make the case that there is more to the word than just believing that we should get rid of special education or that inclusion only counts if it is "100%."

I tell the story of my inclusion journey and how it led me to what I am doing now, advocating for the full and authentic inclusion for students with disabilities.

Thanks for your time and attention!

TV

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Resources

Why Would a Special Education Teacher Advocate for Inclusive Education? (Noodle)

Fully Included: Damian (Think Inclusive)

Special education teacher explains why she wants to be called 'accessibility specialist' (GMA)

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Since I started the podcast in 2012, I've always wanted to do a "best of" podcast!

Today, we are highlighting five conversations that I had from the early years of the podcast.

Paula Kluth talks about why some schools aren't as inclusive as they think they are. Dan Habib discusses how Positive Behavioral Interventions and Supports (PBIS) looked for one high school. Julie Causton explains why her research project, called Schools of Promise, shows why inclusion works for all students. Nicole Eredics gives one important strategy for inclusive classrooms. And Scott F shares what it is like to have students with significant disabilities included in his classroom.

Thanks for your time and attention!

TV

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Intro Music - Clap Your Hands by Jahzzar / Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

This podcast is a production of MCIE. Become a patron of the Think Inclusive Podcast!

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Today on the podcast we talk to Shelley Moore, inclusive education consultant and presenter extraordinaire! We talk about what her path looked like to become a special education teacher and why she cares about inclusive education so much. Also, we discuss the major differences between Canada's educational systems and the United States are regarding special education. And what is all this fuss about baked potatoes? And how do they relate to strategic planning for students in the classroom? Check out her book: One Without the Other: Stories of Unity Through Diversity and Inclusion to learn even more.

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Today on the podcast, Jennifer Spencer-Iiams, Assistant Superintendent for the West Linn-Wilsonville School District, talks to us about the transformation in her district toward inclusive practices. Her book, Leading for All: How to Create Truly Inclusive and Excellent Schools, shares lessons learned from years building district schools where all students are served in their neighborhood school and classrooms with their general education peers.

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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Discussions around the Least Restrictive Environment (LRE) for students with disabilities are almost always tricky. For this episode, we attempt to make LRE a little more understandable. We interview Amy Langerman, special education advocate and attorney in California and Arizona. We discuss the difficulty of some parents seeking the Least Restrictive Environment for their child and how services are delivered in both states. Next, we have Amanda Selogie and Vickie Brett from the Inclusive Education Project (which is a fantastic podcast if you don’t already know about them). We also discuss LRE and strategies that you can take to help advocate for inclusive education wherever you are on your inclusion journey.

This episode's transcript can be found here.

Visit Think Inclusive for more information about inclusive education.

Have questions or comments? Reach us at podcast@thinkinclusive.us

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About the Guest(s): Will Parker hosts "Principal Matters: The School Leaders Podcast." With a rich background in education spanning over three decades, Will Parker has established himself as a seasoned educator and an influential voice in school leadership. Having served as a high school administrator for over 13 years and then as an executive director for a state Principals association, Parker boasts an extensive understanding of the challenges and triumphs within educational leadership. In his current role, he dedicates himself full-time to Principal Matters LLC, offering consulting services to principals and leaders across schools in the United States and internationally. His podcast has reached an impressive milestone, boasting 1.4 million downloads and nearly 400 episodes.

Episode Summary: In this insightful episode of the Think Inclusive podcast, host Tim Villegas welcomes Will Parker, a seasoned educator and podcaster, to delve into the nuanced world of school leadership and the pressing issues facing principals today. Addressing the current climate in educational leadership, Parker brings to light the arduousness of a principal’s role, especially in the aftermath of the COVID-19 pandemic.

The conversation begins with Parker highlighting the findings of a survey by the National Association of Secondary School Principals, revealing the staggering stress levels and mental health needs among school leaders. He highlights the complexities of managing safety, inclusivity, and the school environment amidst heightened scrutiny. As the dialogue progresses, they touch on the fundamental importance of inclusion not only for students but also for educators, illustrating how dignity and equitable access in education are central tenets of Parker's ethos. Showcasing real-world experiences, Parker shares poignant narratives reflective of the transformative power of empathetic leadership in schools.

Transcript: https://otter.ai/u/K1jQrg_5VWcDKVxWpRWgaQ6Y1Ro

Key Takeaways:

• A significant number of school leaders consider career changes due to high-stress levels and confrontations, which sheds light on the current crisis in leadership within the education sector.
• Inclusion is vital to the fabric of educational environments, emphasizing the human right to education for all children, irrespective of background or ability.
• Leadership involves a keen understanding of the individuals you serve, requiring differentiation in teaching, disciplinary approaches, and communication.
• The episode addresses the necessity for educators and leaders to uphold principles of diversity, equity, and inclusion amidst politically charged environments, emphasizing demonstrating unwavering love and support for students.
• Imaginative thinking and empathetic engagement are foundational strategies for school leaders to support teachers and nurture a successful learning environment, especially regarding inclusion.

Resources:

Principal Matters with William D. Parker: https://williamdparker.com/

NASSP Survey of Principals and Students Reveals the Extent of Challenges Facing Schools: https://www.nassp.org/news/nassp-survey-of-principals-and-students-reveals-the-extent-of-challenges-facing-schools/

Thank you to our sponsor, DCMP: https://dcmp.org/

MCIE: https://www.mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s):

Carol Quirk is the CEO of the Maryland Coalition for Inclusive Education (MCIE), which she has been involved with since the 1990s. With extensive experience in disability rights and inclusive education, Carol has worked with prominent organizations like TASH and the National Council on Disability. Her career spans efforts to integrate students with significant disabilities into general education settings and She has contributed significantly to national projects funded by the US Department of Education focused on disability inclusion.

Episode Summary:

In this episode of the Think Inclusive Podcast, host Tim Villegas speaks with Carol Quirk, an advocate for inclusive education and CEO of the Maryland Coalition for Inclusive Education. This meaningful discussion reveals the intricacies involved in promoting inclusive education for children with disabilities across the country. Tim and Carol delve deeply into the practices that bring educators, parents, and disability rights advocates together to create a more inclusive environment for all students.

Carol explains the role of the Maryland Coalition for Inclusive Education in transforming school districts from exclusive to inclusive systems. The podcast highlights how school districts can systematically change their approach to educating students with disabilities by focusing on the entire school environment, rather than treating special education as an isolated endeavor. Carol makes a compelling case for the involvement of superintendents and other district-level leaders in propagating these inclusive practices. She addresses common misconceptions regarding the cost of inclusion and shares insights about overcoming barriers at the administrative and educational levels to ensure long-term sustainability.

Transcript: https://share.descript.com/view/mgQnF7Xn9Ee

Key Takeaways:

• The success of inclusive education initiatives heavily depends on the involvement and support of district-level leaders, such as superintendents and assistant superintendents.
• Special education should be seen as a service offered within general education, emphasizing that inclusion is not merely about physical proximity but active participation and engagement in the learning environment.
• Financial resources are often not the primary barrier to embracing inclusive practices; restructuring existing resources can lead to successful inclusion.
• Barriers to inclusion often include historical practices and a lack of shared understanding among staff about what true inclusion entails.
• Parents play a critical role in pushing for inclusive practices, although they often face challenges due to ingrained practices and beliefs within their school districts.

Resources:

TASH: https://tash.org/

MCIE: https://mcie.org/

National Council on Disability: https://www.ncd.gov/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s):

Denise Marshall serves as the executive director of the Council of Parent Advocates and Attorneys (COPPA), a national nonprofit dedicated to protecting the civil and legal rights of students with disabilities. With extensive experience in disability advocacy, Denise leads COPPA to help parents and legal representatives navigate disputes with educational systems.

Jennifer Lesh is the 2020 President of the Council for Exceptional Children (CEC), an association devoted to advancing the success of children with exceptionalities. Her leadership at CEC encompasses a wide range of educational advocacy, standards-setting, and professional development initiatives, reflecting over 98 years of organizational history and impact.

Episode Summary:

In this bonus episode of the Think Inclusive Podcast, host Tim Villegas dives into the challenges and opportunities presented by the COVID-19 pandemic for inclusive education, specifically concerning students with disabilities. Tim interviews two prominent figures in the field: Denise Marshall of COPPA and Jennifer Lesh of CEC, to explore their insights and recommendations amidst evolving educational landscapes and policy changes.

This episode zeroes in on the implications of potential IDEA (Individuals with Disabilities Education Act) waivers proposed during the pandemic. Denise Marshall highlights COPPA’s stance against blanket waivers, emphasizing that the IDEA already allows flexibility where necessary, thus preserving the rights of students with disabilities. Meanwhile, Jennifer Lesh underscores the importance of collaboration among educational stakeholders and advocates for emergency funding to better support educators and students during these unprecedented times. Through their conversations, the episode sheds light on how institutions, educators, and families can creatively and collaboratively navigate current challenges.

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_83634a330e54405a8e62efb9a558deba.pdf

Key Takeaways:

• COPPA is resolute that the potential IDEA waivers discussed during the pandemic are unnecessary due to inherent flexibility already present in the law.
• Jennifer Lesh from CEC emphasizes the need for strong collaboration between educators and parents, maintaining the ethos of inclusion and advocacy for students with disabilities.
• Both guests stress the critical need for additional funding to equip educators with resources and tools to effectively transition to remote or flexible learning models.
• The discussions highlight varied responses from school districts across the country and underline the importance of equitable access to educational resources.
• The episode presents a united stand from major advocacy groups against eroding IDEA rights, pushing for temporary, narrow, and targeted adjustments without compromising student benefits.

Resources:

Council of Parent Advocates and Attorneys (COPPA): copaa.org

Council for Exceptional Children (CEC): cec.sped.org

MCIE: https://mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s):

Juanita Pritchard is an esteemed former intellectual disability specialist with a rich career spanning teaching, community instruction, and assistive technology. Starting her special education journey in 1977, Juanita has been at the forefront of educational trends and innovations, especially in supporting teachers within classrooms designed for students with intellectual disabilities. Although now retired, she provides consulting services and curates educational materials tailored to older students with intellectual disabilities. Her impactful work can be explored further through Wise Dragon Education Support, where she continues to shape inclusive education practices.

Episode Summary:

In this episode of the Think Inclusive podcast, Tim Villegas dives into the vital topic of inclusive education, underscoring its importance for all students, regardless of disability. Through a comprehensive discussion with Juanita Pritchard, an expert in intellectual disabilities, this episode unravels the intricacies of inclusion within the educational system. Tim shares his personal journey from skepticism to advocacy for inclusion, ignited by a powerful classroom experience that taught him the unbounded potentials of inclusive education. This episode illuminates why inclusion isn't just about integration but about crafting learning environments that respect and leverage every student's potential.

The conversation expands to cover pragmatic strategies and challenges around fostering inclusive classrooms, with a special focus on modifying curriculum for intellectual disabilities. Juanita reflects on her extensive experience, emphasizing the need for adaptive teaching methods and collaboration among educators. This episode provides educators, parents, and advocates with actionable insights on how to ensure inclusion is meaningful and effective. Keywords such as inclusive education, modifying curriculum, and intellectual disabilities weave through the discussion, promising valuable strategies and advice for those eager to push the boundaries of educational accessibility and equality.

Transcript: https://share.descript.com/view/RGoKb2NynGn

Key Takeaways:

• Inclusion Requires More Than Physical Presence: Effective inclusion is not just about placing students in general education classrooms; it's about crafting meaningful, engaging, and strength-based learning opportunities.
• Modifying Curriculum is Key: Adapting lesson plans to align with the student's strengths and interests can unlock new potentials, as demonstrated by Tim Villegas's experience with a student named Nathan.
• Collaborative Planning Enhances Success: Teachers must work jointly with other educators and specialists to design plans that cater to the communicative and educational needs of students with disabilities.
• Structural Changes Support Learning: Developing consistent templates for students' responses can significantly streamline the adaptation process for content-heavy subjects, particularly in middle and high schools.
• Advocacy and Systemic Change Matter: Lasting inclusion may have to be championed by parents and external advocates, pressing for systemic adjustments in educational approaches to accommodate every student’s needs.

Resources:

Wise Dragon Education: https://www.facebook.com/WiseDragonEducation

Inclusion in Action: https://amzn.to/4gOs8kv

MCIE: https://www.mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s):

Jackie Mader is a seasoned journalist with The Hechinger Report, a nonprofit education news outlet. With rich experience in special education, Jackie draws from her background as a teacher in Charlotte, North Carolina, combined with years of in-depth research into the challenges and advancements within teacher preparation for inclusive education settings.

Christina Samuels serves as an Associate Editor at Education Week, having covered special education since 2004. With a background in education reporting from her work with the Washington Post, Christina blends her extensive experience and insights into special education and early childhood education, seeking solutions to systemic challenges within educational systems.

Episode Summary: The Think Inclusive Podcast, hosted by Tim Villegas, dives into the pressing challenges faced by educators when teaching in inclusive classrooms. In this episode, education journalists Jackie Mader and Christina Samuels offer their unique perspectives on the preparedness of general education teachers to support students with disabilities. Through recounting field studies and personal experiences, Jackie Mader highlights how some teacher preparation programs strive for better inclusivity and the ongoing obstacles they confront.

This episode sheds light on the ongoing national shortfall of special education teachers, as discussed by Christina Samuels. She explores the reasons behind the persistent shortage and potential solutions, including the role of co-teaching and more inclusive training for general educators. Their discussions highlight educators’ struggles, legal obligations, pedagogical challenges, and a crucial need to elevate expectations and practices in inclusive education.

Transcript: https://share.descript.com/view/lO0YTzbCOPv

Key Takeaways:

• Many general education teachers feel unprepared to teach students with disabilities due to insufficient inclusive education training in their preparation programs.
• Inclusion benefits all students; however, there are systemic and mindset barriers that need to be addressed for successful integration into general education classrooms.
• Strategies like co-teaching require quality planning and training to be effective, addressing various student needs, and must involve both special and general educators equally.
• National trends toward inclusion are often overshadowed by the persistent shortage of special education teachers, emphasizing the need for systemic changes in teacher recruitment and training.
• Students with disabilities highlight the importance of self-advocacy and being heard, illustrating a need for educators and systems to genuinely listen and respond to student needs.

Resources:

The Hechinger Report: hechingerreport.org

Education Week: edweek.org

MCIE: https://mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Erin Green is the leader of Brave Commons, an LGBTQ advocacy organization focused on creating equitable spaces in Christian universities. She is an outspoken activist for LGBTQ rights within faith communities. Through Brave Commons, Green organizes efforts to support and defend LGBTQ students from discrimination based on their sexual orientation and gender identity.

Mike McHargue (Science Mike) Mike McHargue, also known as Science Mike, is an author, speaker, and host known for his thought-provoking insights into the intersections of science, faith, and humanity. Diagnosed with autism as an adult, Mike brings a unique perspective to discussions about disability and inclusion. He is the author of "Finding God in the Waves" and hosts the podcast "Ask Science Mike," contributing valuable discourse on contemporary spiritual and scientific topics.

Episode Summary: In this thought-provoking episode of the Think Inclusive Podcast, host Tim Villegas delves deep into the complexities of inclusion, especially for LGBTQ individuals and those with disabilities, within the context of Christian educational institutions. The conversation begins with a look at Azusa Pacific University's fluctuating policies regarding same-sex relationships, highlighting the challenges and isolation faced by LGBTQ students. Erin Green of Brave Commons elaborates on these struggles, emphasizing the profound emotional and psychological impact of non-affirming environments.

The narrative transitions to a compelling dialogue with Mike McHargue, who shares his journey of being diagnosed with autism as an adult. He reflects on how this late diagnosis has shaped his understanding of his own behaviors and the broader societal implications of inclusion. Mike’s discussion touches on his early experiences in special education, the significant barriers he faced, and how the integration of technology, such as typing tools, was a game-changer for him. The episode wraps up with a hopeful vision for a future where all individuals—regardless of gender identity, sexual orientation, or disability—are fully included and accommodated in society.

Transcript: https://share.descript.com/view/p0lY1dMbgO8

Key Takeaways:

• LGBTQ Inclusion in Christian Universities: Erin Green from Brave Commons discusses the detrimental impact of non-affirming policies on LGBTQ students, stressing how these policies isolate and harm students emotionally and psychologically.
• Understanding Autism in Adulthood: Mike McHargue shares his personal experience of receiving an autism diagnosis as an adult, shedding light on how it has helped him make sense of his past struggles and behaviors.
• Early Education Challenges: Mike recounts his difficulties in traditional schooling systems and the significant barriers to learning he faced before the advent of assistive technology like typing tools.
• Intersectionality of Inclusion: Both guests highlight the importance of accommodating all aspects of an individual's identity, including disability, gender, and sexual orientation, to create truly inclusive environments.
• Hope for Inclusive Futures: The discussion closes with a shared vision for a future where society actively makes accommodations and embraces diversity in all its forms.

Resources:

Erin Green: https://linktr.ee/ErinGreen

Mike McHargue: https://mikemchargue.com/

MCIE: https://mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Dr. Julie Causton is a former professor at Syracuse University where she spent 14 years empowering future educators with dual licensure in special and general education. As an inclusion facilitator and expert, she co-founded Inclusive Schooling alongside Kate McLeod. Together, they work tirelessly across the U.S. and worldwide, helping schools to adopt inclusive education practices. Julie is also a prolific author, with numerous books and articles aimed at advancing inclusive education.

Episode Summary: In this eye-opening episode of the Think Inclusive Podcast, host Tim Villegas discusses the transformative power of inclusive education for students with disabilities. Through an in-depth look at a King 5 News investigation titled Back of the Class, the episode emphasizes the positive impact of integrating students like Sam, who has Down syndrome, into general education classrooms. The story illustrates how inclusion fosters social interaction, boosts confidence, and enhances academic skills, changing not only the lives of the students but also benefiting their peers.

Dr. Julie Causton, a stalwart advocate for inclusive education, shares practical strategies for parents and educators to ensure that children with disabilities are educated alongside their peers in general education settings. Highlighting the legal rights, the importance of a clear vision, and effective collaboration with school teams, Julie provides a roadmap for families navigating the challenging terrain of special education. This episode is packed with actionable insights and inspirational stories, underscoring the importance of inclusive schooling.

Transcript: https://share.descript.com/view/Jd7GmvH8X11

Key Takeaways:

• The Power of Inclusion: Integrating students with disabilities into general education classrooms can significantly enhance their confidence, academic skills, and social interactions.
• Legal Framework: Understanding and leveraging laws such as the Least Restrictive Environment (LRE) and the Ronker portability test are crucial in advocating for inclusive education.
• Creating a Clear Vision: Families advocating for inclusion should develop and share a clear manifesto outlining their aspirations for their child's education.
• IEP Strategy: Goals and present level of educational performance in IEPs should actively involve general education peers to ensure inclusivity.
• Collaboration and Celebration: Building positive, collaborative relationships with school teams and celebrating successes can foster a more inclusive educational environment.

Resources:

Inclusive Schooling: https://www.inclusiveschooling.com/

MCIE: https://mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Dr. Erin Studer is the principal of Chime Charter School, an inclusive education TK-8 institution in Woodland Hills, California, known for its innovative approaches in integrating students of all abilities. With an extensive background in educational leadership, Dr. Studer has been instrumental in advancing inclusion practices in schools since the 1990s. He plays an active role in the special education community, contributing to the Special Education Local Plan Areas (SELPA) in California.

Amy Hanreddy is a professor at California State University Northridge, specializing in inclusive education and special needs pedagogy. Her academic and professional efforts focus on implementing inclusive practices to support diverse learners.

Episode Summary: Join Tim Villegas as he takes you on an immersive tour of Chime Charter School in Woodland Hills, California, where inclusive education isn’t just a goal—it's a reality. With insightful commentary from Dr. Erin Studer, the principal of Chime, and Amy Hanreddy, a seasoned professor at California State University Northridge, this episode dives deep into the mechanisms that make inclusive education work.

Dr. Studer highlights Chime's commitment to Universal Design for Learning (UDL), flexible grouping, and differentiation, which ensure that all students, regardless of their abilities, can participate and learn effectively. Tim explores how co-teaching and co-planning are vital to the school's inclusive model, driving home the idea that true inclusion cannot be achieved without these collaborative practices.

Transcript: https://share.descript.com/view/7v4bt6YByDq

Key Takeaways:

• Universal Design for Learning (UDL): Essential for designing inclusive lessons that engage all learners through multiple means of engagement, representation, and expression.
• Co-Teaching and Co-Planning: Dr. Studer emphasizes that effective co-teaching requires detailed co-planning and co-assessment, ensuring that both teachers are actively contributing and not merely teaching side-by-side.
• Inclusion as a School-Wide Mission: Inclusion should be a unified vision for the entire school, benefiting all students, not just those with special needs.
• Special Education as a Service, Not a Place: Reinforces the idea that special education should support students within general education settings rather than segregating them.
• Social Justice and Special Education: Addresses how current special education practices can reinforce social injustices and segregation, advocating for systemic change to provide equal opportunities for all students.

Resources:

CHIME Institute: https://www.chimeinstitute.org/

MCIE: https://www.mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Lou Brown is the co-founder of TASH (The Association for People with Severe Handicaps), an advocacy organization focusing on the rights and inclusion for individuals with significant disabilities and support needs. He is a Professor Emeritus at the University of Wisconsin, where he made significant contributions to the disability rights movement and inclusive education practices. Lou has been an influential figure in advocating for the deinstitutionalization and comprehensive inclusivity of individuals with severe disabilities in regular societal functions.

Episode Summary: In this eye-opening episode of The Think Inclusive Podcast, Tim Villegas discusses the ongoing challenges and progress in inclusive education with Lou Brown, a formidable advocate for disability rights and inclusion. Tim highlights a personal experience that encapsulates society's resistance to inclusive education, emphasizing the urgent need for a paradigm shift in how educational systems treat students with disabilities. 

The discussion with Lou Brown dives deep into the historical context, from the institutionalization era to the fight for these students' rights to an inclusive education. The episode elaborates on various systemic barriers, emphasizing the persistent segregation and homogeneous grouping of students with disabilities. Lou shares his vision and strategies for genuine inclusion, emphasizing the necessity of increasing environments where people with disabilities can function and the critical need for heterogeneous groupings in educational settings. This profound conversation sheds light on the crucial changes necessary to foster a truly inclusive educational system.

Transcript: https://3bd6e695-b492-4878-afa9-f79d8b09e0c4.usrfiles.com/ugd/3bd6e6_99bb3ea16486409fa64db7339c5ea928.pdf

Key Takeaways:

• Inclusive Education's Historical Context: Lou Brown elucidates the historical evolution from institutionalization to more inclusive practices following significant legislative advancements like the Education for All Handicapped Children Act of 1975.
• Systemic Barriers: Identifying ongoing issues such as the tendency toward segregated classrooms and a lack of proper resources for inclusive practices in educational institutions.
• Effective Inclusion Practices: Importance of increasing functional environments and avoiding homogeneous groupings to promote better educational outcomes for students with significant disabilities.
• Characteristics of Effective Education for Disabled Students: Emphasizing the need for teaching essential and appropriately difficult skills, practice to prevent forgetting, and strategies to foster skill generalization.
• Advocacy and Progress: Highlighting the incremental yet significant progress in institutional closures, inclusive work environments, and the necessity of maintaining targeted advocacy for those most affected.

Resources:

TASH: https://tash.org/

MCIE: https://mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Marci Heit is the founder of QD Foodie, an innovative company that creates inclusive kitchen tools designed for people of all abilities. A voiceover artist and committed advocate for inclusivity, Marci was inspired by her volunteer work with the "Kids on the Block" disability awareness puppet show and her personal connections, including a friendship with 90-year-old Elda, who lost her sight but continued baking. Marci's creative background and personal experiences have fueled her mission to make cooking accessible and enjoyable for everyone.

Episode Summary: In this episode of the Think Inclusive Podcast, hosted by Tim Villegas, we delve into the exciting intersection of inclusivity and culinary creativity. Tim sits down with Marci Heit, the visionary founder of QD Foodie, to explore how her innovative kitchen tools are transforming the cooking experience for people with diverse abilities. Raised with a passion for cooking and inspired by her interactions with the disability community, Marci unravels the story behind QD Foodie and its mission to ensure that everyone can participate in the joy of food preparation.

Inclusive Kitchen Adventures with QD Foodie: Marci Heit introduces us to QD Foodie, a company named after the fictional character Quinn Daisy, a young girl who is blind but loves to cook. The tools are designed for inclusivity, featuring braille, sensory-friendly handles, and vibrant colors to engage everyone, from children with special needs to ambitious young chefs. Marci's narrative, from volunteering with the "Kids on the Block" puppet show to launching a successful Kickstarter campaign, highlights the far-reaching impact of these inclusive tools on various communities, including special education and Montessori schools, and traditional classrooms.

Bridging Gaps Through Inclusive Design: Throughout the episode, Marci emphasizes that QD Foodie tools are not just for those with disabilities but are meant to foster collaboration and fun in the kitchen for all. She shares touching stories of feedback from users, illustrating how these tools empower individuals to become more adventurous with food preparation. The episode concludes with Tim highlighting the parallels between inclusive education and inclusive product design, underscoring the importance of designing universally accessible experiences. Marci's vision of QD Foodie becoming a household name for fun and inclusion leaves listeners inspired.

Transcript: https://share.descript.com/view/l3FrxW0aNbe

Key Takeaways:

• Inclusive Design: QD Foodie kitchen tools incorporate braille, sensory-friendly grips, and vibrant colors to make cooking accessible and enjoyable for everyone.
• Inspirational Origin: The idea stemmed from Marci's volunteer work and her friendship with a blind baker, demonstrating the power of personal connections in sparking innovation.
• Community Impact: Positive feedback from various communities including special education, Montessori schools, and traditional classrooms underline the versatile application of these tools.
• Empowering Participation: QD Foodie tools not only make cooking accessible but also encourage collaborative cooking experiences, making memorable moments for all involved.
• Broader Vision: Marci aims for QD Foodie to be synonymous with both fun and inclusion, expanding beyond kitchen tools to potentially inspiring inclusive media content.

Resources:

QD Foodie: https://www.etsy.com/shop/QDFoodieKitchen

MCIE: https://www.mcie.org

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Renay Marquez is a co-founder of ParaEducate, an organization dedicated to supporting paraeducators with resources, training, and curriculum modifications for inclusive classrooms. With a background in architecture from the University of Southern California and extensive experience working as a paraeducator since 2003, Renay is well-versed in modifying curriculum, collecting data, and exploring technology solutions for students with disabilities. Throughout her career, she has been a fierce advocate for inclusive education and providing practical support for peer educators and teachers.

Episode Summary: In this engaging episode of The Think Inclusive Podcast, host Tim Villegas sits down with Renay Marquez, co-founder of ParaEducate. They delve into Renay's journey, the inception of ParaEducate, and how the organization supports paraeducators with tools and strategies for fostering inclusive classrooms. From discussing her role and experience in a mostly inclusive district to sharing practical resources and tips, Renay provides valuable insights into the world of educational support for students with disabilities.

Throughout the episode, keywords such as "inclusive education," "paraeducators," "curriculum modification," and "inclusive classrooms" are explored. Renay shares the foundational elements of their work at ParaEducate, including how they started, the importance of thoughtful modifications, and their collaboration with both general and special education teachers. Listeners will gain a deeper understanding of the nuanced approach required for successful inclusion in schools, along with practical suggestions for making educational environments more inclusive and supportive for all students.

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_3de154b3e92c4d1398ab59a39a4ce37b.pdf

Key Takeaways:

• Founding ParaEducate: Renay Marquez explains the origins of ParaEducate, a platform created to provide paraeducators with essential tools and training for supporting inclusive education.
• Inclusive Education Strategies: Practical suggestions on how to implement inclusive practices, such as making curriculum modifications and using technology tools to support students with disabilities.
• Collaboration: The importance of collaborative efforts between paraeducators, general education teachers, and special education case managers to ensure the successful inclusion of students.
• Utilizing Technology: Recommendations for technology tools, like the math app Math Mod and the use of digital devices, to enhance learning and make modifications.
• Progress and Barriers: Renay discusses both the progress made in inclusive education and the ongoing barriers, emphasizing the need for continuous improvement and adaptability.

Resources:

ParaEducate: https://paraeducate.com/

MCIE: https://www.mcie.org

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Meredith Villines has 20+ years of working in early care and education and is currently at the Oregon Department of Education in the Office of Enhancing Student Opportunities. Meredith’s primary roles have been a classroom teacher in inclusive childcare and preschools, lead teacher in an Early Childhood Special Education classroom, Itinerant Special Early Childhood Education Teacher and Home Visitor, behavior specialist, trainer, and part-time faculty at Portland Community College.

For the past 16 years, Autumn Belloni has focused intensively on working with children from birth to age five and their families and collaborating with staff and community providers who serve this population. Autumn serves as the Director of the Early Intervention/Early Childhood Special Education Program for the Linn, Benton, Lincoln Education Service District. In this role, she oversees and guides various aspects of special education and inclusive practices, leveraging her background as a speech/language pathologist and lead teacher in Early Childhood Special Education settings.

Episode Summary: Meredith Villines and Autumn Belloni uncover the strides Oregon has taken toward setting a standard for inclusivity in early education, highlighting the shared belief in the importance of inclusive education right from the onset of a child's educational journey. Autumn and Meredith delve into Oregon's program structure, explaining how nine regions collaborate to provide seamless services for children birth through five and the supportive role of the Oregon Department of Education in fostering these initiatives. They also share valuable revelations on the impact of inclusive settings on children's learning and development, emphasizing the resultant gain in language skills, peer relationships, and teacher growth when children with disabilities are included in general education classrooms.

Transcript: https://otter.ai/u/quZESXyivM-ZWkldeBuUiOaGNw4

Key Takeaways:

• Early childhood inclusion in Oregon is experiencing a dynamic shift, pushing the boundaries of traditional special education practices to foster a more inclusive environment for all young learners.
• Both speakers stress that inclusive education benefits not just the children experiencing disabilities, but also their typically developing peers, families, and the broader community.
• The Oregon Department of Education has been pivotal in providing direction and support for inclusion initiatives, further enhancing the efficacy of programs at the community level.
• The partnership between Oregon and the Early Childhood Technical Assistance (ECTA) Center to implement inclusive practices is a notable example of how collaborative efforts can result in significant progress.
• Personal stories and experiences shared by the guests underscore the real-life impact of inclusion policies on children and their families, cementing the argument for inclusive education.

Resources:

Oregon Early Childhood Inclusion: https://www.oregon.gov/ode/students-and-family/specialeducation/earlyintervention/pages/oeci.aspx

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs: https://sites.ed.gov/idea/files/policy-statement-on-inclusion-11-28-2023.pdf

MCIE: https://mcie.org

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Jen Tennican is a filmmaker specializing in documentary films. She began her career in the late nineties in Boston and later moved to Jackson, Wyoming, in 2002. Jen is known for her award-winning documentaries "The Stagecoach Bar: An American Crossroads" and "Far Afield: A Conservation Love Story," both of which were distributed nationally by American Public Television. Her recent project, "Hearts of Glass," is a documentary that explores the innovative integration of a high-tech vertical hydroponic greenhouse with a social mission to employ individuals with intellectual and developmental disabilities. Jen's work focuses on creating films with community-centric themes and raising awareness on inclusive, sustainable employment practices.

Episode Summary: In this episode of the Think Inclusive Podcast, Tim Villegas engages in an insightful conversation with filmmaker Jen Tennican about her latest documentary, "Hearts of Glass". The episode explores the groundbreaking social and agricultural experiment at Vertical Harvest, a cutting-edge vertical hydroponic greenhouse in Jackson, Wyoming. Notably, Vertical Harvest not only innovates local sustainable food production but also provides meaningful, competitively paid employment opportunities for adults with intellectual and developmental disabilities.

Throughout the episode, Jen shares her journey in making “Hearts of Glass,” highlighting the challenges and rewards of documenting the first 15 months of Vertical Harvest's operation. She emphasizes the inclusive nature of the workplace, where employees with and without disabilities work side by side as equals. Tim and Jen also discuss the social mission behind Vertical Harvest, the importance of competitive wages for workers with disabilities, and the unique high-tech systems used within the greenhouse. The episode delves into the personal growth stories of the employees, offering a touching perspective on community, dignity, and the power of inclusive employment.

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_ff1ae8cc0cf94315bb7402bd14a2c2e5.pdf

Key Takeaways:

• Innovative Employment Model: Vertical Harvest integrates competitive, meaningful employment for individuals with intellectual and developmental disabilities, showcasing a unique and inclusive workplace culture.
• High-Tech Sustainable Agriculture: The use of advanced vertical hydroponic systems in a purpose-built greenhouse symbolizes the future of local, sustainable food production.
• Personal Growth and Community: The film captures the personal growth and evolving interpersonal dynamics of employees within Vertical Harvest, highlighting the significant impact of a supportive and inclusive community.
• Editorial Independence: Jen Tennican maintains editorial independence in her documentary, ensuring an unbiased and authentic portrayal of the Vertical Harvest story.
• Embracing Individual Interests: The documentary features moments where employees' unique interests and personalities are celebrated, underlining the importance of dignity and respect in the workplace.

Resources:

Hearts of Glass Film: heartsofglassfilm.com

MCIE: https://www.mcie.org

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Annette Jett is the Executive Director of Build Inclusion, a non-profit in Kentucky that specializes in providing employment services for individuals with disabilities. She is a devoted mother to a 13-year-old daughter with disabilities and has leveraged her personal experiences to navigate and understand available support resources. Annette is also an educational consultant, vocational navigation expert, and creator of the "Take Flight" curriculum, aimed at helping students prepare for their vocational journeys.

Episode Summary: In this insightful episode of The Think Inclusive Podcast, host Tim Villegas interviews Annette Jett about Pre-Employment Transition Services (Pre-ETS) and their critical role in helping students with disabilities transition smoothly into the workforce. The conversation delves into the legal framework established by the Workforce Innovation and Opportunity Act (WIOA) of 2014, how Pre-ETS are integrated and implemented in Kentucky, and how these services can significantly alter the employment outcomes for students and adults with disabilities.

Annette Jett discusses the components of Pre-ETS, including job exploration, self-advocacy, workplace readiness training, work-based learning experiences, and counseling on postsecondary opportunities. She emphasizes the importance of early intervention starting at age 14 and the necessity for cooperation between schools, vocational rehab services, and community rehabilitation providers (CRPs). The episode also offers advice on how to access these services in various states and highlights the personal journey that led Annette to her current role.

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_ed5fee6f60df4faab3480ccaf0178fa7.pdf

Key Takeaways:

• Components of Pre-Employment Transition Services: Pre-ETS include vital services such as job exploration, self-advocacy training, workplace readiness, work-based learning experiences, and postsecondary education counseling.
• Early Intervention: Introducing Pre-ETS at age 14 allows ample time for relationship building and skills development, leading to better employment outcomes for students with disabilities.
• Importance of Collaboration: For effective transition planning, schools, Vocational Rehabilitation (VR) services, and CRPs must work together seamlessly.
• Consumer Choice in Employment Services: Individuals have the right to choose their service providers, which can enhance their engagement and outcomes.
• Annette Jett's Journey: Annette combines her personal experiences as a parent with her professional background to innovate and improve employment services for individuals with disabilities.

Resources:

Build Inclusion: https://buildinclusion.org/

MCIE: https://www.mcie.org/

Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s): Beckett Haight is a National Board Certified special educator with extensive experience in special education across three continents and multiple countries, including Mexico, Ecuador, Kuwait, and the Dominican Republic. An advocate for inclusive education, Beckett has worked in high-need schools and currently teaches at an American school in Mexico. He holds a master's degree in Educational Technology and has shared his insights through speaking engagements, such as his recent TEDx talk on teaching computer science.

Episode Summary: In this engaging episode of The Think Inclusive Podcast, host Tim Villegas sits down with Beckett Haight, a seasoned special educator with a global perspective. They delve into Haight's experiences teaching in diverse educational environments and his approach to fostering inclusivity in the classroom. Beckett shares his journey from being a student with an IEP to becoming a passionate advocate for special education.

The discussion highlights Beckett's TEDx talk, "Teaching Every Student Computer Science or How to Code is Not the Answer," challenging the push to make coding a mandatory skill for all students. They explore the importance of critical thinking and foundational skills in education, emphasizing how differentiated instruction can better address student needs. Beckett provides practical strategies for teachers to support diverse learners without lowering standards, advocating for a more nuanced approach to educational differentiation.

Transcript: https://c80acee1-5663-46ff-a2d6-b4cf328e0b7f.usrfiles.com/ugd/c80ace_0e4d2105b07c448fa4a46635d4374552.pdf

Key Takeaways:

• Global Experience in Education: Beckett Haight shares insights from teaching in various countries, emphasizing the universal challenges and strategies in special education.
• Critical Thinking Over Coding: The episode discusses the necessity of prioritizing critical thinking skills over mandatory coding education for all students.
• Differentiation Strategies: Beckett explains the importance of differentiating content, process, and product to meet each student's unique needs without compromising educational standards.
• Learned Helplessness: The conversation explores the concept of learned helplessness in students and how teachers can scaffold learning to build independence and critical thinking.
• Unit Planning with UBD: Beckett suggests using the Understanding by Design (UBD) framework for creating cohesive and effective unit plans that support diverse learners.

Resources:

Beckett Haight's TEDx Talk: https://www.ted.com/talks/beckett_haight_teaching_every_student_compsci_or_how_to_code_is_not_the_answer

MCIE: https://www.mcie.org

Hosted on Acast. See acast.com/privacy for more information.