Tim and Magen talk about why so few people with intellectual disabilities have real jobs, why paid work in the community beats job shadowing and task boxes that reset every day, and why a student who “doesn’t want to work” might just not want to bag groceries. Magen explains dignity of risk: letting students try, make mistakes, and face real consequences, with the right supports in place.

Her most striking finding: teachers said the work site was the first place their students were included and held to high expectations. Not the classroom. The job. The episode closes with Awake Among the Stars, where Magen’s Captain Dash explores a jungle world and names it Tedasaurus.

Expanded show notes and full transcript: https://mcie.org/think-inclusive/real-jobs-real-risk-magen-rooney-kron-on-transition-and-employment-1403/

Sponsors

IXL, an all-in-one K-12 platform that adapts to each student and builds a personalized learning plan: https://ixl.com/inclusive

Behavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: https://inclusiveschooling.com/mcie-behavior

A new principal told Andrew he could not speak Spanish with the three-quarters of his pre-K class who spoke it. The policy did not actually say that, and Andrew found out too late to use it. Two boys in that classroom, both labeled with autism, both named David, were thriving with embedded supports. When Andrew brought the data, the answer was that it worked in his classroom but would not work in anyone else’s. Both boys ended up in self-contained autism classrooms.

Andrew will not let us make villains out of the people whose decisions caused that harm, and he explains why without letting anyone off the hook. We also get into designing curriculum for the margins, the not knowing mindset, and following the breadcrumbs after a fifteen-year federal grant is canceled by email. Then Andrew becomes the first guest to play Awake Among the Stars.

Expanded show notes, resources, and the full transcript: https://mcie.org/think-inclusive/shattered-and-becoming-andrew-goff-and-the-weight-of-being-enough-1402/

Sponsors

IXL, an all-in-one K-12 platform that adapts to each student: ixl.com/inclusive

Behavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: inclusiveschooling.com/mcie-behavior

Emma and her mom, Dr. Jenna Mancini Rufo, join Tim to talk about what happens when adults decide instead of asking. Emma describes the year her school assigned her an aide, why it felt like being watched rather than helped, and how she got the support removed. Jenna talks about advocating as a parent after almost two decades as a special educator and administrator, and about being dismissed as just another anxious mom.

Plus, the debut of Awake Among the Stars, the micro role-playing game that now closes every episode.

Expanded show notes, resources, and the full transcript: https://mcie.org/think-inclusive/just-ask-what-inclusive-support-really-feels-like-with-jenna-and-emma-rufo-1401/

Sponsors

IXL, an all-in-one K-12 platform that adapts to each student and builds a personalized learning plan: ixl.com/inclusive

Behavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: inclusiveschooling.com/mcie-behavior

Clare Papay serves as the Senior Associate for Inclusive Postsecondary Education at Think College and a co-principal investigator on national projects. Her expertise stems from nearly a decade of experience working closely with systems and programs designed to expand access to college for students with intellectual disabilities.

In this enlightening episode of Think Inclusive, host Tim Villegas is joined by Dr. Meg Grigal and Clare Papay from Think College. Together, they tackle the crucial question: Can students with intellectual disabilities attend college? The conversation sheds light on the surprising possibilities and initiatives in inclusive postsecondary education, centered around the successful incorporation of students with intellectual disabilities into higher education institutions.

Meg Grigal and Clare Papay discuss how families often don’t realize that college boundaries have expanded to accommodate students with intellectual disabilities. They delve into how programs like Think College are leading this transformative movement, turning skepticism into affirmation through real-world examples and dedicated campaigns like the Think Higher video. Emphasizing the importance of personal visits to witness campus life, the guests underscore how seeing these programs in action can dramatically shift perceptions and expectations for what students with intellectual disabilities can achieve in a college setting.

Complete show notes and transcript: https://mcie.org/think-inclusive/unlocking-college-access-for-students-with-intellectual-disabilities-with-think-college-1343/

This episode was made possible with generous support from Think College. Learn more at thinkcollege.net.

The heart of the episode is a question about what stands between a dream like that and an actual job — and the answer starts with a checkbox. Employment coordinator Mykal Tairu spent years as a community organizer working on Ban the Box, the policy fight over whether a person with a criminal record gets to introduce themselves before their application lands in the trash. He argues that adults with intellectual disabilities face a version of the same box, just unprinted. Along the way, Tim spends a morning with students Isaiah and David, hears what a real job in the film department means to a comic book writer, and learns what happens when a program insists that hiring its graduates is not a favor. As Tairu puts it, it's not a charity case. It's a case where an employer sees the value someone brings and decides they need him.

Complete show notes and transcript: https://mcie.org/think-inclusive/dream-careers-inside-the-minds-of-georgia-states-ideal-students-1342/

The story starts with founding director Beth Foraker, her son Patrick, and a blister on a Friday night in a Virginia dorm room — the moment she understood what her state was failing to offer its young adults with intellectual disabilities. From there, this episode follows the program's fast, improbable build (a $2.1 million federal TPSID grant in October 2020, first scholars on campus by August 2021), the "ladder of opportunity" that moves scholars from internships into careers with employers like UC Davis Logistics and the Mondavi Center, and what happened to the program's first graduating class: eighty-eight percent living independently, all of them working, none of them with a job coach. Along the way, senior scholar Audrey Schlossberg, ticket office manager Amy Roark, and logistics director Jen Carmichael make the case that inclusive higher education changes campuses and communities as much as it changes students — and Beth makes an argument she thinks the whole country needs to hear about building four-year programs with inclusive living.

Complete show notes and transcript: https://mcie.org/think-inclusive/redwood-seed-scholars-roots-that-hold-each-other-up-1341/

This episode was made possible with generous support from Think College. Learn more at thinkcollege.net.

In this riveting episode of Think Inclusive, host Tim Villegas engages in a profound conversation with the multitalented Lachi, who uses her platform to advocate for disability pride and accessibility in the music industry. The episode dives deep into how language shapes our understanding of disability, and why Lachi chooses to “identify as blind,” a declaration that challenges societal norms and sparks dialogue about the disabled community versus the disabled population.

Joining this dialogue, Lachi shares her experiences growing up with blindness and neurodivergence, highlighting how these challenges shaped her career as a musician and advocate. This episode is rich with insight into Lachi’s philosophy on inclusion and her journey to remove stigmas attached to disabilities. Her reflections on navigating the industry, establishing RAMPD to support disabled music professionals, and the importance of speaking to individuals with dignity and respect offer a thoughtful critique on how society views and engages with disability.

Complete show notes and transcript: https://mcie.org/think-inclusive/i-identify-as-blind-lachi-on-disability-language-identity-and-why-words-matter-in-schools-1340/

In this insightful episode of Think Inclusive, Tim Villegas is joined by LeDerick Horne, a distinguished advocate for inclusive education and a spoken word poet. The conversation delves into the implications of labeling in education and the transformative power of truly inclusive environments. As someone who has navigated the challenges of a learning disability, Horne shares his journey and the significance of acknowledging disability as a political identity.

The dialogue explores how educators can effectively support students with hidden disabilities such as dyslexia. With an emphasis on collaboration among teachers and acknowledging gaps in knowledge, Horne asserts that integration within classrooms should not merely be about co-location but about genuine collaboration and support. Furthermore, the episode includes a compelling discussion on the intersectionality of race and disability, urging educators to demystify neurodiversity and challenge systemic segregation in schools.

Complete show notes and transcript: https://mcie.org/think-inclusive/navigating-identity-poetry-disability-and-inclusion-advocacy-with-lederick-horne-1339/

Sue Wright is an experienced kindergarten teacher at Cottage Lake Elementary, where she has taught for 15 years. She possesses firsthand knowledge of how segregated and inclusive practices impact students and faculty. Over the years, Sue has become a vital ally in implementing inclusive models at the school, working closely with Angela Macklin to break down barriers between general and special education.

In this enlightening episode of Think Inclusive, host Tim Villegas engages with Angela Macklin and Sue Wright to uncover what happens when a school stops waiting for the ideal inclusive blueprint and takes matters into its own hands. At the heart of Cottage Lake Elementary’s transformation lies a commitment to fostering inclusive educational spaces where every student is valued and no classrooms are segregated. Through their account, Angela and Sue provide insider insights into creating schools where each child truly belongs, recounting their journey of trial, error, and ultimate success.

Complete show notes and transcript: https://mcie.org/think-inclusive/building-inclusive-schools-a-journey-of-transformation-and-belonging-with-angela-macklin-and-sue-wright/

Jani Kozlowski is a Technical Assistance Specialist with the Early Childhood Technical Assistance Center at the University of North Carolina’s Frank Porter Graham Child Development Institute. She is also the author of “Every Child Can Fly,” and is well-versed in strategies for inclusive education. Her expertise involves providing support and training to enhance early childhood inclusion practices.

In this episode of Think Inclusive, host Tim Villegas engages in a meaningful discussion with Melissa McCollough and Jani Kozlowski about the essence of inclusive early childhood education. They delve into how inclusive practices can be organically integrated at the early stages of schooling, ensuring that children with disabilities are educated alongside their typically developing peers in welcoming environments.

Complete show notes and transcript: https://mcie.org/think-inclusive/if-not-now-then-when-early-childhood-education-lre-and-inclusion-with-melissa-mccollough-and-jani-kozlowski-1337/

In this riveting episode of Think Inclusive, Tim Villegas speaks with Glenna Wright-Gallo about the pressing need to shift from a compliance-focused model to outcomes-focused education within special education systems. Glenna brings a wealth of knowledge from her extensive career in education advocacy, emphasizing the importance of aligning educational practices with the intent of IDEA (Individuals with Disabilities Education Act) to create systems that genuinely serve all learners. This episode delves into how educational structures, often hampered by outdated schedules and siloed learning environments, can truly realize the promise of inclusive education by focusing on system-wide solutions rather than ad-hoc heroics.

Complete show notes and transcript: https://mcie.org/think-inclusive/shifting-focus-from-compliance-to-outcomes-in-education-with-glenna-wright-gallo-1336/

In this insightful episode of Think Inclusive, host Tim Villegas chats with Leah Kuypers, the creator of the internationally recognized Zones of Regulation framework. Designed to help manage emotions and energy levels, this model is used globally to encourage the development of self-regulation skills within educational settings. The conversation centers around understanding regulation as a skill that can be taught—not just a behavior to manage. They explore the transformative impact of the Zones framework for entire school communities, highlighting how it shifts traditional disciplinary models to more supportive and skill-building approaches.

In this insightful episode of Think Inclusive, hosted by Tim Villegas, listeners explore the essential aspects of creating inclusive environments for students with visual impairments. Jonathan Hooper shares his journey from a general education teacher to a specialist in visual impairments, emphasizing the separation of vision from cognition and the significance of presuming competence. The discussion broadly encompasses the value and implementation of accessibility in educational contexts, ranging from academic subjects to everyday social interactions in lunchrooms and playgrounds.

Complete show notes and transcript: https://mcie.org/think-inclusive/inclusion-for-students-with-visual-impairments-overcoming-barriers-together-with-jonathan-hooper-1334/

In this invigorating episode of Think Inclusive, host Tim Villegas is joined by remarkable disability advocate Ryan Honick. The spotlight is on Ryan's relentless decade-long fight against rideshare app discrimination towards service dog users, culminating in a Department of Justice lawsuit. Villegas delves into the parallels between Honick's personal advocacy experiences and the indispensable fight for inclusive practices within educational settings, resonating deeply with educators and families nationwide.

Complete show notes and transcript: https://mcie.org/think-inclusive/fighting-to-stop-fighting-what-keeps-advocates-like-ryan-honick-going-1333/

In this episode of Think Inclusive, host Tim Villegas sits down with Patrick Mulick, a behavior analyst and Director of Student Engagement at Auburn School District, to discuss reducing the use of restraint and eliminating isolation in schools. Patrick recounts how the pandemic provided a turning point for schools to rethink their approach to handling students with complex behavioral needs. By implementing proactive strategies, shifting focus from restraint to personalized support, and using data-driven approaches, Patrick has successfully led his district to significantly reduce incidents of isolation and restraint.

Complete show notes and transcript: https://mcie.org/think-inclusive/patrick-mulick-why-bad-choice-is-the-wrong-language-for-schools-1332/

The Terps Exceed program at UMD exemplifies how creating inclusive college environments benefits all students. As part of a four-part series in collaboration with Think College, this episode uncovers how peer mentors contribute to a transformative college experience for students with intellectual disabilities. Key figures, such as Betsy Tornquist and Amy D'Agati, share the program's journey and its broader implications, setting an inspiring precedent for other institutions.

Complete show notes and transcript: https://mcie.org/think-inclusive/terpsexceed-making-college-possible-for-all-1330/

This episode was made possible with generous support from Think College. Learn more at thinkcollege.net.

Michelle Garcia Winner is a renowned speech-language pathologist and the founder of Social Thinking. With over 30 years of experience, she has developed a methodology that seeks to aid teachers, therapists, and families in supporting social and organizational learning. Her work focuses on helping individuals, especially those on the autism spectrum, understand and enhance their social thinking skills.

In this episode of Think Inclusive, host Tim Villegas sits down with Michelle Garcia Winner, the mind behind the Social Thinking methodology. With a rich conversation centered around the invisible social rulebook, they discuss how educators and therapists can move beyond teaching social skills as mere behaviors. Michelle unfolds her insights into interpreting social situations, self-advocacy, and flexible thinking, breaking down the complexities into teachable and actionable strategies.

Complete show notes and transcript: https://mcie.org/think-inclusive/rethinking-social-skills-teaching-social-thinking-for-all-learners-with-michelle-garcia-winner-1330/

In this episode of Think Inclusive, host Tim Villegas engages in a compelling conversation with Sandra McElwee, a pioneering advocate for inclusive education. As the mother of Sean, famously known from the TV show "Born This Way," Sandra shares her journey of challenging educational norms to ensure her son had an inclusive education from the 1990s onwards. This episode explores the transformative power of inclusion in schools and the uphill battle families often face within the educational system.

Complete show notes and transcript: https://mcie.org/think-inclusive/advocating-for-full-inclusion-every-student-deserves-belonging-with-sandra-mcelwee-1329/

In this insightful episode of "Think Inclusive," Tim Villegas hosts Michele Gardner, interim CEO of All In for Inclusive Education, to discuss the intricacies of systemic change towards inclusive education. Tim and Michelle delve into how schools and districts can transform inclusive education from a mere belief to a practice embraced in every classroom. They explore core themes of systems change, capacity building, and mindset shift in educational environments, spotlighting the journey from exclusionary practices to inclusive excellence.

Complete show notes and transcript: https://mcie.org/think-inclusive/building-inclusive-schools-from-belief-to-practice-with-michelle-gardner-1328/

In this powerful episode of Think Inclusive, host Tim Villegas engages in a significant dialogue with Dom Kelly, steering deeply into the realm of disability justice in schools. The conversation navigates the intertwining facets of inclusion, justice, belonging, and how these play out within educational settings. Dom Kelly, drawing from his multifaceted experiences as a disability advocate and co-founder of New Disabled South, speaks on evolving beyond mere compliance to fostering inclusive environments that value the voices and needs of disabled students, especially at the intersection of race and disability.

Complete transcript and show notes: https://mcie.org/think-inclusive/centering-disabled-students-voices-for-true-inclusion-and-justice-with-dom-kelly-1327/

In this compelling episode of the Think Inclusive Podcast, host Tim Villegas converses with Megan Ohlssen, an advocate for disability justice and educational equity, about creating schools where every learner belongs. The discussion unpacks what real belonging means in educational environments and emphasizes the intricate relationship between identity and learning. Megan shares personal insights from her diverse background and sheds light on how holding inclusive spaces for adults—through belonging activities—can significantly alter conversations around inclusion.

The episode delves into how ableism subtly permeates educational practices, especially via language and assumptions about rigor. Tim and Megan explore ways educators can responsibly confront these systemic issues using frameworks like Universal Design for Learning (UDL) without feeling overwhelmed. Megan presents practical steps for educators and system leaders to instigate inclusive practices, urging a deep reflection on one’s role in perpetuating systemic inequalities. In her candid dialogue, Megan provides a refreshing yet profound perspective on how schools can evolve into inclusive environments, ultimately making systemic change actionable and tangible.

Complete show notes and transcript: https://mcie.org/think-inclusive/beyond-welcome-what-real-belonging-looks-like-in-schools-with-megan-ohlssen-1326/

In this episode of Think Inclusive, host Tim Villegas engages in a meaningful conversation with Dustin Giannelli, a prominent advocate for inclusion and accessibility, and the founder of Hears Dustin. Dustin, who is profoundly deaf, shares his life journey, highlighting the importance of self-advocacy, the motto of being "on offense," and how inclusion is a continuous journey rather than a destination. This episode sheds light on the nuances of communication for individuals who are deaf or hard of hearing and emphasizes the significance of making small adjustments to daily practices, which can foster inclusivity and participant engagement in various settings, including schools.

Complete show notes and transcript: https://mcie.org/think-inclusive/be-on-offense-navigating-inclusion-and-accessibility-with-dustin-giannelli-1325/

In this episode of Think Inclusive, host Tim Villegas engages in an enlightening conversation with Andratesha Fritzgerald about cultivating inclusion within schools and communities. Andratesha shares her insights on how educators can maintain hope and purpose amidst the challenges of pursuing equity, citing the pressing need to blend humanity and systemic changes into educational practices. Reflecting on her own work, she explains the benefits of involving diverse voices in crafting inclusive educational policies and emphasizes the significance of storytelling in building understanding and connection among students and educators.

Complete show notes and transcript: https://mcie.org/think-inclusive/building-inclusive-schools-through-community-and-universal-design-with-andratesha-fritzgerald-1324/

In this episode, the conversation focuses on what it really means for faith-based schools to say yes to inclusion. Colleen McCoy-Cejka and Crystal Brooks talk about how inclusion is often misunderstood and how definitions of inclusion can unintentionally lead to separation instead of belonging.

Complete show notes and transcript: https://mcie.org/think-inclusive/inclusive-education-in-faith-based-schools-practical-strategies-for-supporting-all-learners-1323/

In this episode of Think Inclusive, host Tim Villegas engages with Dr. Jennifer Spencer-Iiams in an insightful discussion about the journey towards authentic inclusion in school systems. As a leading advocate for inclusive education, Dr. Spencer-Iiams dismantles the myth that inclusion is a "one size fits all" approach. Instead, she underscores the necessity for schools to anticipate variability in classrooms and promote collaboration among educators to cater to diverse educational needs.

Complete show notes and transcript: https://mcie.org/think-inclusive/inclusive-systems-change-in-secondary-schools-with-dr-jennifer-spencer-iiams-1322/

In this episode, Tim Villegas talks with Emily Affolter about what it really means to teach in ways that honor students as whole people, especially during a time when equity work is being questioned and challenged. The conversation moves between big-picture ideas—like power, history, and schooling—and the everyday decisions educators make in classrooms and systems.

Emily unpacks decolonizing education in plain language, framing it as an examination of history, power, and whose knowledge is treated as normal in schools. She explains how culturally responsive teaching is not a label or endpoint, but an ongoing, reflective practice rooted in curiosity, accountability, and relationship.

A major focus of the episode is reflexivity and why educators need trusted people to think alongside as they work within imperfect systems. Together, Tim and Emily explore how fear, expertise, and siloed roles can quietly reinforce segregation, including in special education, and how educators can begin to interrupt these patterns even when they cannot change the entire system.

Complete show notes and transcript: https://mcie.org/think-inclusive/decolonizing-education-what-it-means-for-k-12-teachers-and-students-1321/

In this episode, Tim talks with educator and speaker Margo Gross about staying grounded in your values during a time when DEI, inclusive education, and equity efforts are often misunderstood or pushed aside. Margo shares deeply personal stories about identity, hair, culture, and the emotional journey of finding and creating belonging.

The conversation explores how to build school environments where students don’t have to shrink or hide who they are, and why disability justice must be part of any real inclusion work. Margo also talks about grief—grieving relationships that change when values no longer align—and the hope she still sees in people, community, and the next generation.

They also dig into practical strategies for talking about DEI when the words themselves are controversial, how to define inclusion through access, and why equity is about giving people what they need—consistently and urgently. The episode closes with a fun mystery question about languages they’ve always wanted to learn.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-homework-machine-what-ai-is-really-doing-in-classrooms-1319-2/

Jesse Dukes is a journalist, comedian, and audio storyteller with a long career producing narrative audio. He works with MIT’s Teaching Systems Lab on The Homework Machine project, bringing teachers’ and students’ voices into the public conversation about AI in schools. Previously at WBEZ Chicago, he has produced award‑winning radio and documentary work and has a special talent for capturing humanity and humor in complex educational stories.

Generative AI is entering classrooms quickly—but not evenly, and not without complications. In this conversation, Justin Reich and Jesse Dukes share what they’ve learned while creating The Homework Machine, a seven‑part narrative podcast about how students and teachers are navigating AI in real time.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-homework-machine-what-ai-is-really-doing-in-classrooms-1319/

This episode explores how classroom sound shapes belonging, attention, and access—something we don’t always think about in conversations about inclusion. David Solomon from Lightspeed Technologies explains why clear, natural‑volume audio helps every learner, not just students with hearing differences. We also talk about student confidence, teacher vocal health, and the small design choices that make classrooms more inclusive.

Complete transcript and show notes: https://mcie.org/think-inclusive/how-instructional-audio-transforms-the-inclusive-classroom-with-lightspeed-technologies-1318/

In this episode, Tim talks with Matt Guerrero and Tiffany Galloway about how Blue Engine has evolved from classroom‑level co‑teaching support to helping entire school systems build the structures, mindsets, and capacity needed for inclusive education. They discuss the surprising differences—and similarities—across districts around the country, the challenges of scaling inclusive practices beyond a single classroom, and the importance of unified vision, shared language, and proactive design.

Matt and Tiffany share stories from partnerships in places like New York, Northern California, Massachusetts, Baltimore, and Louisiana, highlighting what it actually looks like when leaders confront silos, build trust, rethink systems, and center learner variability. They also unpack why psychological safety matters in coaching, how systems can move beyond compliance, and what motivates district leaders to pursue real change. The conversation closes with a lighter moment as the guests imagine what job they'd try for just one day.

Complete show notes and transcript: https://mcie.org/think-inclusive/blue-engine-on-scaling-inclusion-silos-safety-and-system-change-1317/

Jen Taylor is a teacher of students with visual impairments. She began her career in East Texas, spent several years at the Anchor Center, and now works in the Cherry Creek School District. Jen collaborated with Michael on conceptualizing and designing the multisensory translation of the artwork.

Taylor Kingsbery is the parent of Miko, the toddler who explored Michael’s translated artwork. Taylor brings a powerful perspective on accessibility, representation, and what it means to co‑create environments where disabled children can experience belonging and opportunity.

This episode explores what it means to translate fine art—not simply replicate it—for young children with visual impairments. Dr. Michael Barla shares how his residency at the Clyfford Still Museum evolved into a hands‑on project: reimagining a Clyfford Still painting (pH‑914) as a fully sensory experience for Miko, a two‑year‑old who is blind.

With deep collaboration from VI teacher Jen Taylor and insight from Miko’s mom Taylor Kingsbery, the project transformed color, texture, line, and movement into elements children can feel, hear, and explore with their whole bodies. We follow Miko’s visit to the museum—feet first, face pressed close, mapping the artwork from every angle—and learn how sensory access opens doors to representation, identity, and belonging.

The conversation expands from art to universal design, rightful presence, and why inclusion has to begin at the design stage—not as an afterthought. The guests remind us that co‑creation with families and communities is essential if we want places like museums, classrooms, and public spaces to welcome everyone.

Complete show notes and transcript: https://mcie.org/think-inclusive/how-museums-can-support-young-learners-with-visual-impairment-1316/

In this episode, Katie explains why UDL should be seen as a mindset rather than a checklist and how it can dismantle systemic inequities. She uses vivid analogies—like camping trips and tax filing—to illustrate flexibility and access in learning environments. Katie also shares her personal journey from being a struggling student to becoming an education leader, thanks to one teacher’s high expectations. The conversation explores the nuances of inclusion versus inclusive practice, the importance of systemic support for educators, and why high expectations and hope matter most for students.

Complete show notes and transcript: https://mcie.org/think-inclusive/katie-novak-on-why-udl-is-not-the-goal-but-the-tool-for-equity-1315/

Jack Schneider: Historian of education, researcher, and co-host of Have You Heard. Jack brings a deep understanding of the historical and sociological forces shaping public schools.

Public education is under pressure like never before. Jennifer and Jack explain why the system is on a precipice, how misinformation and political agendas distort reality, and what’s at stake for students—especially those with disabilities—if privatization wins. Tim shares a powerful story from the Georgia State Capitol about a parent fighting for inclusion, and the trio discusses why educators and advocates must reclaim the narrative. Plus, we dive into the history of school choice, the rise of vouchers and charters, and end with a lighthearted mystery question from Tim’s 12-year-old.

Complete show notes and transcript: https://mcie.org/think-inclusive/public-education-on-the-precipice-narratives-inclusion-and-whats-at-stake-1314/

Special Guests

• Keith Jones
• Jenna Rufo
• Mark Crenshaw
• Diana Pastora Carson
• Andrew McEntrye

Complete show notes and transcript: https://mcie.org/think-inclusive/think-inclusive-turns-13-1313/

This episode explores how opening up possibilities for communication can transform the lives of non-speaking students. Lisa shares her journey from public school teacher to innovator, highlighting the importance of presuming competence and understanding apraxia and co-regulation. The conversation covers practical strategies, breakthrough stories, and the need for systemic change in education.

Complete show notes and transcript: https://mcie.org/think-inclusive/empowering-non-speaking-students-tools-and-mindsets-for-inclusive-schools-1312/

Audrey and Jeremy join Think Inclusive to talk about their journey as advocates, podcasters, and friends. They share stories about speaking up for Medicaid in Washington, D.C., challenging ableism in schools, and using their podcast to teach others about inclusion. Their message is clear: everyone deserves to belong and be valued.

Complete show notes and transcript: https://mcie.org/think-inclusive/down-syndrome-advocacy-in-action-lessons-from-audrey-and-jeremy-1311/

In this episode, Jordyn Zimmerman shares their journey from segregation to meaningful inclusion in schools. The conversation covers the importance of presuming competence, the need for accessible communication, and how policy and practice must evolve to create truly inclusive communities. Jordyn also discusses their work with the Nora Project and Center for Enriched Living, and what it means to measure success beyond just placement numbers.

Complete show notes and transcript: https://mcie.org/think-inclusive/designing-schools-for-belonging-jordyn-zimmerman-on-inclusion-and-aac-tools-1310/

Jules Edwards is an autistic activist and parent of autistic children. She is the writer of Autistic, Typing, and works to educate the community and influence policy to promote disability justice.

Meghan Ashburn and Jules Edwards join Tim Villegas to talk about their journey from online tension to collaboration, co-authoring a book that challenges dominant narratives about autism and disability. They discuss why inclusive classrooms benefit everyone, the ethics of autism research, and the importance of learning out loud.

Complete show notes and transcript: https://mcie.org/think-inclusive/disability-justice-and-inclusion-meghan-ashburn-jules-edwards-speak-out-1309/

In this episode, host Tim Villegas talks with Madison Tevlin about her journey as a performer and advocate. Madison shares insights from her experiences on inclusive film sets, the importance of being seen for who you are, and her vision for representation in media. The conversation explores Madison’s creative process, her new podcast 21 Questions, and her advice for educators on fostering authentic inclusion in schools. Madison’s story is a powerful reminder that the least interesting thing about a person is their diagnosis, and that true inclusion means celebrating everyone’s unique identity.

Complete show notes and transcript: https://mcie.org/think-inclusive/how-madison-tevlin-redefines-disability-in-media-and-hollywood-1308/

Tim and Jen unpack what “general education” really means under IDEA: not a room, but the default setting for every learner—with supports, adaptations, and shared responsibility across a school. They clarify why “least restrictive environment” (LRE) is not a place, how ableism shows up in decisions, and what families and educators can do now to advance authentic inclusion.

Complete show notes and transcript: https://mcie.org/think-inclusive/general-education-has-to-be-for-everyone-1307/

In this episode, Tim Villegas talks with Will Parker about navigating the emotional weight of current events, the impact of political rhetoric on schools, and how educators can stay grounded in their mission to serve students. The conversation centers on leading with compassion, focusing on local action, and finding hope in everyday relationships. The episode is intentionally broad so listeners can apply the insights to many situations.

Complete show notes and transcript: https://mcie.org/think-inclusive/navigating-school-leadership-in-chaotic-times-a-conversation-with-will-parker-1306/

Brit Barron joins Tim Villegas to talk about how to get better at disagreement—without giving up your values or just being nice. They discuss why empathy isn’t weakness, how our bubbles can hurt us, and how educators can lead with compassion even when values clash. The conversation is honest, friendly, and full of practical wisdom for anyone trying to build more inclusive communities.

Complete show notes and transcript: https://mcie.org/think-inclusive/how-to-talk-to-people-you-disagree-with-insights-from-brit-barron-1305/

In this episode, Jack Pearpoint and Tim Villegas talk about “inclusion punk rock”—doing what’s right for learners even when systems say no. They dig into the origin of MAPS, PATH, and Circles of Support, how to keep planning deeply personal (not just an app or a checklist), and why change grows from relationships, neighborhoods, and people on the margins.

Complete show notes and transcript: https://mcie.org/think-inclusive/radical-listening-how-jack-pearpoints-punk-rock-spirit-shaped-inclusive-education/

In this conversation, Jennifer Gonzalez and host Tim Villegas talk about teaching through a turbulent political moment—putting safety first, staying grounded in real (not performative) inclusion, and finding allies at school and beyond. They share concrete moves teachers can make right now, plus where to find hope when the news feels heavy.

Complete show notes and transcript: https://mcie.org/think-inclusive/navigating-political-challenges-in-education-advice-from-jennifer-gonzalez-1303/

Principal Cathi Davis shares how Ruby Bridges Elementary purposefully designs for belonging rather than just declaring it—centering student voice, presuming competence, and building systems where every learner is a leader and belongs. She breaks down how leaders protect weekly co‑planning time, model vulnerability, and act with urgency because kids don’t get these minutes back—there are only 188 school days to invest in community.

Complete show notes and transcript: https://mcie.org/think-inclusive/cathi-davis-on-creating-schools-where-every-learner-belongs-1302/

Dan Habib is an Emmy-winning documentary filmmaker and longtime advocate for inclusive education. He has directed several impactful films including Including Samuel and Intelligent Lives. Dan co-directed The Ride Ahead with Samuel and has been instrumental in promoting authentic representation of disabled voices in media.

In this heartfelt episode, Tim Villegas speaks with Samuel and Dan Habib about their documentary The Ride Ahead, which explores Samuel’s journey into adulthood, the challenges of traveling with a disability, and the importance of mentorship and community. The conversation dives into storytelling, inclusive education, dating and intimacy, and the power of showing up as your full self. The episode also highlights the collaborative nature of filmmaking and the impact of authentic representation.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-ride-ahead-samuel-and-dan-habib/

Hosted by Tim Villegas, Director of Communications at the Maryland Coalition for Inclusive Education (MCIE), Think Inclusive shares real stories, practical strategies, and honest conversations that help you move inclusion forward where you are. It’s also a proud production of MCIE.

What you’ll hear in this feed:

• Straight‑talk interviews with educators, advocates, and self‑advocates who are changing systems.
• Clear, actionable ideas you can use in classrooms, IEP meetings, and leadership teams.
• Themes we return to often: belonging, presuming competence, UDL, co‑teaching, accessible materials, and shifting mindsets that sustain inclusive schools.

Why listen now: Since 2012, Think Inclusive has released over 200 episodes and ranks in the top 2% of podcasts globally—so you’ll find a deep, practical archive to learn from.

Our regular season runs September through July, with bonus episodes sprinkled in.

Hit Follow/Subscribe so you never miss an episode. Want to share how you’re using the show with your team or district? Email Tim Villegas at tvillegas@mcie.org—we’d love to hear from you.

Elizabeth discusses the challenges non-speaking students encounter in schools, particularly the prevalent resistance to recognize typing as a legitimate communication method. She compares typing to Braille for the blind or sign language for the deaf, advocating for its integration into educational settings as a civil rights issue. The episode delves into Elizabeth's personal experiences, emphasizing the significant impact of presuming competence. She underscores the necessity of educational reform to facilitate access to typing for non-speakers, advocating for a shift in perception that acknowledges their potential.

Complete show notes and transcript: https://mcie.org/think-inclusive/podcast-episode-template-title/

Marcia and Kristen share essential insights into the ongoing journey of the EmbraceAbilities project. Originally funded by the California Department of Education, this initiative aims to empower county offices of education with frameworks and tools to advance inclusive practices. The discussion underscores the significance of “extensive support needs” and how Marcia and Kristen, through statewide engagement and site visits, have co-created solutions that reflect the unique challenges and triumphs of individual counties. From professional development to family engagement, the episode covers critical strategies and real-world applications driving change for students with disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/embraceabilities-inclusive-education/

Dr. Leah Kelley is a distinguished neurodivergent education consultant, author, activist, educator, and parent. With 25 years of experience as a public school teacher, her roles have included primary teacher, inclusion resource teacher, and SEL Mental Health helping teacher. Leah is known for her national and international presentations on neurodiversity, advocacy, and inclusion, as well as her popular blog “30 Days of Autism.” She is a sought-after speaker recognized for her storytelling and practical wisdom, encapsulated in her book “The Person Who Arrives: Connecting Disability Studies to Educational Practice for Teachers, Parents, and Others.”

Dr. Kari Gustafson is an instructor and researcher specializing at the intersection of neurodiversity, disability studies, education, and role-playing games. Kari holds a Ph.D. in Philosophy of Education from Simon Fraser University, where their dissertation delved into relationality and inclusion within role-playing games like D&D. Currently a faculty member in the Disability and Community Studies program at Douglas College, Kari brings a unique perspective to educational practices that prioritize strength-based collaboration and inclusivity.

Episode Summary:

In this episode of Think Inclusive, host Tim Villegas engages in a thought-provoking discussion with Dr. Leah Kelley and Dr. Kari Gustafson. The conversation delves into the importance of play and creativity within the context of inclusion, education, and disability studies. As advocates for neurodiversity, Leah and Kari offer insightful perspectives on how play can be an essential tool for both personal growth and collaborative learning, especially for individuals with disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/exploring-plays-role-in-inclusion-and-personal-growth/

Key Takeaways:

-Play is a vital tool for imagination, personal growth, and collaborative learning in neurodiverse and inclusive settings.

-Societal pressures often replace play with structured therapies, particularly for children with disabilities, emphasizing the need to reclaim play.

-Role-playing games, such as D&D, offer collaborative storytelling experiences that promote inclusivity and value diverse strengths.

Embracing play can lead to increased joy and energy, benefiting personal well-being and educational outcomes.

-Facilitating inclusive environments that prioritize creativity and play helps individuals thrive and fosters strength-based collaboration.

Thank you to our sponsor, IXL: https://ixl.com/inclusive

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

Rachel Zemach is a deaf author and former educator with a passionate career centered around advocating for deaf students. Her profound experiences in mainstream education as a deaf teacher culminated in the writing of her book, "The Butterfly Cage: Joy, Heartache, and Corruption Teaching While Deaf in a California Public School," published in 2023. Rachel, who became deaf at the age of 10, is a strong proponent of positive deaf identity and sign language, striving to raise awareness about the challenges faced by deaf students in mainstream educational settings. She currently resides in Northern California.

Episode Summary:

In this engaging episode of Think Inclusive, host Tim Villegas speaks with Rachel Zemach, a deaf author and former teacher, about her firsthand experiences educating deaf children within California's public school system. The episode dives deep into the themes of inclusion, identity, and the significance of tailored education for deaf students. With her book "The Butterfly Cage" as the backdrop, Rachel shares transformative insights from her decade-long teaching career and discusses the deep impacts of a strong deaf identity.

Rachel Zemach highlights the pressing issues mainstream education faces when accommodating deaf students, pressing for educational systems that embrace American Sign Language and deaf culture. The conversation explores how a better understanding of communication barriers and the hiring of deaf professionals can promote a conducive learning environment. The potential of inclusive education systems and their ability to cater to a diverse learning community without trying to "fix" or change deaf students is a central theme.

Complete show notes and transcript: https://mcie.org/think-inclusive/unveiling-the-deaf-experience-rachel-zemachs-identity-transformation-journey/

Key Takeaways:

-Deaf Identity and Education: Rachel Zemach emphasizes the need for deaf children to be taught by deaf teachers or in environments that celebrate deaf culture and identity.

-Sign Language and Communication: Schools should promote the learning and use of American ------Sign Language to foster inclusivity and understanding among deaf and hearing students.

-Mainstreaming Challenges: Mainstream education often inadequately supports deaf students, emphasizing speech over sign language, leading to communication breakdowns and educational inequity.

-Benefits of Deaf Schools: Deaf schools provide a unique environment where deaf children thrive, offering cultural identity, peer connection, and effective communication.

-Systemic Changes: Implementation of resources, like certified interpreters and deaf educators, is crucial for creating supportive and inclusive educational settings.

Resources:

Rachel Zemach's Book: The Butterfly Cage https://rachelzemach.com/

Thank you to our sponsor, IXL Learning: https://ixl.com/inclusive

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

Emily Ladau is an activist, writer, and speaker, known for her relentless advocacy for disability rights. With a decade of experience, Emily serves as the editor of Able News, a digital newspaper amplifying the voices and stories of New York's vibrant disability community. Her involvement in disability rights extends beyond writing, as she continually seeks to inspire and challenge societal perceptions through her speaking engagements and published works, including her book aimed at bridging understanding between disabled and non-disabled communities.

Episode Summary:

In this stimulating episode of Think Inclusive, host Tim Villegas engages with long-time friend and leading disability advocate Emily Ladau. As they delve into pressing issues confronting minority groups, Emily reflects on the systematic erosion of rights for the disability community, particularly those with multiple marginalized identities. She provides personal insights into navigating these challenges while expressing the uncertainties of future potentials for individuals’ rights, especially under the current sociopolitical climate of 2025.

The conversation moves to explore the intricacies of communicating effectively with diverse audiences, with an emphasis on thoughtfully engaging conservative politicians. Emily shares the balance of maintaining authenticity while strategically choosing words that resonate across party lines, addressing the need for cross-aisle dialogue in advancing disability rights. She also provides crucial advice for those striving to be allies, emphasizing the importance of mindful communication and adaptive advocacy efforts as tools for sustaining momentum in inclusivity goals. This episode is a rich tapestry of personal reflection and strategic insights, capturing the pulse of advocacy in challenging times.

Complete show notes and transcript: https://mcie.org/think-inclusive/

Key Takeaways:

-The current sociopolitical environment is eroding disability rights, with advocates like Emily Ladau emphasizing the dire impacts on those with multiple marginalized identities.

-Strategic vagueness in political rhetoric is creating an environment of fear and uncertainty, where advocacy requires deliberate and thoughtful communication.

-Emily Ladau underscores the necessity of adjusting language to gain support from conservative audiences by aligning advocacy messages with core values.

-Recognizing the limits of individual capacity, Emily advises allies to engage in advocacy through manageable actions without compromising personal well-being.

-She stresses the significance of platforms like social media in advocating for disability rights, highlighting its dual role in fostering community and echo chambers.

Resources:

Emily's Website: https://emilyladau.com/

Able News: https://ablenews.com/

Thank you to our sponsor, IXL: https://ixl.com/inclusive

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

Charmaine Thaner is a seasoned educator and advocate with over 30 years of experience, who has dedicated her career to supporting families and children with special needs. As a mother to a son with Down syndrome, she blends personal experience with professional expertise to guide parents through the complexities of the Individualized Education Program (IEP) process. Thaner is the founder of the Connecting for Change group, where she coaches parents and offers innovative tools and techniques to empower them in educational advocacy, focusing on creating inclusive environments where every child feels valued and supported.

Episode Summary:

In this episode of the Think Inclusive Podcast, host Tim Villegas converses with Charmaine Thaner about the intersection of artificial intelligence and inclusive education advocacy. Villegas kicks off the episode with an intriguing twist — using an AI-generated version of his voice to introduce the topic and set the stage for a discussion on how AI can be leveraged as a tool for empowerment in educational advocacy.

Thaner shares her journey into using AI tools like ChatGPT, describing how they have revolutionized her approach to helping parents navigate the IEP process. By integrating AI in drafting emails, summarizing meetings, and even crafting legislative communications, Thaner highlights the potential these tools hold for reducing stress and enhancing clarity for parents and educators alike. She discusses the nuanced art of crafting effective prompts and custom GPTs tailored to individual advocacy goals, and how Chris Voss's negotiation techniques inspire more engaging conversations in educational settings. Throughout the episode, Tanner emphasizes the importance of maintaining authentic human connections in advocacy work, even as AI tools enhance efficiency and precision.

Complete show notes and transcript: (coming soon)

Key Takeaways:

-AI in Advocacy: Charmaine Thaner discusses how AI tools like ChatGPT can support parents in writing effective advocacy emails, summarizing meetings, and preparing for educational presentations.

-Customized AI Solutions: Thaner introduces the concept of custom GPTs, tailored AI solutions that reflect personal advocacy goals and values, proving invaluable for individualized support.

-Negotiation Techniques: Inspired by Chris Voss, Thaner utilizes negotiation strategies to craft more productive and empathetic communications with educators.

-AI Beyond Emails: The use of AI extends to legislative advocacy, assisting parents in developing personalized messages to policymakers.

-Human Connection: Despite AI's capabilities, Thaner stresses that authentic human interaction remains vital in advocacy efforts.

Resources:

Find Charmaine here: https://iep.today/Charmaine

Chris Voss's book: Never Split the Difference: https://amzn.to/4knHSx3

AI tools mentioned: ChatGPT, Claude, Poe, and Descript

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

Guy Stevens is a nationally recognized expert and advocate for ending restraint and seclusion in schools. He is the founder of the Alliance Against Seclusion and Restraint (AASR), a nonprofit organization focused on reforming punitive discipline practices in educational settings. Guy is also a board member of the ARC of Maryland and PDA North America. His advocacy is dedicated to promoting trauma-informed, neuroscience-aligned, and neurodiversity-affirming approaches that prioritize inclusive and safe educational environments for all students.

Episode Summary:

In this episode of Think Inclusive, host Tim Villegas is joined by Guy Stevens, a leading advocate for more humane behavior support strategies in schools. Through a riveting conversation, they explore the profound harms of traditional punitive practices, like restraint and seclusion, and the importance of trauma-informed educational frameworks. They delve into Guy's personal journey from a conventional understanding of behavior support to becoming a passionate advocate for transformative discipline practices.

The discussion highlights the systemic challenges and widespread use of outdated behaviorist strategies such as PBIS, emphasizing the need for approaches that recognize the neuroscience of behavior. Guy shares his insights on the negative impacts of punitive measures on both students and educators, urging a shift towards more supportive and effective methodologies. Packed with educational insights and practical tips, this episode is a deep dive into creating more inclusive and empathetic learning environments.

Complete show notes and transcript: (coming soon)

Key Takeaways:

-Understanding Behavior: Traditional behaviorist strategies often fail to address the real underlying causes of behavior, which are frequently rooted in stress and trauma.

-Shift to Trauma-Informed Practices: Schools should move towards trauma-informed and neuroscience-aligned practices to promote better educational environments.

-Restraint and Seclusion: These practices still present a significant problem in schools, resulting in safety risks and potential trauma for both students and educators.

-PBIS and Behaviorist Strategies: While well-intentioned, these frameworks often lack the necessary depth to address individual student needs and may perpetuate exclusion.

-Transformative Advocacy: By fostering curiosity and understanding the brain's role in behavior, educators can fundamentally change how they respond to and support students' needs.

Resources:

Alliance Against Seclusion and Restraint (AASR)

Books Mentioned:

Brain-Body Parenting

Beyond Behaviors

Self-Reg

Raising Kids with Big Baffling Behaviors

Thank you to our sponsor, IXL.

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

Toni Barton is a leader in education innovation and the founder of Speligent. She is a recognized authority on transforming schools through inclusive, equity-driven, and tech-enabled learning models, having gained vast experience as a teacher, principal, and district leader. Toni initiated the Inclusive Schools Leadership Institute at Relay Graduate School of Education, training leaders to construct anti-ableist, student-centered environments. Her insights have been featured in major publications including Forbes and The Hechinger Report. Toni is also known for her book, "Six Principles for Building a Truly Inclusive School," which is a resource for forward-thinking educators.

Episode Summary:

In this episode of the Think Inclusive Podcast, host Tim Villegas engages with Toni Barton in a deep dive into reshaping the educational landscape for inclusivity and equity. Toni shares her journey from a professional in law to an advocate in education, driven by her own son's experience with special education. This insightful discussion emphasizes the importance of actively implementing inclusive practices beyond mere acknowledgment, and how educators can cultivate environments where every student thrives.

The conversation unpacks Toni’s book, "Six Principles for Building a Truly Inclusive School," detailing strategies for initiating inclusive leadership in educational institutions. Emphasizing anti-exclusionary program designs, building person-first cultures, and understanding the critical role of special education teachers in leadership roles, the episode provides practical steps for systemic change. Listeners walk away with a clear understanding of how urgent and strategic data use can drive student success and create schools that meet every student's needs.

Complete show notes and transcript.

Key Takeaways:

-Inclusive Leadership: Special education teachers and leaders should aim for leadership roles to enact systemic change in education systems.

-Truly Inclusive Schools: Emphasizes both academic progress and a genuine sense of belonging for students, as defined from the students' perspectives.

-Anti-Exclusionary Program Design: Encourages creating systems that intentionally support historically marginalized students, promoting inclusive environments beyond just integrated placements.

-Data Urgency: Stresses the importance of real-time data-driven decision-making to close performance gaps and enhance instructional effectiveness.

-Person-First Culture: Advocates rethinking discipline and behavior systems as social-emotional frameworks that prioritize student-centered support.

Resources:

Spelligent

Six Principles for Building a Truly Inclusive School

Culturally Responsive Teaching and the Brain

Toni’s Website

Thank you to our sponsor, IXL.

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

Riley Mulcahy is the founder and Executive Director of The Riley Project, a nonprofit organization focused on storytelling and community building for individuals with learning differences. A graduate of St. Mary's College of California with a background in English and Creative Writing, Riley is also the Marketing and Admissions Associate at Compass High School, where he champions inclusive, strengths-based education. He is an advocate for neurodiversity, dedicating his efforts to initiatives like the Neurodiversity Education Series, aimed at creating supportive systems for neurodivergent individuals. 

Episode Summary: 

In this enlightening episode of Think Inclusive, host Tim Villegas chats with Riley Mulcahy, a prominent advocate for individuals with learning differences. Riley discusses his journey with dyslexia and his commitment to creating inclusive environments through storytelling and advocacy. As the founder of the Riley Project, Riley sheds light on challenges and triumphs within the landscape of neurodivergent education. The episode gives listeners a deep dive into the concepts of multisensory instruction, the implications of the "Wait to Fail" model in schools, and the pivotal role of early intervention in supporting students with learning differences. 

Listeners will gain insights as Riley emphasizes the transformative power of storytelling in social change, drawing parallels between historical movements and current advocacy for neurodiversity. With a focus on practical strategies and technologies aiding learning differences, the discussion encompasses everything from reading interventions to the potential of AI-driven education tools. Whether you're an educator, parent, or advocate, this episode is packed with valuable information on fostering inclusive, supportive educational environments where all students can excel. 

Complete show notes and transcript.

Key Takeaways: 

• Power of Storytelling: Riley highlights how storytelling has been central to social justice movements, emphasizing its potential to drive change in the education system for those with learning differences. 
• Multisensory Reading Instructions: Discussing the effectiveness of multisensory instruction methods, Riley underscores its importance for students struggling with traditional learning approaches. 
• Early Intervention and Support: The episode stresses the necessity of early intervention and the creation of strength-based IEPs to help neurodivergent students thrive. 
• Future of Education Technology: A spotlight on assistive technologies, text-to-speech, and AI as tools to help students with learning differences achieve better outcomes. 
• Inclusion and Advocacy: The Riley Project aims to create safe spaces for individuals to share experiences, thus fostering a community of support and awareness. 

Resources: 

The Riley Project

Educating All Learners Alliance

Dyslexic Advantage   

Proust and the Squid  

Thank you to our sponsor, IXL. 

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

Alissa Rausch is a dedicated advocate for inclusive education rights, especially for young children with disabilities and various intersectional identities. Based at the University of Denver, she has extensive experience as a provider, program leader, educator, and technical assistance provider, notably developing inclusive programs and participating actively in legislative initiatives with organizations like Disability Law Colorado and the Early Childhood Technical Assistance (ECTA) Center.

Ben Riepe is a Senior Project Manager at the Positive Early Learning Experiences Center at the University of Denver, contributing significantly to ECTA and the National Center for Pyramid Model Innovations. With 13 years supporting Head Start Classrooms as a teacher and coach, Ben focuses on embedding evidence-based inclusive practices into classrooms and communities.

Episode Summary:

Delve into a transformative discussion on the Think Inclusive Podcast with Tim Villegas, featuring an insightful conversation with Alissa Rausch and Ben Riepe from the University of Denver. They discuss the significance of the Early Childhood Technical Assistance Center's inclusion indicators, designed to guide systems at varying levels, like state and community, towards enhancing inclusive practices, aiming for a profound societal impact.

In this episode, Alissa and Ben emphasize the critical role of systems in fostering inclusive environments for children, particularly those with disabilities. They explore the implementation science behind these indicators and how it supports sustainable and meaningful inclusive practices. Through poignant real-world examples and insights, they expound on the barriers families face and the power of family partnerships in achieving truly inclusive educational settings. Their experiences and collaborative work highlight opportunities for systemic change, especially through intentional community-based approaches and systems-level transformation, positioning early childhood inclusion as a foundational element of lifelong success.

Complete show notes and transcript: https://mcie.org/think-inclusive/transforming-inclusive-education-through-inclusion-indicators/

Key Takeaways:

-Inclusion Indicators: Developed by ECTA, the indicators serve as a North Star for programs implementing inclusive practices across various levels such as state, community, and local programs.

-Systems Approach to Inclusion: Emphasizes working at every level of the educational ecosystem, from state policies to individual classrooms, ensuring comprehensive support for inclusive practices.

-Family Partnerships: Building genuine partnerships with families is critical, recognizing them as co-constructors in the journey of inclusion, thereby facilitating better educational outcomes.

-Long-Term Impact: Highlighting the necessity of early childhood inclusion as a foundation for lifelong educational and community success.

-Implementation Science: Using strategic, science-based processes for planning and executing inclusive practices, aiming for scalable and sustainable change.

Resources:

ECTA Center: https://ectacenter.org/

Disability Law Colorado: https://disabilitylawco.org/

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

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

Jani Kozlowski is a renowned early childhood professional, boasting over 30 years of experience. She is an accomplished author and speaker, serving as a technical assistance specialist and consultant. Jani focuses on supporting the development of young children and their families, with expertise in early childhood disability services, learning environments, and social-emotional development. She currently leads initiatives at the Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill. Jani is the author of "Every Child Can Fly: An Early Childhood Educator's Guide to Inclusion" and its family-oriented companion, "Empowering Your Child to Fly."

Episode Summary:

In this compelling episode of Think Inclusive, host Tim Villegas engages Jani Kozlowski, a notable expert in early childhood inclusion, in a discussion about advocating for inclusive education for young children with disabilities. The episode begins with Jani sharing personal insights on the importance of inclusion for preschool children, emphasizing that early inclusion sets a positive trajectory not only for children with disabilities but also for their peers without disabilities. Her approach to this often daunting prospect for families highlights strategies that aim to demystify special education processes and the legal foundations surrounding inclusion.

This episode delves deep into the practical aspects of advocating for and implementing inclusive education practices. Jani discusses her recent adaptation of "Every Child Can Fly" into a version for families, illustrating her dedication to making vital information accessible to parents. Through interviews with 15 families, Jani brings authenticity and emotional depth to the conversation, offering real-world strategies for navigating special education systems. Emphasizing a long-term vision for inclusion, Jani articulates the significance of forging robust partnerships between families and educators, underscoring the myriad benefits of fostering inclusive learning environments.

Complete show notes and transcript: https://mcie.org/think-inclusive/unlocking-inclusive-strategies-empower-every-child-to-fly/

Key Takeaways:

-Early childhood inclusion sets the foundation for a child's future educational trajectory, impacting both those with and without disabilities.

-Understanding the legal frameworks and rights surrounding special education is crucial for parents advocating for their children's inclusive education.

-Building strong relationships between families and teachers facilitates collaboration and problem-solving, crucial for achieving successful inclusion.

-A clearly defined vision for a child's educational journey empowers families and guides school teams in decision-making processes.

-Leveraging supportive networks and existing resources, like OSEP-funded parent centers, can enhance advocacy efforts and access to inclusive placements.

Resources:

Jani's website: https://everychildcanfly.com/

Parent Center Hub: https://www.parentcenterhub.org/

Forget Me Not Documentary: https://forgetmenotdocumentary.com/

CADRE: https://cadreworks.org/

Thanks to our sponsor, IXL: https://www.ixl.com/inclusive

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

Jen Newton is an Associate Professor at Ohio University with a dedicated career in inclusive education spanning 25 years. Her expertise encompasses anti-racist, anti-ableist education, early childhood inclusion, and inclusive teacher preparation. Beginning her career as an early interventionist and inclusive pre-kindergarten teacher, Dr. Newton now focuses on teacher education, inclusion consulting, and research. She actively contributes to local, regional, and national discussions on advancing inclusive education practices.

Episode Summary:

In this episode of Think Inclusive, hosted by Tim Villegas, the spotlight is on Dr. Jen Newton's insights into the challenges of preparing educators for including students with diverse learning needs in general education classrooms. With decades of experience in inclusive education, Dr. Newton provides a critical analysis of the current gaps in teacher preparation and the need for an inclusive pedagogical approach.

This conversation delves into the systemic limitations that hinder the effectiveness of inclusive practices in education. Tim and Jen outline practical strategies for empowering both general and special education teachers to adapt and modify curricular materials effectively. They argue for comprehensive teacher training focusing on modifications, accommodations, and a deeper understanding of learners with extensive support needs. The dialogue also touches on the political aspects, revealing how educational policies and legislative agendas shape the current state of inclusion in schools. As key legislation remains outdated, the discussion underscores the urgency for updated educational policies that reflect current understandings of disabilities and mental health.

Complete show notes + transcript: https://mcie.org/think-inclusive/why-we-need-to-blend-general-and-special-education-training/

Key Takeaways:

-Understanding the current lack of comprehensive inclusive training provided to general educators and advocating for collaborative teaching practices.

-Addressing the political landscape and its influence on inclusive education and teacher preparation frameworks.

-The significance of inclusive licenses for teachers, which integrate general and special education training.

-How a focus on collaboration between teachers can facilitate effective adaptations to accommodate diverse learning needs.

-The impact of federal and state educational policies on practical inclusion efforts in schools.

Resources:

Jen website: https://www.teachingisintellectual.com/

Books Mentioned:

"Wolf at the Schoolhouse Door" by Jennifer Berkshire and Jack Schneider

"Troublemakers: Lessons in Freedom from Young Children at School" by Carla Shalaby

"Demystifying Disability" by Emily Ladau

Podcast Mentioned: Have You Heard hosted by Jennifer Berkshire and Jack Schneider

Thanks to our sponsor, IXL: https://www.ixl.com/inclusive

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

Brilly Semenova: Brilly is a passionate advocate for individuals with disabilities, having started her advocacy journey during her middle school years. She is based in Maryland but operates nationally, providing resources and support to families and individuals. Her focus covers education, employment, social skills, and legal guidance for navigating benefits for people with disabilities.

Nisha Batra: Nisha is a dedicated Early Childhood Educator and passionate disability advocate. She was recently honored with the King Charles III Award in recognition of her impactful advocacy work. Nisha firmly believes that normalizing differences empowers individuals and fosters a more inclusive and equitable society.

Episode Summary:

In this enlightening episode of Think Inclusive by Tim Villegas, inclusion advocates Brilly Semenova and Nisha Batra share their profound insights and personal journeys in promoting inclusive practices for individuals with disabilities. Brilli recounts her experiences from initiating mentorship programs in middle school to providing comprehensive resources for families navigating educational and legal systems. Her story emphasizes the importance of inclusivity in fostering supportive environments for individuals with different abilities.

Nisha Batra brings a unique perspective with her background in early childhood education and her personal experience with a learning disability. She discusses the critical importance of celebrating diversity within educational settings and normalizing differences among students. By sharing her journey and professional insights, Nisha highlights the potential transformation inclusion can bring about in educational settings, fostering an environment where every student feels supported and valued.

Complete show notes + transcript: https://mcie.org/think-inclusive/empowering-inclusion-advocates-share-stories-and-strategies/

Key Takeaways:

-Brilly Semenova illustrates the need for mentorship and guidance programs for young individuals with disabilities to promote self-advocacy and inclusive environments.

-Nisha Batra emphasizes the significance of acknowledging and celebrating diversity in classrooms, advocating for normalization of differences among students.

-Both advocates highlight the necessity for educational and societal systems to be readily inclusive, moving towards environments that support diverse learners without needing them to 'be ready' first.

-The conversation underscores the challenges and opportunities found within advocacy, highlighting the transformative power inclusion holds at both individual and systemic levels.

-Practical examples of advocacy efforts and successful inclusion practices are discussed, showcasing real-world applications.

Resources:

Helpipedia: https://helpipedia.org/

Nisha's Instagram: @TheSwanTransformation: https://www.instagram.com/theswantransformation/

Thank you to our sponsor, IXL: ixl.com/inclusive

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

Nicole Eredics is a seasoned expert specializing in inclusive education, boasting over 25 years of experience in the field. Armed with degrees in elementary and special education, Nicole began her career as an inclusion teacher in British Columbia, Canada. She is the founder of the Inclusive Class and has been instrumental in implementing inclusive systems in over 150 schools across the United States since 2008. Also an esteemed author, her best-selling book "Inclusion in Action" is a vital resource for educators aiming to foster inclusive educational settings. Currently, Nicole offers her expertise as a national presenter and trainer for the Bureau of Education and Research, as well as an education and ed-tech consultant.

Episode Summary:

In this engaging episode of Think Inclusive, host Tim Villegas is joined by inclusive education expert Nicole Eredics. Eredics offers valuable insights into fostering inclusive education practices within school systems. The episode kicks off with an exploration of Nicole's rich history in education and her journey from advocating for inclusion in Canada to transforming schools across the United States. As the discussion unfolds, Nicole shares her experiences working with school districts, highlighting the advancements made in personalized instruction and the integration of technology to support diverse student needs. The conversation also delves into the complexities of standardized testing, the role of co-teaching models, and the substantial influence educators have on crafting positive educational experiences for all learners.

As the dialogue deepens, Eredics underscores significant changes in education, particularly the growing emphasis on individual student needs and diversity awareness. These changes have sparked an evolution in instructional practices, the use of universal design for learning (UDL), and the availability of resources enhancing teachers' capabilities. However, Nicole also sheds light on the enduring challenges, like the rigidity of standardized systems and the struggles of grading students with varying needs. Offering tactical advice, she encourages educators to begin with small, manageable changes, such as observing their current classroom practices, while leveraging technology and collaboration to enhance their inclusive teaching methods.

Complete show notes + transcript: https://mcie.org/think-inclusive/empowering-educators-navigating-inclusive-education-challenges-and-opportunities-with-nicole-eredics/

Key Takeaways:

-Inclusive education requires a nuanced understanding of personalized instruction and the commitment to supporting diverse learners within the general education classroom.

-Recent advancements highlight increased awareness of diversity and personalized instruction among educators, yet challenges like standardized testing and rigid grading systems remain barriers.

-Co-teaching and Universal Design for Learning (UDL) are increasingly being embraced as vital components of inclusive educational practices.

-Technology, particularly AI, is transforming how educators tackle customized learning needs, offering streamlined solutions for adapting lessons and teaching approaches.

-Effective inclusive systems are bolstered by insightful leadership from administrators who understand and value inclusive practices.

Resources:

Nicole's book: https://amzn.to/3GdExBr

Visit Nicole's website: https://www.theinclusiveclass.com/

Thanks to our sponsor, IXL: ixl.com/inclusive

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

Jeiri Flores is a Puerto Rican disability rights activist based in Rochester, New York. After earning her bachelor's degree in Sociology and African American Studies from SUNY Brockport in 2014, she pursued a master's in Human Development at the University of Rochester. As a passionate advocate for disability rights, Jeiri shares her insights on inclusion, disability, and intersectionality at colleges and conferences, aiming to enlighten and inspire change. Her mission is to empower disabled youth to redefine societal narratives around disability.

Episode Summary:

In this episode of Think Inclusive listeners are introduced to the compelling story and advocacy journey of Jeiri Flores, a dynamic disability rights activist. Jeiri opens up about the relentless challenges faced by disabled individuals, particularly highlighting the dehumanization and isolation embedded within societal and systemic structures. Through engaging storytelling, she discusses the critical role of love and belonging in fostering truly inclusive communities and delves into how these spaces can transform by acknowledging the humanity of every individual.

Throughout the conversation, Jeiri reflects on her advocacy's roots, nurtured from a young age while translating for her family, and how her practices have evolved over time. Key themes such as navigating healthcare systems, societal expectations, and the perpetual need for systemic change are explored. Jeiri also emphasizes the power of sharing personal narratives, not only as a form of advocacy but as a way to bridge connections between diverse experiences. As she navigates topics like love, belonging, and her intersectional identity, Jeiri provides a rich tapestry of insights that resonate deeply with educators, advocates, and anyone passionate about disability rights and inclusion.

Complete show notes + transcript: https://mcie.org/think-inclusive/the-power-of-storytelling-in-disability-rights-with-jeiri-flores/

Key Takeaways:

• Authenticity and vulnerability are essential in effective advocacy, as they help build deeper connections and understanding.
• Navigating healthcare and societal systems poses significant challenges for disabled individuals, often leading to stress and self-segregation.
• Inclusion spaces thrive on recognizing every individual's humanity and embracing differences, with love serving as a guiding principle.
• Storytelling in advocacy can be a powerful tool for raising awareness and encouraging systemic change.
• The importance of engaging diverse voices in decision-making processes, particularly those directly affected by the outcomes.

Resources:

Jeiri on Insta: https://www.instagram.com/dangerously_gifted/

Jeiri on LinkedIn: https://www.linkedin.com/in/jeiri-flores-b7bb3651/

Jeiri's story about her mom: https://youtu.be/bq62Q7Cg85g?si=Il5zrhoH74ZcYRaa

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

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

Lisa Aquila is a dedicated advocate for disability rights and Vice Chair of the Board at Disability Equality in Education (DEE). Lisa's journey into disability advocacy began after a career as a home care attendant was cut short due to her own disability. As an education outreach specialist, she has been pivotal in lobbying for disability-inclusive curriculum legislation, co-founding the Coalition on Disability Inclusive Curriculum, and advancing the social model of disability. Her work aims to integrate disability discourse into general education, inspiring future generations to embrace diversity.

Episode Summary:

In this enlightening episode of Think Inclusive, host Tim Villegas welcomes Lisa Aquila, a fervent advocate for disability rights and Vice Chair at Disability Equality in Education. They explore the importance of integrating disability into K-12 education, emphasizing that disability is a natural part of human diversity. Through personal anecdotes and professional insights, Lisa outlines her journey from home care attendant to becoming a key figure in disability advocacy.

Lisa shares her experience spearheading the disability-inclusive curriculum initiative, highlighting the success of the program piloted in Pennsylvania. The conversation delves into the social model of disability, focusing on how societal barriers can be dismantled through education. Both Lisa and Tim discuss the potential of early education in changing perceptions, advocating for resources and support systems that enable teachers to effectively incorporate disability studies into classrooms nationwide.

Complete show notes + transcript: https://mcie.org/think-inclusive/disability-inclusive-curriculum-changing-mindsets-in-pennsylvania-schools-and-nationwide/

Key Takeaways:

• Disability is a natural part of human diversity and should be woven into everyday conversations and education to dismantle stigma.
• The disability-inclusive curriculum aims to educate K-12 students on the contributions of disabled individuals, promoting understanding and acceptance.
• Lisa Aquila and DEE work under the principle of "Nothing About Us Without Us," ensuring that disabled voices are central in creating educational content.
• The pilot project in Pennsylvania offers a blueprint for disability education that could inspire similar initiatives nationwide.
• Teachers have continuous support for integrating these lessons into their classrooms, fostering a more inclusive generation.

Resources:

Disability Equality in Education (DEE): https://www.disabilityequalityeducation.org/

DEE email: info@DisabilityEqualityEducation.org

Call DEE at (724)726-1155

Thanks to our sponsor, IXL. https://www.ixl.com/inclusive

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

Dr. Shelley Moore is a renowned inclusive education researcher, teacher consultant, and storyteller based in British Columbia, Canada. Shelley holds a Special Education undergraduate degree from the University of Alberta, a Master's from Simon Fraser University, and a PhD from the University of British Columbia. She is highly sought after internationally for her insights on designing grade-level academic classrooms using strength-based and responsive approaches to include students with intellectual disabilities. She runs Outside Pin Consulting, a company dedicated to promoting diverse voices and expertise in inclusive education.

Episode Summary:

Join Tim Villegas in a riveting episode of the Think Inclusive Podcast featuring Dr. Shelley Moore, a leading voice in inclusive education. Kicking off the episode, Dr. Moore shares empowering strategies for educators to embrace inclusivity and teamwork within schools, emphasizing the transformational potential of collaboration. The conversation weaves through her personal journey as a parent, shedding light on mindful practices amidst the struggles educators face due to a lack of resources, systemic challenges, and DEI efforts in the U.S. and Canada.

Furthermore, Dr. Moore and Tim delve into their professional practices, specifically within mindfulness's impact on educators. Touching on cultural and systemic barriers to inclusivity, they discuss the resistance of change and the pressure on educators to reform traditional models. Dr. Moore highlights her latest initiative, Outside Pin Consulting, which fosters a collective community for diverse perspectives, advocating for student agency over independence. Ending on a thought-provoking note, Dr. Moore shares insights on moving forward amidst adversity in the field of inclusive education.

Complete show note + transcript: https://mcie.org/think-inclusive/navigating-change-in-education-a-conversation-with-dr-shelley-moore/

Key Takeaways:

• Educators are encouraged to collaborate with one another, emphasizing the value of teamwork in creating inclusive classroom environments.
• The concept of independence versus agency is explored, highlighting the need for tailored expectations and goals for students with disabilities.
• Outside Pin Consulting is introduced as a platform for gathering diverse educational voices and expertise to work towards inclusive education.
• The importance of mindfulness and meditation is discussed as a valuable tool for educators to stay grounded and present amidst chaotic and overwhelming circumstances.
• Dr. Moore and Tim address systemic educational challenges, touching on the topic of limited resources and the misconception of resource allocation in inclusive practices.

Resources:

Outside Pin Consulting: https://www.drshelleymoore.com/outside-pin

"People are NOT Supports" video by Shelley Moore: https://youtu.be/rOlUnnxCspA?si=12TxE-iN64KKMFSI

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

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

Amanda Morin: A renowned neurodivergent neurodiversity activist, Amanda Morin is an award-winning author, specialist in early childhood and behavioral studies, a certified teacher, and a nationally acclaimed speaker. She has dedicated her career to creating accessible, inclusive environments for neurodivergent individuals, working with educational professionals and parents to enhance understanding of mental health, neurodiversity, and disability.

Emily Kircher Morris: Licensed Professional Counselor (LPC) and host of the Neurodiversity Podcast, Emily specializes in supporting neurodivergent, twice-exceptional, and gifted individuals. Based in St. Louis, Missouri, she began her career in education and now runs a private mental health practice. Through her books and podcast, Emily explores the complex psychological, educational, and social needs of neurodivergent people.

Complete show notes + transcript: https://mcie.org/think-inclusive/creating-neurodiversity-affirming-schools-with-emily-kircher-morris-and-amanda-morin/

Episode Summary:

Explore the transformative world of neurodiversity in education with host Tim Villegas and his guests Emily Kircher Morris, and Amanda Morin. This episode of Think Inclusive focuses on thought-provoking insights from their book, "Neurodiversity Affirming Schools." The conversation ventures into the heart of inclusive education, emphasizing strategies that create positive learning environments for all students by fostering an understanding of neurodiversity in schools.

Discover how Amanda Morin and Emily Kircher Morris harness their expertise to challenge traditional perspectives on behavior and education. The dialogue introduces the concept of using identity-first language rather than person-first language to better support neurodivergent individuals, a practice that has stemmed from the neurodiversity movement. They address critical issues such as behavior management and the importance of co-regulation and mental health awareness among educators. By promoting a shift from ableism to inclusivity, this episode offers a guide for educators striving to make impactful changes in their teaching practices.

Key Takeaways:

-Neurodiversity-affirming practices are transforming educational environments by embracing and supporting all brain types and learning strategies, benefiting students and educators alike.

-Amanda and Emily highlight the significance of using identity-first language in place of person-first terminology, as promoted by self-advocates within the neurodiversity movement.

-Fostering a collaborative atmosphere among educators and related service providers is essential for supporting neurodivergent and twice-exceptional students.

-The discussion on behavior reframes conventional perspectives, advocating for understanding stress behavior and emphasizing co-regulation between teachers and students.

-The podcast offers practical recommendations, encouraging educators to make small yet meaningful changes that lead to substantial improvements in inclusive education practices.

Resources:

Neurodiversity Podcast: Hosted by Emily Kircher Morris, investigating the needs of neurodivergent individuals: https://www.neurodiversitypodcast.com/

Neurodiversity Affirming Schools Podcast: A limited series complementing the book by Amanda Morin and Emily Kircher Morris: https://www.neurodiversityaffirmingschools.com/

Thanks to our sponsor, IXL: https://www.ixl.com/inclusive

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

Dan Watt is a distinguished producer and director, recognized for his work on the 2024 Emmy Award-winning documentary "Everybody Dance." With a rich background in film, Dan has worked on notable projects with Columbia Pictures, including "House Bunny" and "Just Go with It." Beyond film production, he collaborated on a documentary with entertainment icon Simon Cowell about the band One Direction. Dan is currently producing upcoming documentaries with Tony and Pulitzer Prize-winning producer Daryl Roth and Rosie O'Donnell. His notable work underscores his commitment to inclusive storytelling and transformative educational experiences.

Episode Summary:

Dive into this insightful episode of Think Inclusive, hosted by Tim Villegas, featuring the accomplished producer and director, Dan Watt. Broadcasting from the CEC Conference in Baltimore, Tim explores the intricacies and inspiration behind Dan's Emmy Award-winning work, "Everybody Dance." This compelling documentary unravels the transformative power of inclusive dance education, emphasizing community and personal growth for children with disabilities.

This episode delves deeply into the concept of inclusivity and the integral role of community and arts in fostering an environment where neurotypical children and those with disabilities can flourish together. Dan Watt shares his journey from working at Columbia Pictures to creating a heartwarming documentary that highlights the resilience and determination of its young subjects. Key insights include the importance of exposure to diverse environments, the benefits of inclusive educational practices, and the profound insights shared by the children featured in "Everybody Dance." Learn how fostering inclusive spaces in educational and extracurricular settings can break down barriers and transform lives.

Complete show notes + transcript: https://mcie.org/think-inclusive/emmy-winning-documentary-everybody-dance-celebrates-inclusion/

Key Takeaways:

• Inclusive environments allow neurotypical kids and kids with disabilities to learn from each other, fostering understanding and community.
• The film "Everybody Dance" showcases how arts and dancing can build confidence and determination, benefiting children in multiple areas of life.
• Dan Watt stresses the importance of instructors adapting their teaching styles to reach all students, enhancing inclusivity in educational settings.
• Establishing safe and inclusive spaces for all students encourages them to express themselves freely and grow together.
• The documentary highlights the shared human desire for belonging and the joy of finding a community where everyone fits in.

Resources:

Everybody Dance: https://www.amazon.com/gp/video/detail/B0B5KLD2JD/ref=atv_dp_share_cu_r

Dan Watt on Instagram: https://www.instagram.com/dancindanw/

Thanks to our sponsor, IXL. Learn more: https://www.ixl.com/inclusive

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

Dr. Priya Lalvani is a professor of Disability Studies at Montclair State University, where she also coordinates inclusive education graduate programs. Holding a PhD in developmental psychology from CUNY and a Master of Arts in Special Education from Columbia University, Dr. Lalvani brings over 14 years of professional experience working with young adults with disabilities in New York City. Her academic focus is on ableism, the segregation of students with disabilities in educational settings, and she has authored over 20 research articles alongside the co-authored book, "Undoing Ableism."

Episode Summary:

In this thought-provoking episode of Think Inclusive, host Tim Villegas engages in a deep conversation with Dr. Priya Lalvani, an esteemed professor and advocate for the rights of children with disabilities. The episode kicks off with Dr. Lalvani's poignant thoughts on the paradox of segregating children to foster a sense of belonging, asking difficult questions about educational environments that fail these students. This podcast episode is an insightful dive into the history and ongoing challenges of parent advocacy in special education.

Dr. Priya Lalvani shares her extensive research on ableism in education, uncovering systemic resistance parents face when fighting for inclusive educational practices. A significant part of the discussion revolves around Dr. Lalvani's recent study on "battle fatigue" experienced by parents advocating within the system, offering both a critique of current practices and practical solutions to overcome these barriers. This episode is a must-listen for educators, policymakers, and advocates passionate about genuine inclusion, as it delves deeply into the responsibilities and challenges of creating inclusive spaces for all learners.

Complete show notes + transcript: https://mcie.org/think-inclusive/battle-fatigue-the-fight-for-inclusive-education-with-dr-priya-lalvani/

Key Takeaways:

• Segregation vs. Inclusion: Dr. Lalvani questions the logic behind segregating students with disabilities to create spaces of belonging, advocating instead for transforming existing educational environments to become more inclusive.
• Parent Advocacy and Systemic Challenges: The history and current landscape of parent advocacy in special education reveal systemic barriers that make the fight for inclusion strenuous for families.
• Battle Fatigue in Advocacy: Dr. Lalvani introduces the concept of "battle fatigue," describing the emotional and physical toll on parents as they continuously advocate for their children’s rights in a resistant educational system.
• Privilege Disparities: The discussion highlights how disparities in privilege affect the efficacy of advocacy efforts, with certain families able to leverage resources and knowledge to push for change more effectively than others.
• Policy Recommendations: Practical solutions, such as improving professional development for educators on IDEA and inclusive practices, could shift the current paradigm towards more effective inclusion.

Resources:

Undoing Ableism: https://bit.ly/3Ftd4v9

Constructing the (M)other: https://bit.ly/4iRRT4h

Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education: https://journals.sagepub.com/doi/10.1177/15407969241259365

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

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

Dr. Rebecca Brooks serves as an Associate Professor of Education for the School of Education and Program Director for the Aspiring Scholars Program (an inclusive post-secondary education program for students with intellectual disabilities) at California State University at San Marcos. Dr. Brooks has worked with individuals with disabilities in recreational, vocational, residential, and educational settings for over 30 years. Prior to her faculty appointment, she served as a special educator in public schools for 16 years, dedicating her career to including students with disabilities in general education settings. She developed peer tutoring programs and focused on creating accessible curriculum for all students. Her published works have been in the areas of inclusive education, curriculum adaptations, and peer tutoring. She is a nationwide presenter and consultant in the area of effective inclusive schooling practices. Her research interests focus on access to general education curriculum, accommodations and modifications, the development and implementation of peer tutoring support systems, and inclusive post-secondary education programs.

Episode Summary:

In this compelling episode of Think Inclusive, Tim Villegas sits down with Rebecca Brooks to delve into the nuances of peer tutoring as a vital strategy in inclusive education. The discussion kicks off with defining what peer tutoring entails and differentiating it from peer buddy systems often rolled out in schools. Rebecca brings to light her extensive experience and insights on effectively implementing peer tutoring systems, underlining how this approach benefits not just students with disabilities but also the peers who assist them.

Rebecca Brooks shares vital information on the logistics of setting up peer tutoring systems, including selecting appropriate peer tutors, training, and ensure ethical practices are upheld. The episode explores the significant benefits peer tutoring has on both academic and social facets for students with disabilities. Additionally, Rebecca highlights the profound impact this interaction has on peer tutors, preparing them for roles in diverse and inclusive societal settings. With insightful anecdotes and informed advice, this episode offers educators, administrators, and inclusive education advocates the tools and motivation to adopt more integrative teaching practices.

Key Takeaways:

• Understanding Peer Tutoring: Peer tutoring involves a structured system where peers provide academic and social support to students with disabilities, differing significantly from informal peer buddy systems.
• Selection and Training: Successful peer tutoring programs rely heavily on careful selection of tutors and offering them adequate training and guidance to support their peers effectively.
• Personal Growth and Benefits: Both peers and students with disabilities gain immense personal and educational benefits, fostering a culture of inclusion and mutual growth.
• Documenting Peer Support: The episode discusses how peer tutoring can and should be documented within IEPs to align with student goals and ensure strategic supports.
• Collaborative Cultural Change: Implementing peer tutoring should be part of a broader systemic change aimed at creating inclusive educational environments, emphasizing collaboration among educators and school leaders.

Resources:

Rebecca Brooks' Email: rbrooks@csusm.edu

MCIE: https://mcie.org/

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

Val Brown is a Black mom from North Carolina. She believes that education is a vehicle for social change, and encourages parents, caregivers, and educators to engage in public discourse about critical topics because it allows them to learn with and from others.

Andrew Lefkowits is a White dad from Denver, and the father of an 8th grader and 5th grader. He believes that #ThurgoodWasRight – unless our kids learn together, there is little hope we will learn to live together and understand each other.

Together they host the Integrated Schools Podcast.

Episode Summary:

In this engaging episode of Think Inclusive, host Tim Villegas sits down with Val Brown and Andrew Lefkowits, co-hosts of the Integrated Schools Podcast, to discuss the pressing themes of integration and inclusion in education. The conversation traces back to the origins of the Integrated Schools organization, driven by the transformative decisions of its founder, Courtney Mykytyn. This episode provides a profound discussion on the role of parents and caregivers in the educational landscape, highlighting how meaningful integration goes beyond desegregation to create genuinely inclusive environments.

Focusing on the barriers to achieving inclusive schools, the episode delves into how systemic structures, societal pressures, and entrenched beliefs shape our educational institutions. Through personal anecdotes and professional insights, Val and Andrew explore how privilege, race, and disability intersect within the educational system. Val strongly emphasizes the need for robust conversations about race and inclusion, while Andrew points out the vital role schools play in nurturing a sense of belonging and community among students.

Key Takeaways:

Integrated Schools Podcast began from Courtney Mykytyn's decision to send her children to a local, predominantly nonwhite school, which led to broader discussions about educational inclusion.

Authentic integration in educational settings requires more than just mixing diverse student bodies; it necessitates creating spaces where all forms of diversity are acknowledged and embraced.

The societal and cultural pressures surrounding "good parenting" often conflict with broader social justice ideals, influencing parental choices in educational settings.

Conversations about inclusion must extend beyond race to address disability and other social identities, encouraging educators and communities to engage in ongoing dialogue and action.

Both guests highlight the importance of schools as environments where students learn to embrace diversity and foster inclusive communities, which can have a lasting impact on their perceptions and actions in society.

Resources:

Integrated Schools Podcast: https://integratedschools.org/podcasts/

Transcript + Show Notes: https://mcie.org/think-inclusive/navigating-the-path-to-true-inclusion-with-the-integrated-schools-podcast/

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

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

Connie Senior is an Assistant Director and Project Manager for Project SHINE at YAI. She has over 27 years of experience in neurodevelopmental disabilities and mental health. With extensive experience advocating for and supporting individuals with intellectual and developmental disabilities (IDD), Connie plays a crucial role in developing resources for this community. Her work focuses on bridging gaps in education and providing individuals with IDD the tools they need for personal empowerment, particularly in realms like sexual health education.

Breon Williams is a Project SHINE Youth Ambassador who is committed to educating and raising awareness about SHINE’s sexual health toolkit for youth with disabilities. Drawing from his personal experiences as a young man with I/DD, he connects meaningfully with both youth and families, fostering open and inclusive conversations. Williams earned a general diploma in high school and pursued two years of college. Like many young people with disabilities, he initially felt uneasy discussing sexual health. However, through his journey of self-empowerment, Williams has overcome these challenges and now strives to help others gain confidence in having these important conversations.

Episode Summary:

In a thought-provoking episode of the Think Inclusive Podcast, host Tim Villegas from the Maryland Coalition for Inclusive Education discusses Project SHINE with Connie Senior and Breon Williams. Developed by YAI in collaboration with Planned Parenthood and other agencies, Project SHINE aims to bridge gaps in sexual health education for youth with intellectual and developmental disabilities (IDD). The episode highlights the project's significant impact, including the launch of "Your Sexual Health Toolkit," a comprehensive platform empowering individuals with IDD. Connie explains how the project addresses the lack of sexual education in schools and adapts to different learning needs, while Breon shares his experiences promoting the toolkit and educating his family. They also emphasize the role of educators in integrating these resources into learning programs to support students with IDD holistically.

Key Takeaways:

• Bridging Educational Gaps: Project SHINE aims to fill in the existing gaps in sexual health education for youth with IDD, ensuring they have the knowledge needed for personal safety and advocacy.
• Comprehensive Resources: Your Sexual Health Toolkit is an accessible, user-friendly resource designed to cater to individuals with IDD, featuring tools like glossaries, videos, and interactive games.
• Empowerment Through Education: Proper sexual health education empowers individuals with IDD to make informed choices, report abuse, and maintain body autonomy.
• Importance of Advocacy: Youth Ambassadors like Breon Williams are integral in spreading awareness about the toolkit and bridging the information gap within communities.
• Collaborative Efforts: The initiative underscores the need for collaboration among families, caregivers, and educational institutions to effectively deliver and promote inclusive education.

Resources:

Your Sexual Health Toolkit: https://yoursexualhealthtoolkit.org

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

Complete Show Notes + Transcript: https://mcie.org/think-inclusive/empowering-youth-with-disabilities-through-sexual-health-education/

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

Sam Drazin is the founder and Executive Director of Changing Perspectives, an organization focused on promoting inclusive education and social inclusion. Sam has extensive experience as a former teacher and is a sought-after speaker and consultant for schools seeking to implement inclusive practices. Under Sam's leadership, Changing Perspectives offers professional development, coaching, and consulting services and has a broad reach within schools across the United States and internationally.

Episode Summary:

In this engaging episode of Think Inclusive, host Tim Villegas welcomes back Sam Drazin, Executive Director of Changing Perspectives, to talk about the flourishing field of inclusive education. The discussion delves into how inclusion is becoming a priority for schools, with institutions increasingly incorporating these practices into their strategic plans and budgets. Sam shares his extensive travel itinerary, reflecting the growing demand for guidance in inclusive education across states such as Maryland and Massachusetts, and even internationally with a planned conference in Cambodia.

Sam explains how Changing Perspectives supports schools through a combination of professional development, coaching, and site visits. He articulates the importance of creating a vision for inclusive education that schools can implement through specific goals. Sam highlights notable projects such as inclusive practices during morning meetings and recess, emphasizing the tangible benefits of breaking down silos within educational environments. The conversation underscores the complexity of implementing fully inclusive practices but champions the necessity of taking incremental steps for sustainable change in education systems.

Transcript: https://otter.ai/u/30b6GuxydPA04S1PD8J94YnDtPw

Key Takeaways:

• Changing Perspectives provides integral support to schools through professional development, coaching, and site visits to foster inclusive practices.
• Creating a clear vision for inclusive education helps schools identify specific, tangible goals that foster long-term change.
• Sam Drazin emphasizes the need for educators to differentiate between accommodations and modifications to better support diverse student needs.
• True inclusion should blend so seamlessly into school culture that it becomes a norm rather than a noticeable addition.
• Sam highlights the effectiveness of starting with low-hanging fruit to build confidence and commitment to inclusive practices.

Resources:

Changing Perspectives: https://changingperspectivesnow.org/

Books mentioned: "Enemy Pie," "Out of My Mind," "Happiness Falls"

MCIE: https://mcie.org/

Thanks to our sponsor, IXL: https://www.ixl.com/inclusive

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

Dr. Jen Newton: Associate Professor in Special Education at Ohio University with expertise in strengths-based approaches to families, early childhood inclusion, and socially just educational practices. Dr. Newton has previously taught at James Madison University and Saint Louis University and is a passionate advocate for inclusive education.

Eric Garcia: Washington Bureau Chief and Senior Washington Correspondent at the Independent. Eric covers the White House, Congress, and politics, and is also an MSNBC columnist. He's the author of the book "We're Not Broken: Changing the Autism Conversation" and a recipient of the Harriet McBride Johnson Prize for his nonfiction writing on autism.

Dr. Carolyn Teigland: CEO of the Maryland Coalition for Inclusive Education (MCIE), Dr. Teigland is a seasoned educator dedicated to advancing diversity, equity, and inclusion in schools. She has also served as an Associate Superintendent in Cecil County Public Schools, leading transformative inclusive education efforts and providing congressional testimony on the subject.

Tim Villegas: Host of the Think Inclusive podcast and a former special education teacher, Tim has been with MCIE since 2020. He advocates for inclusive education and produces two podcasts: Think Inclusive and Inclusion Stories, which explore real-world inclusion and share diverse educational experiences.

Episode Summary:

Join host Tim Villegas as he navigates a thought-provoking discussion on the future of the Individuals with Disabilities Education Act (IDEA) with distinguished experts Dr. Jen Newton, Eric Garcia, and Dr. Carolyn Teigland. This episode provides an unfiltered look at how potential changes and challenges to IDEA could shape the educational landscape amidst shifting political priorities.

The conversation opens up critical perspectives on the challenges facing special educators and administrators as a new administration takes the helm. The panelists delve into the implications of possible funding changes, especially the controversial move towards block grants. Eric Garcia brings insight from his political coverage, analyzing the plausibility of dismantling the Department of Education and the priorities of the Trump administration regarding public school reform.

The episode explores the necessity for advocacy and civic engagement at both the state and local levels. Jen Newton and Carolyn Teigland emphasize the importance of understanding state policies and the role they play in shaping education funding directed towards inclusive practices. Highlighting the gaps in the current system, the panelists call for collective efforts to rebuild and reform American education, ensuring it addresses the diverse needs of all students, particularly those with disabilities.

Transcript: https://otter.ai/u/cIskPwj8p73iR1JbtTHt0Rm8evA

Key Takeaways:

• The potential reauthorization of IDEA under a new administration raises significant concerns, particularly regarding block grants and funding changes.
• Engaging with state and local education policies is crucial for effective advocacy on behalf of students with disabilities.
• Potential moves to dismantle the Department of Education face legislative hurdles, but they underscore broader discussions on public school reform.
• Understanding the nuances of school choice and its implications for marginalized students remains essential for parents and educators.
• Advocacy and equitable education practices are vital to counteract possible setbacks in inclusive education policies.

Complete Show Notes: https://mcie.org/think-inclusive/

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

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

Kelley Coleman is an influential advocate and author specializing in parenting children with disabilities. Over a decade into her journey of raising a child with multiple disabilities, Kelley has become a voice of insight and support for many parents navigating similar paths. She recently authored the book, "Everything No One Tells You About Parenting a Disabled Child," where she imparts practical advice on various aspects of managing disabilities, both in daily family life and navigating the education system. Kelley is a champion for inclusivity, grounded in her personal experiences and extensive engagement with parents, educators, and the disabled community.

Episode Summary:

In this captivating episode of "Think Inclusive," host Tim Villegas interviews Kelley Coleman, offering a heartfelt discussion about parenting a disabled child and striving for inclusive education. Kelley shares insights from her book, "Everything No One Tells You About Parenting a Disabled Child," drawing from her decade-long journey of raising a child with multiple disabilities. Her perspective challenges listeners to rethink societal perceptions of disability and underscores the importance of fostering strong, collaborative relationships between parents and educators.

Kelley discusses the power of vision statements in IEP meetings to streamline educational goals for children with disabilities. The episode presents a balanced view, recognizing both the struggles and triumphs associated with advocating for the best educational outcomes for disabled children. The conversation expands to discussing inclusivity in schools, the undercurrent of fear surrounding disability, and strategies for educators to better support inclusive practices. The insights shared in the conversation are aligned with current themes in education and disability advocacy, offering a roadmap for both parents and educators to foster a more inclusive environment.

Transcript: https://otter.ai/u/e5WjDGn5-klsWtmOr0C48R8LL6Q

Key Takeaways:

• Creating a vision statement for a child with disabilities is crucial for setting clear, achievable educational goals and establishing a unified direction for their learning journey.
• Establishing ongoing communication between parents and teachers is essential for building trust and fostering a collaborative approach to education and inclusion.
• Normalizing disability in society reduces fear and stigma, which can lead to more meaningful and supportive interactions between disabled and non-disabled individuals.
• Teachers require sufficient training and resources to implement effective inclusive practices, which simultaneously benefit students with and without disabilities.
• The Paralympics exemplifies a successful platform for showcasing the excellence of disabled athletes without resorting to inspiration porn.

Resources:

Kelley's Website: https://www.kelleycoleman.com/

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

Thanks to our sponsor, IXL: https://ixl.com/inclusive

Donate to MCIE: https://bit.ly/MCIE-Donate

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

Alida Miranda-Wolff is an accomplished diversity, equity, inclusion, and belonging (DEIB) practitioner. She is a three-time guest on the Think Inclusive podcast, showcasing her expertise in cultivating inclusive cultures. Alida is the founder and CEO of Ethos, a full-service DEIB and employee advocacy firm, serving a multitude of clients worldwide. She is also the host of the podcast "Care Work with Alida Miranda Wolff" and has written two bestselling books with HarperCollins: "Cultures of Belonging: Building Inclusive Organizations that Last" and "The First Time Manager: Diversity, Equity, and Inclusion."

Episode Summary:

In this episode of Think Inclusive, Tim Villegas engages in a thought-provoking conversation with Alida Miranda-Wolff, focusing on creating inclusive environments within educational systems. Alida's seasoned knowledge as a DEIB practitioner provides valuable insights into the necessity of having diversity, equity, inclusion, and belonging at the forefront of leadership strategies in schools. This episode is tailored for those in educational leadership, offering tangible actions for fostering inclusivity and belonging among teachers, students, and administrators.

The discussion traverses the strategic application of DEIB principles aimed at empowering school leaders and managers, defining the nuanced difference between leadership and management, and addressing potential resistance to inclusive practices in contemporary educational settings. By weaving Alida's experiences and actionable insights into the narrative, the episode creates a robust framework for educational leaders to build a culture of belonging and address the recent controversies around DEIB practices. Filled with enlightening reflections and actionable strategies, the episode is essential listening for anyone involved in organizational leadership or educational management.

Transcript: https://otter.ai/u/O2TB1lIc3jb6l2xqhiasZ1NJDbw

Key Takeaways:

• Leaders and managers have distinct roles; understanding the difference is crucial in fostering school inclusivity.
• Modeling growth-oriented behaviors and offering employees care are essential habits for building inclusive school environments.
• Challenging conversations and transparency in leadership pave the way for effective inclusivity practices.
• Understanding and addressing resistance to DEIB initiatives involve acknowledging underlying fears in change and loss of status or autonomy.
• Achieving true inclusivity in schools means focusing primarily on the needs of students and then accommodating teachers and staff accordingly.

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/think-inclusive/alida-miranda-wolff-belonging-leadership/ (find Alida's previous appearances on the podcast here)

Thank you to our sponsor, IXL: https://ixl.com/inclusive

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Alex Shevrin Venet: Alex is an educator, consultant, and author known for her work in trauma-informed and equity-centered education. She has authored "Equity-Centered Trauma-Informed Education" and "Becoming an Everyday Change Maker." With a background in therapeutic school settings, Alex now focuses on teacher development, school consulting, and writing. She is dedicated to empowering educators to create inclusive and equitable learning environments.

Episode Summary:

In this episode of the Think Inclusive podcast, host Tim Villegas welcomes Alex Shevrin Venet to discuss pressing issues in education surrounding inclusive and trauma-informed practices. Tim and Alex delve into the ramifications of exclusionary classroom settings, the role of educators as change makers, and the imperative to place equity at the center of educational approaches. This engaging conversation provides valuable insights for educators seeking to foster inclusive environments.

Throughout the discussion, Alex shares her experiences and insights about the challenges and opportunities within the education system. They highlight the systemic issues stemming from segregated special education settings and how educators can empower themselves to become everyday change makers. Alex emphasizes the importance of stepping into one's role within the educational system, acknowledging individual strengths and areas for influence while advocating for systemic change. Her discussion on trauma-informed education suggests a shift away from behaviorism to a more holistic and equity-centered approach.

Transcript: https://otter.ai/u/F4rhCJCaeQUg8FBAo0DUMy7FlBg

Key Takeaways:

• Becoming a Change Maker: Educators can create change within their spheres of influence, starting small and building momentum for inclusive education.
• Equity-Centered Approaches: Alex emphasizes the need to integrate equity into trauma-informed educational practices.
• Challenges of Behaviorism: The systemic reliance on behaviorist approaches needs reevaluation, with a focus on empowering students rather than just managing behavior.
• Building Inclusive Communities: Segregated systems often prevent authentic community building; all students benefit when differences are embraced.
• Strategic Change Advocacy: In politically charged environments, educators need to be strategic about advocating for equity and inclusive practices.

Resources:

What about the other kids in the room? https://www.unconditionallearning.org/blog/the-other-kids-in-the-room

Unconditional Learning: https://www.unconditionallearning.org/

Donate to MCIE: https://bit.ly/MCIE-Donate

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

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

Alan Courtis is an Argentine experimental musician known for his work with the band Reynols. Founded in 1993, the band is distinctive in the experimental rock scene, especially since its lead singer, Miguel Tomasin, has Down syndrome. Courtis has collaborated broadly in the music industry, contributing significantly to avant-garde and noise music. He continues to challenge conventional boundaries by creating innovative musical experiences and focusing on inclusivity within the music world.

Episode Summary:

In this episode of Think Inclusive, host Tim Villegas navigates us through a fascinating conversation with Alan Courtis from the groundbreaking Argentine band Reynolds. Broadcasting from Marietta, Georgia, while on a vinyl hunting expedition, Tim introduces us to the profound and inspiring story of Miguel Tomasin, a musician with Down syndrome leading a band renowned for its experimental sounds. Courtis dives into the journey and evolution of Reynols, shedding light on how this unique band rose to prominence and discusses the nuances of creating art that transcends conventional expectations.

Focusing on inclusivity and diversity in music, the discussion uncovers the band's philosophy of allowing Miguel to drive their creative pursuits. Despite initial skepticism from critics, Reynols has sustained a remarkable 30-year career by creating music that defies typical categorization, enabling audiences to indulge in an unparalleled auditory experience. Alan highlights the importance of embracing the unpredictability of their music-making process and the artistic value this brings. Listeners are encouraged to not only appreciate but also learn from the inclusivity and innovation championed by Reynols.

Transcript: https://otter.ai/u/HEU8KnWUGSpDbnvPY7g20fu_uWc

Key Takeaways:

• Reynols band, led by a musician with Down syndrome, creates experimental rock music that defies conventions and embraces unpredictability.
• The band values Miguel's unique contributions, emphasizing creativity and innovation gained from letting him guide their musical journey.
• Inclusive art forms can drive significant cultural change and challenge societal norms surrounding disability.
• Despite facing criticism, Reynols has sustained a 30-year career due to their commitment to breaking musical barriers.
• Alan Courtis emphasizes living in the present and leveraging individual talents to enrich artistic expression.

Resources:

Reynols on Facebook: https://www.facebook.com/minecxio/

Reynols on Instagram: https://www.instagram.com/reynols_oficial/

New York Times article: https://www.nytimes.com/2022/12/02/world/americas/argentina-miguel-tomasin-drummer.html?unlocked_article_code=1.bU4.V4Mi.IOKr7TTILPry&smid=url-share

Reynols “Manorla Acuplemo”: https://youtu.be/XqHzgU9czQM?si=yAMwFLffe3kpJLaj

Thanks to our sponsor, IXL: https://ixl.com/inclusive

MCIE: https://mcie.org/

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

Alexis Thomason is an accomplished virtual art instructor at the Pearson Georgia Connections Academy. She has a robust background in teaching, having spent 25 years in various educational roles. Initially starting her career in middle school education with certifications in K-12 art and language arts for grades 4 through 8, Alexis transitioned to the virtual teaching sphere following her enriching experience during the COVID-19 pandemic. She is known for her dedication to fostering an inclusive and engaging educational environment that benefits all learners, including those with disabilities.

Episode Summary:

In this engaging episode of the Think Inclusive podcast, host Tim Villegas explores the realm of virtual education alongside guest Alexis Thomason from the Georgia Connections Academy. This episode dives deep into the possibilities and challenges of providing inclusive education in an entirely virtual setup. With the rapid transition to online schooling during the COVID-19 pandemic, many educators faced the challenge of adapting their teaching methods. Alexis shares her journey from traditional classroom teaching to becoming a virtual art educator and discusses how online education can be a viable and inclusive option for students, especially those with disabilities.

As virtual education becomes a more prominent fixture in the educational landscape, Alexis outlines how Pearson Georgia Connections Academy operates as a tuition-free online public school, serving K-12 students. Emphasizing flexible learning and accessibility, Alexis explains how virtual schooling can uniquely support learners with disabilities, allowing for personalized and differentiated instruction. With insights on how virtual environments foster self-driven learning and teaching, Alexis provides a compelling case for educators and parents to consider virtual schooling as a potential avenue for their educational needs.

Transcript: https://otter.ai/u/12q3Th8cahLWUnBULlKfYnN34so

Key Takeaways:

• Virtual education can be an inclusive and accommodating environment for students, including those with disabilities, by offering personalized learning options.
• Pearson Georgia Connections Academy provides a flexible, 100% online schooling option that caters to K-12 students across multiple states.
• Differentiation in teaching methods is crucial in a virtual setting to cater to diverse learning styles and needs, helping ensure that each student receives the appropriate support.
• The transition to virtual education offers flexibility not just for students but for educators too, allowing them to find a teaching style that suits their personal needs and professional goals.
• Students can thrive in a virtual learning environment by receiving individualized support and having access to recorded lessons and flexible learning schedules.

Resources:

Pearson Connections Academy: https://www.connectionsacademy.com/

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

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

Jamie Sowers: Jaime is a dedicated special education director focused on teacher retention and hiring. As Clinical Advisory Team Director at BlazerWorks, he aids school districts in recruitment and retention, emphasizing post-secondary outcomes for students with disabilities. With 20 years of experience, Jaime has been a teacher, coordinator, and principal. He holds a Doctor of Education from Wilmington University and a Master of Education from Mansfield University. Jaime is active in professional organizations and serves on two volunteer school boards.

Jessica Bowman: Jessica is the co-Principal Investigator of the TIES Center and a researcher with the National Center on Educational Outcomes. She enhances the inclusion of students with significant cognitive disabilities in general education by creating resources and providing technical assistance. Starting as a teacher, she has extensive experience in professional development at the state level. Her research focuses on inclusion in mathematics for these students. Dr. Bowman holds a Ph.D. in Special Education from the University of Utah.

Episode Summary:

In this enlightening episode of Think Inclusive, hosted by Tim Villegas, we dive deeply into the conversation about the cost and logistics of inclusive education. Jamie Sowers from BlazerWorks joins Tim to debunk myths about the funding required for inclusive practices and to discuss the efficient utilization of school resources. Next, Tim is joined by Jessica Bowman from the University of Minnesota to break down her recent research on separate school placements for students with extensive support needs. This dialogue sheds light on how geographical locale and charter school enrollment influence educational outcomes.

Throughout the episode, key topics revolve around optimizing educational resources and innovative solutions to staffing challenges. Jamie Sowers emphasizes that while special education funding has historically fallen short, inclusive education doesn't inherently require more resources; rather, it calls for smarter use of available funds and staff. The discussion with Jessica Bowman highlights her research findings that suggest alarming discrepancies in separate school placements across different states and regions, raising questions about equitable access to education for all students. Their shared insights advocate for a continuous commitment to developing inclusive environments where all students can thrive.

Transcript: https://otter.ai/u/ohPZW9go9tpraqmN5c9v5UUYMAQ

Resources:

BlazerWorks: https://blazerworks.com/

TIES Center: https://tiescenter.org/.

Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment: https://journals.sagepub.com/doi/10.1177/00224669241231546?icid=int.sj-abstract.citing-articles.4

Inclusion Stories: https://pod.link/1633672526

YouTube: https://www.youtube.com/@think_inclusive

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

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

Brittni Sammons is a Professional Learning Coordinator with the Maryland Coalition for Inclusive Education (MCIE), bringing a wealth of experience from her past roles as a special educator, assistant principal, and inclusive education facilitator. Before joining MCIE, she served the Calvert County Public Schools, where she played a pivotal role in partnership with MCIE to further inclusive practices. Later, she became a supervisor of instructional performance, focusing on culturally responsive instruction. Brittany’s dedication is driven by a belief in every student's need to develop a sense of belonging within inclusive educational communities.

Episode Summary:

In this engaging episode of Think Inclusive, Tim Villegas, joined by his colleague Brittni Sammons, delves into one of the most frequently asked questions in inclusive education: scheduling. The podcast promises a practical exploration of how inclusive education can function effectively within the framework of school scheduling, emphasizing the concept of "natural proportions."

The conversation unravels common misconceptions about inclusion, such as the over-reliance on "co-taught" classrooms. Brittni and Tim advocate for spreading resources evenly across classrooms, ensuring students with disabilities are included naturally within the school community. They highlight the importance of understanding students’ strengths, services, and the supports needed, discussing strategies like "targeted" co-teaching which allow for dynamic support based on evolving needs. This detailed exploration aims to dispel myths and demonstrate a more efficient, community-integrated model for special education.

Transcript: https://otter.ai/u/Xd3227PaT2hlVORApnZR56ghv5E?utm_source=copy_url

Key Takeaways:

• The principle of "natural proportions" ensures students with disabilities are naturally included in classrooms based on the proportion of students with disabilities in the general population.
• Effective inclusive education requires strategic and collaborative planning among general and special educators to meet individual student needs.
• Different models like "co-targeted" and "consultative" relationships offer flexible, collaborative ways to deliver special education services without relying solely on co-taught classrooms.
• Educators can adapt the inclusion model through phases—grouping students, assigning support roles, and building master schedules tailored to the school’s needs.
• Reflective practices and adaptive measures can lead to more significant educational advances and a stronger sense of community belonging for students.

Resources:

MCIE: https://mcie.org/resources/

Lou Brown on Natural Proportions: https://youtu.be/Cq5TiGbWAK0?si=JPzYoY5us1SXJTzB

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

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

Aaron Lanou (he/him) is an educational consultant supporting schools and organizations to reach all kids with inclusive, strengths-based practices. Through the lens of Universal Design for Learning, Aaron coaches teachers and others to teach and support autistic students and all kids with a variety of academic, executive functioning, and social support needs. A member of Carol Gray’s Team Social Stories, Aaron also provides Social Stories workshops and collaborates with Carol and the team to continually update and refine the Social Stories philosophy and approach. Aaron was previously a special education teacher in the New York City Public Schools and Executive Director of the Nest Program at NYU, helping to lead the nation’s largest inclusion program for autistic students.

Episode Summary:

In this engaging episode of Think Inclusive, host Tim Villegas sits down with inclusive education consultant Aaron Lanou from New York. They dive deep into the current landscape of inclusive education and the challenges faced by educators striving for more inclusive practices in schools. Aaron shares his insights on the necessary methods, mindsets, and structures that need to be in place to truly integrate inclusive practices in educational settings. With over 20 years in the field, his perspective offers a blend of practical advice and philosophical reflections on the state of education.

Tim and Aaron also tackle some of the misconceptions surrounding inclusion, such as the belief that it's solely about placing students with disabilities into general education classrooms. They advocate for a more nuanced approach that emphasizes providing the necessary supports to allow every student to succeed. Celebrating the success stories and dissecting the persistent barriers, they urge educators to remain steadfast in their commitment to inclusive education, drawing on resources, supports, and community to fuel the journey towards more inclusive practices. This episode is packed with valuable insights and actionable strategies for educators and advocates at every level.

Transcript: https://otter.ai/u/cMJupjKF1K5R5_Xv6F8M4SX8SBg

Key Takeaways:

• Inclusive Education is Not Just Physical Inclusion: It requires supporting diverse needs with appropriate resources and training.
• Mindset Matters: Mindset, method, and structure are the three pillars of successful inclusive education—known as "The M&Ms."
• Barriers for Teachers Exist: Educators face obstacles in mindset shifts, lack of resources, and structural constraints.
• Resourcefulness is Key: Teachers are encouraged to find creative solutions in advocacy and classroom practice.
• Interdependence and Collaboration: Seeking supportive networks and resources is crucial for educators working in less inclusive environment

Resources:

Aaron Lanou: https://www.aaronlanou.com/

Papi Por Que: https://papi-porque.com/

Thank you to our sponsor, IXL! Learn more:

MCIE: https://www.mcie.org

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

Jenna Rufo is an inclusive education consultant and the founder and CEO of EmpowerED School Solutions. She has worked with state departments of education, disability rights organizations, and school systems across the United States and Australia to create more equitable and inclusive special education programs. She spent nearly 20 years in public education as an assistant superintendent, special education director, and teacher, where she advocated for students with disabilities to receive services in inclusive settings.

Ron Martiello is a learning coach in Montgomery County, PA. He has served as a 1st grade teacher, an elementary assistant principal, and an elementary principal. In 2018, Ron became a learning coach to support teachers in the areas of technology and math.

Episode Summary:

In this engaging episode, host Tim Villegas converses with Jenna Rufo and Ron Martiello about their book "Conquering Math Myths with Universal Design." The discussion opens with shared personal stories about early math experiences, growing into a broader dialogue about the persistent myths surrounding math education. Listeners are encouraged to reflect on how universal design for learning (UDL) principles can reshape the learning experience and dismantle long-held barriers in mathematics education.

As the conversation unfolds, Jenna and Ron delve into the specifics of their book. They emphasize the necessity of integrating UDL to foster an inclusive and engaging math classroom environment. Key topics include the myth of answer-getting, the fallacy of prerequisite skills, and how these misconceptions hinder the learning process. By addressing these issues, the guests assert that educators can uplift students who are often left behind in traditional math settings, hence promoting equity and excellence simultaneously.

Transcript: https://otter.ai/u/ZviVGZjEdxglJVPj5GSvF55FnWI

Key Takeaways:

• Universal Design for Learning (UDL) can help debunk myths about mathematics by creating multiple entry points for diverse learners.
• The idea that quick answer-getting equates to math proficiency is a myth; success in math involves understanding processes and reasoning.
• Focusing solely on prerequisite skills can hinder students' exposure to more advanced mathematical concepts.
• Collaborating across disciplines and educational roles can enhance instructional design and ensure more inclusive educational practices.
• By utilizing UDL, educators can develop teaching strategies that accommodate the needs of all students, thereby ensuring equitable access to mathematics education.

Resources:

Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K–8: https://ascd.org/books/conquering-math-myths-with-universal-design

EmpowerEd School Solutions: https://www.empoweredschool.org/

Ron Martiello on LinkedIn: https://www.linkedin.com/in/ronmartiello/

Thanks to our sponsor, IXL! https://ixl.com/inclusive

MCIE: https://mcie.org

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

Dr. Andrea Harkins-Brown is the Program Director for Disability Policy and Systems Change and an Assistant Research Scientist at the Center for Technology and Education within Johns Hopkins University School of Education. With a background as a special educator in public schools in Maryland, Dr. Harkins-Brown has extensive experience serving students with autism and significant cognitive disabilities. Her career transitioned from classroom teaching to higher education and research, focusing on leveraging technology to enhance special education services. Her work at Johns Hopkins includes supporting state and local school districts to improve special education implementation and outcomes through innovative research.

Episode Summary:

In this engaging episode of the Think Inclusive podcast, host Tim Villegas and Dr. Andrea Harkins-Brown of Johns Hopkins University explore how AI can revolutionize individualized education programs (IEPs) by reducing teacher workloads, enhancing procedural compliance, and allowing educators to focus more on teaching. Dr. Harkins-Brown shares insights from her research at the Center for Technology and Education, where her team is exploring how AI can streamline IEP creation, addressing the high attrition rates among special educators due to paperwork burdens. They discuss the potential of AI to analyze data, offer evidence-based recommendations, and generate language for IEPs, while also considering ethical implications, bias mitigation, and the need for rigorous testing before large-scale implementation in education.

Transcript: https://otter.ai/u/h77GRXniZr5pkAyRS_7sYmgOXT0

Key Takeaways:

• AI tools promise to alleviate the heavy paperwork burden on special educators, enabling them to focus more on meaningful classroom instruction and student interaction.
• The effective deployment of AI in IEP development could involve AI making preliminary recommendations or content generation, subject to educator validation and customization.
• AI has the potential to improve procedural compliance and reduce implicit biases in IEPs by providing objective suggestions and ensuring transparent development processes.
• Thorough research and evaluation are crucial to understanding AI’s effectiveness in producing quality IEPs compared to current methods.
• Integrating AI in education necessitates ethical programming, addressing biases, and ensuring tools truly benefit teachers and students rather than exacerbating existing issues.

Resources:

Center for Technology and Education (CTE): https://education.jhu.edu/cte/

Andrea Harkins Brown on X: https://twitter.com/andreahparrish

AI in Education Webinar: https://www.aiforeducation.io/harnessing-ai-in-special-education-a-four-part-series

Thanks to our sponsor, IXL! Learn more: https://ixl.com/inclusive

MCIE: https://mcie.org

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

Kayla Coburn is an inclusive education advocate and former special education teacher, known for her transformative work in promoting inclusive practices within schools. Having taught in both inclusive and segregated classrooms, Kayla brings firsthand experience to her consultancy, "Inclusion Starts Now." She is also a children's book author with titles focusing on inclusion and diversity, aiming to educate young minds on these crucial themes. Her creative efforts extend to her podcast, also titled "Inclusion Starts Now," where she engages in meaningful discussions about educational practices.

Episode Summary:

In this engaging episode of the Think Inclusive Podcast, host Tim Villegas welcomes Kayla Coburn from "Inclusion Starts Now" for a rich dialogue on promoting inclusive education practices. Both Tim and Kayla share their experiences as former special education teachers and discuss the complexities of working within school systems resistant to change. The conversation delves into practical strategies for fostering inclusive environments, even when structural obstacles exist. Tim and Kayla explore the nuances and challenges of expanding inclusive practices in school districts that still perpetuate special education classrooms and programs. They address the metaphor of "planting seeds" as critical to pushing forward the boundaries of what inclusive practices can achieve, especially in historically non-inclusive settings. The episode highlights the importance of relationship-building and persistence in advocating for systemic change within education.

Transcript: https://otter.ai/u/QgahJWww2zvGk4a-Ix7GmHfWQ3Y

Key Takeaways:

• Building trust and relationships with colleagues is essential for fostering an inclusive educational environment.
• Educators should not feel shame for using methods such as "reverse inclusion" but should continue to work towards more authentic inclusion for all learners.
• Persistence and continued advocacy are vital for driving systemic change in school districts.
• Inclusive education benefits everyone—students with and without disabilities—by creating a more enriched learning environment.
• Innovative leadership and grassroots efforts can effectively pave the way for broader inclusive practices in education.

Resources:

Inclusion Starts Now: https://www.inclusionstartsnow.com/

Inclusion Starts Now Podcast: https://pod.link/1732870059

Books by Kayla: https://www.inclusionstartsnow.com/shop

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

MCIE: https://mcie.org/

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

Liz Zogby is a dedicated advocate in the special education and disability space based in Baltimore City. She is the co-chair of the Maryland Down Syndrome Advocacy Coalition (MDAC) and the Special Education Policy and Advocacy Project. Liz also co-chairs the special education workgroup with the state superintendent under the Maryland State Department of Education. Her advocacy efforts are deeply personal, inspired by her daughter Hope, who has Down syndrome.

Steven Davis is a policy advocate focused on special education reform. He resides in California, has a background in mathematics, and is known for his analytical approach to education data. Steven is dedicated to improving local policy advocacy infrastructures in his community. He founded Disability Almanac and actively engages in discussions and actions to enhance educational inclusivity for children with disabilities.

Episode Summary:

Join Tim Villegas on the Think Inclusive Podcast as he hosts Liz Zogby and Steven Davis to explore the crucial intersection of data and special education advocacy. Both guests bring a wealth of knowledge and personal experience as parents of children with disabilities, which fuels their passion and dedication to inclusive education practices.

In this compelling episode, Liz and Steven share their journeys into the world of special education advocacy, underscored by a deep dive into the use of data to inform and drive policy changes. Liz discusses her initiatives in Maryland and how understanding and leveraging data can shift legislative perspectives. Steven provides a critical look at the alarming statistics surrounding inclusion rates in California, emphasizing the need for high expectations and proper resource allocation. Together, they highlight the importance of combining both data and personal stories to make a significant impact on educational reform.

Transcript: https://otter.ai/u/FFx3Ms0th62yMOHjGYBECmtcgPY

Key Takeaways:

• The Role of Data in Advocacy: How Liz and Steven use data on inclusion rates to inform and drive policy changes.
• Systemic Challenges: Steven's insights into California's dismal inclusion statistics and his efforts to build better local advocacy infrastructures.
• Personal and Statistical Storytelling: The importance of merging personal stories with data for effective advocacy.
• Actionable Strategies for Educators: Recommendations for educators on understanding and utilizing data to support inclusive practices.
• Parent Empowerment: Encouragement for parents to use their expertise about their children in IEP meetings and advocacy.

Resources:

National Council of Disability PDF: https://www.ncd.gov/assets/uploads/docs/ncd-segregation-swd-508.pdf

How to Find a School District’s LRE %: https://mcie.org/think-inclusive/how-to-find-a-school-districts-least-restrictive-environment-percentage/

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

MCIE: https://www.mcie.org

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

Erik Carter serves as Executive Director of the Baylor Center for Developmental Disabilities, which aims to promote the thriving of people with disabilities and their families. He joined the Baylor faculty in 2023. His research and writing focus on principle-driven and research-based strategies for promoting full participation, relationships, and valued roles for children and adults with intellectual and developmental disabilities (IDD).

One strand of his research addresses the intersections of faith and disability. Dr. Carter’s work in this area addresses the spiritual lives and flourishing of people with IDD and their families, the practices and postures of inclusive churches, and faith-based partnerships with disability service systems. A second strand explores the pathways to inclusion and belonging for individuals with IDD. He is particularly interested in capturing the reciprocal and lasting benefits that come through friendships and life lived together in community.

Episode Summary:

In this episode of the Think Inclusive podcast, Tim Villegas welcomes Erik Carter, the esteemed Executive Director of the Baylor Center for Developmental Disabilities, to discuss the intricate topics of disability, inclusion, and belonging. Erik shares updates on his current work at Baylor and the initiatives he is spearheading to promote flourishing within communities, schools, and faith congregations. Erik's transition from Vanderbilt to Baylor signifies his broader focus on community-wide inclusion and ensuring every individual's sense of belonging and purpose.

Erik delves into the concept of "flourishing" versus "thriving," defining flourishing as living rich, full, and abundant lives with strong relationships, community connections, and a sense of purpose. In a thought-provoking discussion, Erik outlines ten dimensions of belonging that extend beyond mere inclusion to emphasize the importance of being invited, welcomed, known, accepted, and loved. The conversation highlights the practical, everyday actions that can foster these dimensions of belonging in both educational and faith-based settings, encouraging listeners to re-evaluate and improve their approaches to inclusion and community building.

Transcript: https://otter.ai/u/CfJq-Oo4E_1D2ljznGNv0hNFOxQ

Key Takeaways:

• Erik Carter's move from Vanderbilt to Baylor emphasizes a broader community focus on inclusion and belonging.
• The concept of "flourishing" involves more than just good outcomes; it incorporates strong relationships, purpose, and community connections.
• Erik outlines ten dimensions of belonging: being present, invited, welcomed, known, accepted, supported, heard, befriended, needed, and loved.
• Belonging extends beyond schools to faith communities, where inclusion must be reimagined to prevent the deep wounding caused by exclusion.
• Practical steps to foster belonging include noticing who is excluded, reflecting on intentional actions, and transforming both educational and faith institutions to be more inclusive.

Resources:

Baylor Center for Developmental Disabilities: https://bcdd.soe.baylor.edu/

10 Dimensions of Belonging: https://promotingprogress.org/sites/default/files/2022-02/Fostering_Belonging_Handout.pdf

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

MCIE: mcie.org

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

Tara Whitty is Danny's sister and his main communication regulation partner. She plays a crucial role in helping Danny communicate and is an advocate for inclusive education and disability rights. Tara holds a PhD in a field unrelated to speech communication, but she has trained herself to be a practitioner to support Danny in his communication journey. Together, they produce the podcast "All Our Brave Hearts."

In this engaging episode of "Think Inclusive," host Tim Villegas converses with Danny and Tara Whitty, shedding light on the transformative power of alternative communication methods like spelling to communicate. Through a detailed discussion, Danny shares his experiences of living a "shadow of a life" before gaining the ability to communicate via spelling. Tara discusses the crucial role of a communication regulation partner and the struggles associated with hiring one outside the family.

Danny and Tara delve into the barriers to full inclusion in schools, highlighting the resistance and skepticism surrounding alternative communication methods such as spelling to communicate. Despite the challenges, Danny’s journey stands as a testament to resilience, illustrating the power of presuming competence and the essential human right of communication. The episode serves as a powerful reminder that an inclusive mindset can make a significant difference in the lives of non-speakers.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-call-for-access-to-spelling-for-nonspeakers-in-schools-with-danny-and-tara-whitty/

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 and transcript: https://mcie.org/think-inclusive/the-harsh-realities-of-segregated-classrooms/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/inclusionists-discuss-strategies-and-stories-in-education-panel/

In this bonus episode of Think Inclusive, hosted by Tim Villegas, listeners are invited to relive a dynamic and innovative event organized by the Educating All Learners Alliance (EALA). The December 2024 retreat featured 22 mission-aligned organizations gathered for a 36-hour innovation sprint aimed at developing transformative projects in inclusive education. The event emphasized solutions co-designed by those closest to the challenges, offering fresh perspectives and actionable outcomes. With two standout projects each receiving $75,000 in funding, the retreat underscored the power of community-led grant making. This episode captures the behind-the-scenes experiences of participants as they share their reflections on creativity, collaboration, and the pursuit of inclusive education advancements.

Throughout the episode, the emphasis is placed on collaboration and the significance of involving educators, families, and students in the co-creation process for meaningful outcomes. Featuring conversations with participants, such as Anna Evancic from the International Youth Foundation and Maribel Gardea of MindShift, listeners gain insight into the innovative solutions proposed, including Youth Action Power and the Transformative Engagement Alliance, both aimed at reshaping educational practices. The episode highlights the intersection of ideas and expertise, conveying the importance of diversity, understanding the needs of learners with disabilities, and fostering a collaborative spirit across educational communities.

Complete show notes and transcript: https://mcie.org/think-inclusive/voices-of-change-inside-the-eala-community-of-action/

Learn more about EALA's community of action: https://educatingalllearners.org/community-of-action/

Thank you to the Educating All Learners Alliance for making Inclusion Today and this bonus episode possible. Learn more at https://educatingalllearners.org/

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

In this insightful bonus episode of the Think Inclusive podcast, host Tim Villegas and the Inclusion Today team explore the collaborative journey embarked upon with the Educating All Learners Alliance. Igniting an ambitious national campaign, their goal is to ensure that more than a million students are educated in environments committed to inclusive learning practices. This episode captures the essence of their shared mission and navigates the challenges and triumphs of their team-based approach.

The episode unravels the experiences during the Educating All Learners Alliance's Community of Action in December 2023, where educators from diverse backgrounds coalesced around a shared mission. Through detailed discussions, Tim, alongside his team, recounts how trust, collaborative synergy, and dedication shaped their successful initiative. They recount into how the Community of Action facilitated rich exchanges leading to the development of an inclusive toolkit, breaking down complex educational barriers to pave the way for sustainable inclusivity in education systems across the globe.

Complete show notes and transcript: https://mcie.org/think-inclusive/from-vision-to-action-the-collaboration-behind-inclusion-today/

Key Takeaways

• The power of trust and collaboration can significantly impact tackling educational challenges, guiding teams toward innovative solutions.
• Successful collaboration often involves acknowledging individual strengths and vulnerabilities, enabling participants to contribute uniquely to shared goals.
• Authentic inclusivity in education requires a thoughtful approach, focusing on accessible resources and actionable strategies.
• Participatory grant funding provides unique opportunities for organizations to address systemic educational issues proactively.
• Reflecting on experiences through constructive team feedback can enhance understanding and implementation of inclusive practices.

To take the Inclusive Leadership Pledge and download the Starter Kit & Companion Guide go to https://educatingalllearners.org/inclusion-today/

Thanks to the Educating All Learner Alliance for making Inclusion Today and this bonus episode possible. Learn more at https://educatingalllearners.org/

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

Chelsea Hutchings is a dedicated advocate for inclusive education, residing in Gwinnett County, Georgia. As a mother of five, with her youngest son having Down syndrome, she became intricately involved in advocating for systemic reform in special education after experiencing the challenges firsthand. Chelsea actively engages with local representatives, school board members, and community leaders to push for change and is a part of the Theo Hutchings Task Force for Inclusion. She has taken part in extensive learning experiences, including conferences and fellowship programs, to deepen her understanding and efficacy in advocacy work.

Episode Summary:

In this engaging bonus episode of the Maryland Coalition for Inclusive Education podcast, host Tim Villegas sheds light on the tenacious efforts of Chelsea Hutchings as she navigates the rugged terrain of advocating for inclusive education in Georgia. Meeting Chelsea at the Georgia State Capitol provided a firsthand look at her dynamic advocacy work with state representatives, including State Senator Clint Dixon.

Chelsea Hutchings, a Gwinnett County parent, shares her inspirational journey advocating for inclusive education reform, driven by her direct experiences with the special education system's shortcomings. Chelsea ardently illustrates how her son, diagnosed with Down syndrome, was isolated within the educational system, leading her to champion the cause of inclusive education. By building a community-focused advocacy approach, Chelsea rallied support from local authorities, such as her city mayor, and worked on forming the Theo Hutchings Task Force for Inclusion. Throughout her advocacy journey, Chelsea highlighted the importance of being informed, persistent, and collaborative in effecting systemic change.

Read the Weeklyish: https://mcie.org/think-inclusive/one-parents-fight-for-inclusive-education-in-georgia/

Transcript: https://otter.ai/u/7Fv-AGGijZrPiXRl86K-dJsn7h8?utm_source=copy_url

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

Tim Villegas: Tim is associated with the Maryland Coalition for Inclusive Education. He is also the host of the Think Inclusive podcast and Director of Communications at the Maryland Coalition for Inclusive Education.

Ashley Barlow: A special education attorney and advocate, Ashley also hosts the Collaborative IEP Podcast. She offers extensive insights into legal aspects and advocacy for inclusive education.

Janet Roche: Known for co-producing the Inclusive Designers Podcast alongside Carolyn Robbins, Janet is also an advocate of trauma-informed design and a co-founder of Trauma-Informed Design Society.

Sam Drazin: As the Executive Director of Changing Perspectives, Sam is engaged in promoting inclusive education in schools. He is also known for his podcast, Sip and Sam Inclusion Coffee Talk.

Savitha Sundar: Host of the Inclusive Occupations Podcast, Savitha brings her expertise as an occupational therapist to offer insights into inclusive practices throughout different professional environments.

Lori Boll: Executive Director of Senia International and host of the SENIA Happy Hour podcast, Lori's work focuses on championing inclusion for students with special needs around the world.

Diana Pastora Carson: An educator with a passion for disability advocacy, Diana hosts the Beyond Awareness: Disability Awareness That Matters podcast.

Episode Summary:

Join Tim Villegas and an esteemed panel of experts as they dive into the complexities of rebuilding education in light of recent policy changes affecting schools. This episode is brimming with insightful discussion on the importance of inclusive education and the challenges posed by changes at the political level. Each guest shares their perspectives reflecting varied fields, from special education law, occupational therapy, to teacher preparation and inclusive design, emphasizing the urgency of collaborative advocacy for students with disabilities.

The conversation is rich with details about potential impacts of policy alterations on inclusive educational practices. Ashley Barlow breaks down complex legal shifts, while Janet Roche introduces the principles of trauma-informed design. The discourse extends to Sam Drazin who passionately highlights the significance of Diversity, Equity, and Inclusion (DEI) and Savita Sundar who discusses concerns faced by service providers in education. Lori Boll tunes in with a global perspective, discussing how changes in the United States affect international schools, while Diana Pastora Carson emphasizes the role of educators in advocacy. Sam Drazin powerfully closes with a call for unity in advancing disability inclusion worldwide. This episode is a treasure trove for educators, advocates, and families focused on inclusive practices during these challenging times.

Complete show notes + transcript: https://mcie.org/think-inclusive/rebuilding-education-navigating-policy-changes-and-their-impact-on-schools-think-inclusive-now/

Key Takeaways:

-The current political climate demands increased awareness and advocacy from educators, focusing on protecting students' rights under IDEA.

Trauma-informed design plays a critical role in creating calming, inclusive environments in schools.

-The removal of DEI initiatives could harm the educational system by reducing the empathy and understanding necessary for truly inclusive practices.

-Grassroots advocacy in education has proven impactful, reflecting a need for continued collective action to address policy challenges.

-The discourse on school choice and voucher systems highlights a concern for increased segregation and inequity in education.

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

In this conversation, Tim Villegas and Jenna Rufo discuss the current state of special education, focusing on the Individuals with Disabilities Education Act (IDEA) and the need for reform. They explore the importance of inclusion practices, the challenges of funding and educational placement, and the bureaucratic hurdles parents face in due process. The discussion also highlights the need for innovative approaches to co-teaching and resource allocation to improve educational outcomes for students with disabilities. In this conversation, Jenna Rufo and Tim Villegas discuss the complexities of Individualized Education Programs (IEPs) and the importance of inclusion in education. They address misconceptions about the Least Restrictive Environment (LRE) and emphasize the need for supplementary aids and services in general education settings. The discussion then shifts to the implications of the ongoing 504 lawsuit, highlighting concerns about potential discrimination against students with disabilities. Finally, they encourage listeners to engage in advocacy by contacting legislators to express their views on disability rights and education policies.

Transcript: https://mcie.org/wp-content/uploads/2025/02/Think-Inclusive-Now-2.25.25-with-Jenna-Rufo.txt

Reimagining IDEA: Why America’s Special Education Law Needs a Modern Overhaul: https://www.forbes.com/sites/scottwhite/2025/02/18/reimagining-idea-why-americas-special-education-law-needs-a-modern-overhaul/

Jenna's Website: https://www.empoweredschool.org/

MCIE: https://mcie.org/

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Glenna Wright-Gallo, is most the recent assistant secretary in the Office of Special Education and Rehabilitative Services at the United States Department of Education under the previous administration and a seasoned expert in public education, focusing on special education and policy implementation. With nearly two decades of experience in state educational agencies and a strategic stint at the U.S. Department of Education, Glenna has developed a deep understanding of inclusion and systemic improvement. As a recognized advocate for equitable educational opportunities, she actively works to enhance the quality of education for learners with disabilities. Her insights draw from a rich career in both academia and policy formation, bolstered by her personal advocacy as a parent and professional committed to public education.

Episode Summary:

In this episode of the Think Inclusive podcast, Glenna Wright-Gallo joins host Tim Villegas to delve into the pressing concerns surrounding public education, particularly in the context of special education. They discuss the threats and misconceptions about dismantling the ED and explore the role and significance of federal oversight in ensuring equitable education for all. Glenna offers her expert perspective on why maintaining the structure of public education is crucial while advocating for continuous reform and improvement.

Amidst a backdrop of political shifts and administrative changes, the conversation underscores the vital role the Department of Education plays in supporting diverse and inclusive educational environments. Keywords like "IDEA oversight," "federal funding," and "inclusive practices" punctuate their discussion as they highlight the consequences of weakening federal oversight. Glenna articulates the potential risks, emphasizing the need for a coordinated system that combines federal guidance with state implementation to support learners with disabilities effectively.

The discussion is timely and pertinent, especially in light of increased political attention on education. They examine the impact of executive orders on DEI (Diversity, Equity, and Inclusion) initiatives, underscoring the critical nature of advocacy and public involvement. Glenna's insight offers listeners a comprehensive understanding of the complexities of public education reform, stressing the importance of informed community engagement and robust advocacy in shaping policy that serves every child equitably.

Complete Show Notes + Transcript: https://mcie.org/think-inclusive/saving-ed-why-the-u-s-department-of-education-is-essential-for-students-with-disabilities/

Key Takeaways:

• The ED plays a crucial role in ensuring consistent educational standards across states, particularly for special education.
• Dismantling the Department could result in fragmented oversight, reducing the effectiveness of IDEA and potentially reversing progress made in inclusive education.
• Monitoring and public input are vital components of federal and state education oversight, yet both require significant public engagement to be effective.
• Diversity, equity, and inclusion initiatives remain essential for fostering inclusive learning environments, despite political opposition.
• Advocacy and public voice are crucial in protecting and advancing public education policies that support equity and access for all students.

Resources:

Building and Sustaining Inclusive Educational Practices: https://bit.ly/ED-Inclusive-Practices

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

Ashlynn Rich: Ashlynn Rich is a recent high school graduate with Down syndrome. She graduated with honors and earned the title of scholar-athlete for her involvement in the school’s swim team. She also owns her own small business, Pop Queen Baked Goods. Ashlynn advocates for including students with disabilities in school and the community.

Linda Ramirez: Linda is the mother of Ashlynn Rich. She has tirelessly advocated for inclusive education and has fought for her daughter to be fully included in general education classrooms.

Episode Summary: In this compelling episode of Think Inclusive, Tim Villegas delves into the bittersweet experience of Ashlynn Rich, a high school graduate with Down syndrome, and her struggle for inclusion in everyday school life and her graduation ceremony. Despite her numerous achievements, Ashlynn faced exclusion during this milestone event, highlighting systemic issues within the education system regarding inclusivity.

Ashlynn and her mother, Linda Ramirez, share their emotional journey and the ongoing fight for a truly inclusive education system. The episode covers the immediate and long-term impacts of Ashlynn’s exclusion during her graduation, a school board meeting addressing the incident, and the broader implications of segregating students with disabilities. Through their story, listeners gain valuable insights into the challenges and importance of creating an inclusive educational environment for all students.

Transcript: https://otter.ai/u/Mv0TTx788S3qKBPvfhtAvLvw0Gg

Key Takeaways:

• Exclusion at Graduation: Ashlynn was separated from her peers during her graduation ceremony, which caused her to feel hurt and disappointed.
• Lifelong Advocacy: Linda Ramirez has fought for years across multiple school districts to ensure Ashlyn receives an inclusive education.
• Systemic Issues: The incident underscores the broader problem of systemic exclusion of students with disabilities in education.
• Public Apology: Following their speeches at a school board meeting, the superintendent publicly apologized for Ashlynn’s exclusion, admitting it should have been a parental decision.
• Call for Action: Linda continues to advocate for better training for educators on inclusive practices to prevent such incidents in the future.

Resources:

Pop Queen Baked Goods: https://www.facebook.com/PopQueenBakery

Marietta Daily Journal:

• https://www.mdjonline.com/news/education/a-minimization-sprayberry-graduation-excludes-disabled-students/article_877c8ca8-1f6b-11ef-9c86-9f56b036ce0e.html?fbclid=IwZXh0bgNhZW0CMTAAAR1Fd0vSy1uksocDF726LtrkPk5XL3n6p4Wv6aqNLAgLwUalhbbEP7Kt62o_aem_2iJcypHHifJb1xCwyUvcdQ
• https://www.mdjonline.com/news/education/cobb-superintendent-apologizes-for-graduation-exclusion/article_2b14e6f8-29da-11ef-a166-ab78ef807f2b.html

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• Andy Arias: DEIA expert, national policy advisor, instructor at Georgetown University, actor, and producer.
• Diego Mariscal: Founder, CEO, and Chief Disabled Officer of 2Gether International, an accelerator that supports disabled entrepreneurs.
• Emily Ladau: Disability rights activist, author of "Demystifying Disability," and board member of Kids Included Together.

Summary: In this episode, Torrie Dunlop hosts a panel discussion with Andy Arias, Diego Mariscal, and Emily Liddell to honor the legacy of Judy Heumann, a pioneer and advocate in the disability rights movement. The panelists discuss how Judy's work has inspired their own activism, the most important issues facing the disability community today, and the impact of intersectionality in disability rights. They also share personal stories and reflections on Judy as a person, highlighting her generosity, humor, and commitment to connecting people. The panelists discuss how they plan to continue Judy's legacy in their own work, emphasizing the importance of authentic representation and collaboration in the disability community.

Transcript: https://otter.ai/u/_LOEalVNz27i_mdqvHaNnXHQVqQ

Key Takeaways:

• Judy Heumann's legacy is characterized by her commitment to collaboration, community building, and intersectionality in the disability rights movement.
• The most important issues facing the disability community today are interconnected and require a holistic approach to address barriers in healthcare, employment, education, transportation, and more.
• Judy's impact as a person extended beyond her advocacy work, as she was known for her humor, generosity, and genuine interest in connecting with others.
• To honor Judy's legacy, it is crucial to prioritize authentic representation and collaboration in all aspects of disability rights work, including storytelling, filmmaking, and entrepreneurship.

Kids Included Together: https://www.kit.org/

Andy Arias: https://www.instagram.com/andyswheelz/

Diego Mariscal: https://www.linkedin.com/in/Diego-Mariscal/

Emily Ladau: https://emilyladau.com/

Episode Summary: In this episode of the Think Inclusive Podcast, host Tim Villegas interviews Bari Levin, a seasoned special educator and advocate for neurodivergent students. The discussion dives into the We All Learn Differently campaign, an initiative that leverages storytelling to eliminate the stigma around learning differences in middle school students. Bari shares his insights on the importance of understanding and empathy in fostering a supportive learning environment for all students.

Bari Levin elaborates on the origins and objectives of the We All Learn Differently campaign, which she co-developed under the auspices of the Educating All Learners Alliance and the I Am Able Foundation. The campaign specifically targets middle school students, promoting a deeper understanding of learning differences through engaging videos, an interactive playbook, and classroom activities. Bari's extensive experience in special education is evident as she discusses the impact of recognizing diverse learning styles and providing tools for students to advocate for themselves.

Bari emphasizes the significance of creating positive dialogues around learning differences both in the classroom and at home. The campaign's playbook includes practical resources and activities designed for teachers, counselors, and parents to facilitate these crucial conversations. With the backing of the community and ongoing feedback from participants, Bari aims to expand the reach of the We All Learn Differently campaign, fostering environments where every student feels understood and valued.

Transcript: https://otter.ai/u/ClPrq7tWRreQJ71QvtJOhpu5ImY

Key Takeaways:

• Understanding Learning Differences: The campaign highlights the importance of recognizing and accommodating diverse learning styles in middle school students.
• Empowerment Through Storytelling: The campaign aims to foster empathy and reduce stigma by sharing personal stories of neurodivergent individuals.
• Parental Involvement: Resources are provided to help parents have open conversations with their children about learning differences.
• Practical Classroom Integration: The playbook offers accessible activities that can be seamlessly integrated into the existing curriculum without overwhelming educators.
• Ongoing Development: Continued feedback and data collection aim to refine and expand the campaign’s resources and impact.

Resources:

I Am Able Foundation: https://www.iamablefoundation.org/

We All Learn Differently: https://www.wealllearndifferently.com/

Thanks to our sponsor: https://dcmp.org/

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

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

Episode Summary: In this thought-provoking episode of the Think Inclusive Podcast, host Tim Villegas engages in an enlightening discussion with Sam Drazin, founder of Changing Perspectives. Sam delves into his journey from being a classroom teacher to leading a nonprofit that aims to transform educational practices toward inclusion. This episode uncovers the importance of inclusive education, the structural obstacles that educators face, and actionable strategies for creating a more inclusive learning environment for all students.

Sam Drazin shares his insights on why inclusion is vital, not just as a theoretical concept but as a practical approach that mirrors the real world. Highlighting that schools often segregate based on ability, Sam argues for schools to act as microcosms of a diverse society. This ensures students learn not just academic skills, but also about empathy and collaboration, preparing them for a more inclusive future. Villages and Drazin also discuss the often-gleaned yet practical hurdles educators face, advocating for a shift in mindset from "I can't" to "How can we?" This focus on growth mindsets over fixed mindsets is central to Drazin’s philosophy and the work of Changing Perspectives.

Transcript: https://otter.ai/u/kMOqK-BonE7gdPEJaRZRVkI8iFI

Key Takeaways:

• Embrace Inclusion as Real-World Preparation: Schools should act as mini-societies that teach students about diversity, empathy, and inclusion.
• Combat Ableistic Structures: The current education system is inadvertently ableistic, designed more to push out homogeneous groups of students rather than celebrating diversity.
• Mindset Shift: Moving from a fixed to a growth mindset is crucial for educators to address the challenges in implementing inclusive education.
• Actionable Strategies: Schools should identify specific, actionable goals for inclusion rather than vague or broad initiatives, enabling measurable progress.
• Empowerment Through Training: Customized, hands-on professional development can significantly impact teachers' ability to create inclusive classrooms.

Resources:

Changing Perspectives Website: https://changingperspectivesnow.org/

Thanks to our sponsor for the month of June: https://dcmp.org/

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

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

Episode Summary: In this enlightening episode of Think Inclusive, host Tim Villegas delves into the intricate aspects of Universal Design for Learning (UDL) with Loui Lord Nelson, a globally recognized UDL leader. Loui shares her fascinating journey, from being a special education teacher to becoming a thought leader in educational practices that promote inclusivity. The episode is a cornucopia of practical advice, transformative insights, and real-world examples of UDL in action.

Throughout the conversation, Loui elaborates on the UDL guidelines, emphasizing their role as a strategic framework to help educators design flexible learning environments and engagement strategies. The discussion explores the importance of creating a "buffet" of learning opportunities tailored to diverse learners and debunks the myth that UDL is just an overwhelming collection of tasks. Louie underscores the significance of reflecting on teaching practices and remaining adaptable, encouraging teachers to integrate UDL gradually and purposefully into their planning.

In addition to practical tips for classroom implementation, the episode also navigates through the challenges of time management and collaboration among educators. Loui provides valuable guidance on utilizing tight communication structures and carving out collaborative planning time. The episode wraps up with an inspiring "mystery question" that reveals personal anecdotes from Loui and Tim, highlighting small victories and the joys of lifelong learning.

Transcript: https://otter.ai/u/IB4Xa2pMR1GsXEsF58giaP-72IU?

Key Takeaways:

• Understanding UDL Guidelines: Viewing UDL as a supportive framework rather than an add-on can transform teaching practices.
• Reflective Teaching: Reflection and intent in teaching are critical for effective UDL implementation.
• Collaboration: Structured, reliable communication platforms are essential for keeping educators synchronized, especially in schools with limited planning time.
• Time Management: Focus on one guideline at a time for a semester to deepen understanding without feeling overwhelmed.
• Environmental Design: Effective UDL practices often stem from well-planned learning environments that anticipate learner variability.

Resources:

The UDL Approach - https://theudlapproach.com/

CAST UDL Guidelines - https://udlguidelines.cast.org/

Design and Deliver - https://products.brookespublishing.com/Design-and-Deliver-P1237.aspx

UDL in 15 Minutes - https://theudlapproach.com/podcasts/

Sponsor: https://dcmp.org/

Website: https://mcie.org

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

Episode Summary: In this insightful episode of Think Inclusive, host Tim Villegas speaks with April Rehrig, founder of Rise Educational Advocacy and Consulting, LLC, who shares her profound insights on writing strengths-based IEPs (Individualized Education Programs). They discuss the complications of IEP documents and the importance of reframing special education to focus on students' strengths instead of deficits.

Rehrig elaborates on the systemic issues causing confusion around IEPs, including the medical model traditionally used to write them, and offers strategic advice on how parents and teachers can structure IEPs to genuinely benefit students. The conversation touches on practical aspects like the importance of effective IEP training, using person-centered language, and the role of negotiation within IEP meetings. This episode is essential listening for anyone invested in special education and striving for better educational outcomes for all students.

Transcript: https://otter.ai/u/G4kZrOPQzj9e1ewoTFhUN6kYNow?utm_source=copy_url

Key Takeaways:

• Reframing Special Education: Shift from a deficit-based to a strengths-based approach in IEPs to better support students.
• The Importance of Language: Utilize person-centered language to write effective and empowering IEPs.
• Strategic Questions: Asking the right questions and focusing on students' needs can lead to better negotiation outcomes in IEP meetings.
• Effective Training: Teachers need robust and practical training to write and implement strengths-based IEPs.
• Collaboration over Competition: Encouraging teachers, parents, and advocates to work together rather than viewing the process as adversarial.

Resources:

• Website: Rise Educational Advocacy and Consulting, LLC
• Teachers Pay Teachers Store: Rise Educational Advocacy on TPT
• Instagram: @RiseEdAdvocacy
• MCIE Summer Insititute 2024: https://secure.givelively.org/event/maryland-coalition-for-inclusive-education-inc/mcie-summer-institute-2024

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

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

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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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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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.

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.

Editorial Note: Christina Kasprzak is Director of the Trohanis TA Projects at FPG. She serves as Co-Director of the Early Childhood Technical Assistance Center (ECTA) and co-leads the FPG subcontract for The Center for IDEA Early Childhood Data Systems (DaSy). The DaSy Center dasycenter.org, led by Grace Kelley at SRI International, supports early intervention and early childhood special education state programs in building high quality data systems and using data to improve results for young children with disabilities and their families.

Episode Summary: Christina and Megan discuss their role in shaping inclusive educational systems for early childhood. The episode begins with an exploration into the work ECTA does in supporting state administrators and educators. With a heartwarming emphasis on equitable access, these leaders exemplify the importance of building an all-embracing infrastructure from policy to practice.

Christina and Megan delve into the tools and resources provided by ECTA that supports practitioners and families directly, such as the DEC recommended practices guides and family-friendly video materials. As they reveal challenges in creating inclusive systems, including the need for de-siloing state departments, they reaffirm the proven benefits of inclusion for children both with and without disabilities.

Transcript: https://otter.ai/u/Vz2ZPx3GpJO_iB8HGeqX51SI9e4

Key Takeaways:

• ECTA predominantly supports state administrators in improving early intervention and preschool special education programs, advocating for all-encompassing and effective practices.
• Both guests emphasize the profound personal and professional belief in the power and necessity of inclusive education for every child.
• Christina and Megan discuss the practical tools ECTA offers, which are popular with professionals and families.
• Inclusion benefits all children, and dismantling myths around it is essential to its advocacy and implementation.
• The guests point out that everyone has a role to play in advocating for inclusion, and change is possible when people at every level of the system lead from their positions.

Resources:

ECTA Center: https://ectacenter.org/

Practice Improvement Tools: https://ectacenter.org/decrp/

Indicators of High-Quality Inclusion: https://ectacenter.org/topics/inclusion/indicators.asp

State Examples for Inclusion: https://ectacenter.org/topics/inclusion/stateexamples.asp

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

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

Episode Summary: This episode of the Think Inclusive podcast features a fascinating conversation with Allie Tasche, an impassioned advocate for inclusive education and a key player at the Autism Society. The episode delves into Allie's personal journey, the significance of inclusion in education, and the Autism Society's effort to empower communities. Tim Villegas, the host, and Allie discuss her formative experiences and dedication to creating an inclusive environment, stemming from her family background and firsthand encounters with disability service fields. Allie highlights key insights on the Autism Society's initiatives and strategies for promoting acceptance over awareness.

Transcript: https://otter.ai/u/IVFhGZyI4mI53yBCPUyR74pLyNA

Key Takeaways:

• Inclusive education is deeply personal and vital for Allie Tasche, inspired by her family's history and experiences that sparked a commitment to disability justice.
• The Autism Society has progressed from an old brand that no longer represented its values to a new interconnected threads logo symbolizing the autism community's diversity and strength.
• Inclusive practices in schools are crucial for building a foundation for a more inclusive society across various community settings.
• Educators play an essential role in modeling and implementing inclusive practices beyond the classroom environment, influencing other sectors of the community.
• The Autism Society's National Programs team, led by Allie, is dedicated to filling community gaps by highlighting intersectionality and creating connections through programs, resources, and services.

Resources:

• The Autism Society: https://autismsociety.org/
• Eric Carter's Ten Dimensions of Belonging: https://promotingprogress.org/sites/default/files/2022-02/Fostering_Belonging_Handout.pdf
• Shelly Moore's Five P's: https://youtu.be/u7FWSMekshc
• Paul Gorski's Fix Injustice Not Kids Principle: https://www.ascd.org/books/fix-injustice-not-kids

MCIE: https://www.mcie.org

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

Episode Summary: Join us on the Think Inclusive Podcast as we delve into the fascinating intersection of STEM education, game-based learning, and neurodiversity with our guest, Jodi Asbell-Clarke. With an intriguing blend of personal anecdotes and professional insights, this episode offers a deep dive into the ways educators can foster inclusive STEM classrooms that empower all learners, including those who are neurodivergent.

Asbell-Clarke shares her journey from being a student with a keen interest in math, thanks to a dedicated teacher, to her work on groundbreaking educational games that unlock the potential of neurodivergent learners. This conversation traverses topics from computational thinking to the transformative educational power of project-based learning, presenting novel approaches to teaching that emphasize inclusivity, differentiation, and executive function support.

Transcript: https://otter.ai/u/YwCjtk2WqRqgjOS9E-llrBEiskc

Key Takeaways:

• The link between computational thinking skills and the natural talents of neurodivergent learners can create strong competencies in STEM fields.
• Game-based learning can serve as a gateway to STEM for students who may not traditionally engage with these subjects, leading to improved learning outcomes.
• Including neurodiversity in STEM education is not about remediation but rather about leveraging individual strengths to foster a community of skilled problem-solvers.
• Differentiated instruction and multiple entry points into learning activities can help address the diverse needs of students in a STEM classroom.
• Project-based learning and games like Portal offer powerful frameworks for engrossing students in STEM education while nurturing critical thinking skills.

Resources:

• Educational Gaming Environments group (Edge): https://www.terc.edu/edge/
• Zoombinis game: Available in the App Store
• Jodi Asbell-Clarke's book: https://www.routledge.com/Reaching-and-Teaching-Neurodivergent-Learners-in-STEM-Strategies-for-Embracing-Uniquely-Talented-Problem-Solvers/Asbell-Clarke/p/book/9781032562476
• Education Week Article: https://www.edweek.org/teaching-learning/inside-a-school-that-doesnt-single-out-students-with-special-needs/2024/04

Thank you to our sponsor for this week and the month of April: https://autismsociety.org/

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

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

Episode Summary: In this episode of Think Inclusive, Savitha and Tim discuss the nuances of including students with extensive support needs in general education. Savitha unpacks her transition from a traditional understanding of educational practices to pioneering inclusive education methodologies. Her commitment to nurturing social contexts that facilitate the engagement and growth of children with disabilities shines through as she retells experiences that reshaped her professional trajectory. Leveraging her background as an occupational therapist, Savitha passionately argues for a system-wide approach, where therapists go beyond addressing motor skills to facilitate comprehensive participation and inclusion within educational settings—making her a vital voice in the call for an educational paradigm shift. 

Transcript: https://otter.ai/u/WDLWvC8bUiQyl5cXpSDydSh9ag4

Key Takeaways:

• Occupational therapy can play a significant role in inclusive education, especially when focusing on social contexts.
• True social inclusion cannot be separated from academic inclusion, as interpersonal relationships entail community participation within an educational environment.
• Participation specialists, a role occupational therapists can embody, actively work against exclusion and for authentic inclusion in education.
• Utilizing occupational therapists as supplementary services in schools can open pathways for more effective universal design learning and inclusive practices.
• Hands-on examples demonstrate the potential impact of occupational therapy beyond traditional applications, enhancing engagement for students with extensive support needs in general education.

Resources:

Inclusive Occupations: https://pod.link/1540074135

8 Ways Your School Might Be Doing Inclusion Wrong: https://mcie.org/think-inclusive/8-ways-your-school-might-be-doing-inclusion-wrong/

Thank you to our sponsor for this episode, the Autism Society: https://autismsociety.org/

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

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

Dr. Kelley’s work focuses on connecting disability studies in education (DSE) to educational practice, strength-based perspectives for supporting neurodiversity, addressing ableism, inclusive practices and pedagogy, and cultivating advocacy. 

Episode Summary: In this episode of the Think Inclusive podcast, Leah Kelley joins Tim Villegas for a profound discussion on the intersections of storytelling, education, and disability advocacy. Right from the onset, the conversation delves into Leah's unique approach to writing and her pursuit of inclusivity through narratives. The dialogue transitions into exploring the importance of whose story is being told when discussing disability and how storytelling serves as a potent tool for learning and connection.

The episode further delves into Leah’s recently published book, which embodies her dedication to inclusion, her disruptive approach to traditional academic formatting, and her belief in the power of bringing diverse voices to the forefront. Touching on topics ranging from relationships being central to learning to questioning stereotypical notions of disability, Leah challenges conventional thought with her ideas of radical acceptance and the continuous process of arrival in educational and personal contexts.

Transcript: https://otter.ai/u/TmXEj6c9L3__xIMls4ZJ4c9gVKc

Key Takeaways:

• Storytelling as an Invitational Tool: Leah emphasizes the power of storytelling in altering perspectives and engaging with complex ideas.
• Whose Story Is It Anyway: The conversation highlights the critical analysis of whose stories are being told, especially in the context of disability.
• Radical Acceptance and Arrival: Leah explains how radical acceptance of individuals and the concept of continuous arrival are intertwined in educational environments.
• Disability as Normal: The episode addresses the stigma and language surrounding disability, advocating for acceptance and understanding of disability as a natural human variation.
• Relational Approach to Education: The exchange reaffirms that nurturing relationships are at the core of inclusion, learning, and advocacy.

Resources:

Leah Kelley's Book: https://a.co/d/esG2PWK

Facebook Group - Parenting Autistic Children with Love and Acceptance: https://www.facebook.com/ParentingAutisticChildrenWithLoveAcceptance

30 Days of Autism: https://30daysofautism.blog/

Thanks to our sponsor, the Autism Society: https://autismsociety.org/

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

Episode Summary: In this episode of the Think Inclusive podcast, we are joined by Sharon Draper, an exceptional voice in middle-grade literature whose books have captivated readers around the globe. Draper takes us behind the scenes of her creative process during the conversation, sharing the inspirations and challenges that shape her memorable characters and their stories.

The episode begins with a deep dive into Draper's most beloved character, Melody, from the "Out of My Mind" series. The audience is given a unique window into Melody's world, exploring self-acceptance, belonging, and disability representation. Draper outlines her meticulous approach to research, emphasizing the importance of authenticity in crafting a character like Melody, who has cerebral palsy and navigates a myriad of personal and social challenges.

We hear about Melody's growth and journey as she searches for acceptance both within herself and in the society around her. The conversation touches on Melody's experiences in summer camp in "Out of My Heart," her friendships, and her quest for inclusion. The episode concludes with an exciting teaser about the upcoming third book in the series, where Melody's adventures will take her out of the country, and Draper's personal stance on the critical issue of book banning.

Transcript: https://otter.ai/u/4OjP10FCk_IT0clQqtXndRcQ0PA

Key Takeaways:

• Sharon Draper's long teaching career and journey into writing began with a challenge from a student and led to the publishing of numerous impactful books for young readers.
• Draper emphasizes the importance of realistic character development, particularly when addressing disabilities in literature.
• In "Out of My Heart," Melody's character faces new challenges and experiences, such as summer camp, fostering themes of friendship and acceptance.
• There's an exciting anticipation for the third book in the "Out of My Mind" series, where Melody will continue to break barriers and undertake new adventures.
• Draper strongly opposes the current trend of book banning and advocates for the freedom to read and access to diverse literature.

Sharon M Draper: https://www.sharondraper.com/

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

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

Episode Summary: Ken Posner delves into the fascinating world of barefoot living and its unique connection to the autistic community. Ken shares the origins and experiences of the Barefoot Autism Challenge, a movement initiated by Tyler Leach that endeavors to provide sensory stimulation and support for individuals with autism.

Discover how Ken's own journey into barefoot hiking and running led him to a deeper understanding of natural stimulation and its effect on processing environmental cues, a phenomenon highly valued among many within the neurodiverse population. The episode illustrates the diverse reactions people have towards going barefoot, ranging from intrigue to disconnect, and highlights the importance of breaking away from conformist behaviors and embracing individuality.

Listeners will also be inspired by Ken's running experiences and his comparisons between the discipline of long-distance running and the progression towards more inclusive educational environments. Running is not just an individual sport for Ken, but a powerful metaphor for continuous improvement and the mindfulness required to tackle complex societal issues one step at a time.

Transcript: https://otter.ai/u/DfGaq9XImw-9ztUevoR7TAIOMDY

Key Takeaways:

• The Barefoot Autism Challenge is a movement that encourages natural stimulation and grounding for autistic individuals, who may process sensations differently from neurotypical people.
• Responses to going barefoot vary widely, shedding light on societal norms and the value of accepting non-conformist practices.
• Neurodivergence can offer unique perspectives that benefit society by challenging the status quo and reintroducing lost natural practices like going barefoot.
• The full mind-body engagement offered by running and being barefoot is a critical aspect of self-management, mindfulness, and achieving a sense of personal accomplishment.
• Running can serve as an allegory for tackling educational and organizational challenges, emphasizing the importance of taking things one step at a time and embracing the journey toward inclusivity.

Resources:

Barefoot Autism Challenge: https://www.facebook.com/BarefootAutismChallenge

Ken Posner: https://www.barefootken.com/

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

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

Episode Summary: In this insightful episode, Dr. Thomas Guskey delves into the complexities of traditional grading systems and explores the potential of standards-based grading to revolutionize how learners are evaluated. The episode kicks off with Dr. Guskey discussing the gaps between grading knowledge and practices and how the reliance on traditional models has impacted education.

The heart of the conversation centers on how existing grading practices, like grading on a curve, do not accurately reflect student learning. Dr. Guskey clarifies this with historical context and emphasizes the need for grading to be based on what students actually learn. He also critiques the reliance on percentage-based grading systems, urging for a shift towards standards-based evaluations that highlight the actual competencies of students across various subjects.

Key points discussed include the prerequisites for implementing standards-based grading, the meaning and applications of grade adaptations for exceptional learners, and the necessity for transparency in learning goals. Dr. Guskey also underscores the importance of separating academic achievement from behaviors like class participation and homework completion to provide a clearer picture of student learning.

Transcript: https://otter.ai/u/ueqeCXqwukNLCiEOW9qwRcK64DA

Key Takeaways:

• Traditional grading systems are often misaligned with the body of research available on effective grading practices.
• Innovative solutions like standards-based grading can offer transparency and clarity around student competencies.
• Moving away from grading on a curve can reduce competitiveness while emphasizing true learning outcomes.
• Clearly defined learning goals and transparent practices can diminish test anxiety and guessing games in assessments.
• Accommodations and modifications in grading should be tailored to the individual needs of exceptional learners without stigma or value judgments.

Resources:

Website: https://tguskey.com/

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

Thanks to Brookes Publishing for being a sponsor this season: https://brookespublishing.com/ (Win a free book: https://bit.ly/brookes-0324)

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

Episode Summary: In this heartening episode of the Think Inclusive podcast, Tim Villegas welcomes guest Beth Leipholtz to a dialogue that navigates the intertwining paths of personal narrative, maternal advocacy, and the pursuit of inclusive environments. Beth provides a window into her world as the mother of a deaf child equipped with cochlear implants, touching on the role of American Sign Language (ASL) in their lives and the decisions that have shaped their journey. 

The conversation reveals the nuances of parenting a child with a disability and the delicate balance between sharing one's personal story and maintaining respect for privacy. Beth and Tim explore the handling of educational and communicative accommodations, from the implementation of captioning in public settings to school involvement and support systems. The talk delves into the highs and lows of social media advocacy, the considerations around generating content, and the power of accessibility tools like captioned content. Beth's insights are a testament to the expansive nature of inclusive practices, challenging the audience to reflect on the diversity of lived experiences.

Transcript: https://otter.ai/u/bFrMtlaiPVDrta0EGfTTPHEAYCA

Key Takeaways:

• Beth discusses the capabilities and independence afforded by cochlear implants, including the ability to self-regulate hearing.
• Insights into the differing views within the community regarding cochlear implants and the concept of deafness as an identity or disability.
• An in-depth look at the transformative role educators and schools play in accommodating and fostering an inclusive environment for children like Cooper.
• Beth emphasizes the importance of adapting and evolving based on constructive feedback, especially after the release of her children's book.
• A candid exploration of the challenges and responsibilities involved in sharing personal stories on public platforms for the cause of awareness and inclusion.

Resources:

Website: https://bethandcoop.com/

Think Inclusive: https://mcie.org/think-inclusive/

Thank you to our sponsor for this episode, Bookshare! Learn more at https://www.bookshare.org/.

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

Episode Summary: In this episode of Think Inclusive, Lauren delves into her origin story and how a research-focused professional found her calling in New York City's public schools, ultimately leading her to champion an education model embracing inclusion and neurodiversity. We talk about PINE's structured professional development solutions and how the organization's systemic approach enables educators across entire school systems to support neurodiverse students effectively. The conversation underscores the transformative potential of inclusive education when professional development becomes a shared language and responsibility.

Transcript: https://otter.ai/u/qersgh3UHl-SNecCh48OlUZa8g

Key Takeaways:

• Inclusion is more than just a program or a place; it's a shared school-wide mindset and communal responsibility for all educators.
• Scaling inclusive practices require empowering every school staff member to contribute to an inclusive culture, beyond special education classrooms.
• Professional development in neurodiversity and inclusive practices has not caught up with the diversity of student needs in today's classrooms.
• Educators, including neurodivergent staff, are valuable assets in fostering inclusive environments when provided with ongoing professional support.
• The school environment, including sensory stimuli, should be designed with an understanding of neurodivergent experiences for the benefit of all students.

Resources:

PINE (Program for Inclusion and Neurodiversity Education): https://www.pineprogram.org/

Contact Lauren Hough Williams: lauren@pineprogram.org

PINE Virtual Summitt (May 1-3) https://www.pineprogram.org/summit (registration opens in March)

MCIE: https://www.mcie.org

Thank you to our sponsor for this episode, Bookshare! Learn more at https://www.bookshare.org/.

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

Lauren Rivera is an esteemed scholar with a focus on discrimination, specifically hiring discrimination, and the complex interplay between social class, gender, and race in social structures. Specializing in sociology, Rivera's professional expertise extends to studying how various forms of discrimination manifest within societal institutions. In a rare blend of personal experience and academic rigor, she has delved into the topic of disability discrimination in educational access through her recent research article published in the American Sociological Review titled "Not in My Schoolyard: Disability Discrimination in Education Access." As a parent of a child with disabilities, Rivera brings a deeply personal perspective to her work, illuminating the substantial barriers faced by families seeking equitable education for their children.

Episode Summary:

Lauren Rivera shares groundbreaking findings from her study on principals' discriminatory behavior towards families with children with disabilities. The episode opens up with Rivera recounting her groundbreaking research, where over 20,000 school principals in four states were contacted through a field experiment aimed at uncovering discrimination at the very beginning of educational access – the school tour request process.

Rivera's study examined the response rate to emails requesting school tours, varying the presence of an Individualized Education Program (IEP) for the child and the perceived race of the parents. The results were eye-opening, revealing a pervasive pattern of discrimination against children with IEPs, which was significantly more pronounced if the child was also perceived to be from a Black family. The research sheds light not only on the discriminatory challenges encountered before enrollment but also on the stressors such experiences impose on families searching for fitting educational settings for their children.

Transcript: https://otter.ai/u/rVp3c8HJOXLHdQtwn4WJWd5N3wM

Key Takeaways:

• School officials are less likely to respond to tour requests for children with IEPs, especially if the parents are perceived as Black.
• Discrimination in educational access occurs before enrollment, influenced by disability status and race.
• The experiment suggests principals perceive children with IEPs as resource burdens and Black parents as less involved school community members.
• Rivera's personal experience as a parent of a child with disabilities adds a poignant layer to the discussion and research findings.

Resources:

For Students with Disabilities, Discrimination Starts Before They Even Enter School: https://insight.kellogg.northwestern.edu/article/students-disabilities-discrimination

Thank you to our sponsor, Brookes Publishing: https://brookespublishing.com/

Enter to win a free book from Brookes here: https://bit.ly/brookes-giveaway-0224.

MCIE: https://mcie.org/

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

Dr. Andrew Goff was an educator of children with and without disabilities for twelve years before transferring the knowledge and skills he developed as a teacher to his work as a researcher, author, and college professor. He holds a Bachelor’s in child psychology and a Master’s in early childhood education/special education from the University of Minnesota, Twin Cities. He earned his doctorate in leadership for educational equity with an emphasis in early childhood special education from the University of Colorado Denver. 

Episode Summary:

In this enriching episode of the Think Inclusive podcast, host Tim Villegas welcomes Andrew Goff, an advocate for inclusive education and an author who reflects deeply on his transformative experiences in the classroom. Goff reveals his insights on why the classroom should be a place of love and growth for all children, regardless of their abilities. He shares a powerful narrative centered around his experience with a student named Javon, illuminating the challenges and triumphs of creating a nurturing learning environment. The discussion delves into the complexities of advocacy within an often rigid education system and the transition to leadership roles that can influence change. The episode is a testament to the profound impact that educators like Goff have on shaping inclusive schools, delivering poignant reflections that will resonate with teachers, administrators, and advocates alike.

Transcript: https://otter.ai/u/Y5Z0hE2eYJvHfuoSoUEGn5UZHg8

Key Takeaways:

• Inclusive education benefits all children, those with and without disabilities. Goff underscores the importance of creating a classroom environment where each child is given the opportunity to thrive.
• Goff's journey to inclusion involved a shift from viewing specialized support as necessary for some students to seeing inclusion as beneficial for everyone. This was particularly evident in the growth and kindness exhibited by children without disabilities.
• Leadership plays a crucial role in educational advocacy. Goff discusses his move from classroom teaching to instructing future teachers, emphasizing the value of leadership in fostering inclusion.
• Goff also talks about the tensions between being an educator and an advocate within a system resistant to change, sharing strategies for advocating for inclusion while navigating professional survival.
• The episode also highlights the importance of compassion and humanity, advocating for a future where all individuals, particularly children, see each other as equals deserving of respect and friendship.

Resources:

Love is a Classroom (Book by Andrew Goff): https://amzn.to/48fpZJL

Inclusive Schooling (Website): https://www.inclusiveschooling.com/

MCIE: https://mcie.org/

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

Robyn Stack Reagan is the CEO of Circle of Friends, an organization with a mission to promote inclusion for students with disabilities and those living with adversity. With her extensive background in working with youth in residential treatment and fostering youth with mental illness, Reagan brings a wealth of experience to the area of inclusive education and advocacy. Her professional journey includes strategic planning and implementation of programs promoting inclusion, reflecting her passion for supporting students and empowering them to appreciate differences and build authentic relationships.

Summary:

In this episode, Tim Villegas welcomes Robyn Stack Reagan, the dynamic CEO of Circle of Friends, for an engaging conversation that dives deep into the organization's mission and the tangible impact of inclusion in educational settings. This candid discussion unveils the profound effects that fostering genuine friendships and promoting anti-bullying can have on students of all backgrounds, particularly disabled learners and those facing adversity.

Robyn shares the compelling origin story of Circle of Friends, which began with a determination to help one student with Down syndrome make friends in high school. The movement quickly grew into a popular club driven by student leaders eager to encourage inclusion. She also emphasizes the importance of Circle of Friends as a model that transcends disability support and reaches students facing various sorts of adversity, including English language learners, foster youth, and LGBTQIA+ students.

An essential facet of this episode is the focus on the misconceptions about inclusion and the reality of its societal benefits. Robyn discusses the organization's approach to eradicating the helper-helpee dynamic by fostering peer-to-peer relationships based on mutual respect and equality—a core value of Circle of Friends. Listeners will leave the conversation with a nuanced understanding of the critical need for safe, inclusive school environments that cultivate long-lasting, positive change.

Transcript: https://otter.ai/u/4y9S6I85LUr57ygjk90G6_tRDqU

Key Takeaways:

• Circle of Friends started with the goal of helping one student make friends, embodying the mission to promote inclusion across student populations.
• The program has expanded to address students living with various adversities, broadening the reach and impact of the organization.
• The core values of Circle of Friends, including honoring diversity and cultivating friendship, play a vital role in guiding the program's methods and objectives.
• Overcoming misconceptions about inclusion is a central challenge addressed by the organization, with an emphasis on the shared benefits for all students.
• The Circle of Friends program serves as both an antidote to bullying and a platform for developing emotional intelligence and advocacy skills among students.

Resources:

Circle of Friends Website: https://www.circleofriends.org/

Hope Building Blocks by Tufts University: https://positiveexperience.org/resource/the-four-building-block-of-hope/

MCIE: https://www.mcie.org/

Podcast Impact Survey: https://bit.ly/TI-IMPACT

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

Jeannie Gainsburg is an LGBTQ+ advocate and author. She has been actively involved in LGBTQ+ inclusion for over 15 years and has worked with various organizations to promote equality and acceptance. Jeannie is passionate about creating inclusive spaces and educating others on allyship.

Episode Summary:

In this episode, Tim Villegas interviews Jeannie Gainsburg, an LGBTQ+ advocate and author. They discuss their personal journeys to becoming allies and the importance of disability and LGBTQ+ inclusion. Jeannie shares her experiences and insights on being an effective ally, including tips for respectful conversations and using gender-neutral language. They also discuss the evolving nature of LGBTQ+ initialisms and the significance of pronouns in creating inclusive spaces.

Also in this episode, Tim Villegas and Tasslyn Magnusson (PEN America) discuss the recent trend of book banning in schools. They discuss the current state of book banning, its impact on marginalized communities, and what educators can do to fight against it. They also touch on the importance of student involvement and the power of storytelling.

Transcript: https://otter.ai/u/PvzH-RQidgOHvbKrA_D-hHsWLG8

Key Takeaways:

• Jeannie Gainsburg and Tim Villegas both came to disability and LGBTQ+ inclusion advocacy later in life but were motivated by the injustice and discrimination they witnessed.
• Being an ally means actively supporting and advocating for marginalized communities, such as the LGBTQ+ communities and people with disabilities.
• It is important to use inclusive language and respect people's pronouns to create a welcoming and inclusive environment.
• Allyship is an ongoing journey, and it is important to be open to learning, making mistakes, and continuously educating oneself.
• Educators play a crucial role in providing quality instruction and creating an inclusive learning environment for students.

Resources:

The Savvy Ally: https://amzn.to/3uarECD

Website: https://www.savvyallyaction.com/

Banned in the USA: The Mounting Pressure to Censor: https://pen.org/report/book-bans-pressure-to-censor/

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Threads: https://www.threads.net/@think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

Support: https://bit.ly/MCIE-Donate

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

Elizabeth Biggs, Ph.D., is an Assistant Professor of Special Education at Vanderbilt University. She is also an affiliated faculty member of the Vanderbilt Kennedy Center. Her research focuses on improving social, communication, language, and literacy outcomes for students with complex communication needs, particularly supporting their belonging and inclusion.

Erin Turner, MA, is an Educational Consultant for the Enhancing Peer Networks Project at Vanderbilt University. As a special educator for 12 years, Erin served diverse schools and districts across many roles. She taught both general and special education classes, led an inclusion program, and served as a district-wide special education coach. She now collaborates with and provides training to educators and school sites to implement the Enhanced Peer Networks Intervention. 

Transcript: https://otter.ai/u/bgkXTbRTJPDDE78wJfxWcJubJww

Summary: In this episode, Tim Villegas interviews Elizabeth Biggs and Erin Turner about the importance of fostering peer relationships in inclusive classrooms. They discuss why relationships with peers are often overlooked, the benefits of inclusive classrooms beyond academic progress, and the role of augmentative and alternative communication (AAC) in supporting communication access for students with limited speech. Elizabeth and Erin share insights from their research and provide practical strategies for educators and families to promote peer engagement and friendship in schools.

Key Takeaways:

• Inclusive classrooms often overlook peer relationships due to a focus on academics and a lack of training in social-emotional skills.
• Friendships promote well-being for students with disabilities.
• Inclusive classrooms foster relationships between students with disabilities and non-disabled peers.
• The Enhancing Peer Network Project aims to develop tools and resources to support social communication and foster relationships for autistic students who use AAC.
• AAC is essential for students with limited verbal speech to communicate and build relationships with peers.

Resources:

• TIES Center - Creating Communities of Belonging for Students with Significant Cognitive Disabilities: https://publications.ici.umn.edu/ties/peer-engagement/belonging/introduction

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Threads: https://www.threads.net/@think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

Support: https://bit.ly/MCIE-Donate

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

Dr. Kristin Burnette is an Assistant Professor of Special Education at ECU. She has 17 years of experience working with students with extensive support needs and 11 years of classroom experience. She completed her Ph.D. at the University of NC Greensboro, focusing on inclusive education for students with extensive support needs. During her doctoral program, she was a graduate assistant for the TIES Center, the OSEP national technical assistance center focused on inclusive education and systemic change.

Christine Bechtel is the Supervisor of Special Education for Carroll County Public Schools and has been in the field of Special Education for 28 years. Mrs. Bechtel is dedicated to equity particularly for students with disabilities, earning a Post-Baccalaureate Certification in Equity and Excellence in Education from McDaniel College in 2019. Among many other roles within CCPS, Mrs. Bechtel currently serves as the chair of CCPS’s District Inclusion Team.

Summary:

Kristin and Christine discussed Carroll County's journey toward inclusive education. They started with targeted technical assistance from the National TIES Center and gradually expanded inclusive practices to multiple schools. Their commitment to collaboration and a mindset shift has led to positive outcomes for both students with disabilities and their non-disabled peers.

Transcript: https://otter.ai/u/OfppakyION57qFeebUXEoQ1Cw9A

Thank you to Brookes Publishing for sponsoring this episode!

Book Giveaway: https://bit.ly/brookes-giveaway-0124

Key Takeaways:

• Inclusive education requires multiple layers of leadership at the building, district, and state levels.
• The district's focus on content areas like science and social studies has led to meaningful inclusion and improved outcomes.
• Reflection and action planning are essential for sustainable systems change in education.
• The district has positively impacted school culture and student engagement through inclusive practices.
• Non-disabled peers have benefited from inclusive education, becoming role models and improving their behavior.

TIES Roadmap: https://bit.ly/TIES-RISE

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Threads: https://www.threads.net/@think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

Support: https://bit.ly/MCIE-Donate

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

Summary: Jonathan Cormur discusses his work on the Dorktales Storytime podcast, adding a geeky twist to classic fairytales. He emphasizes the importance of authentic representation of disabilities in audio and shares his experiences in voice acting and theater. Jonathan reflects on his journey with autism and the impact of inclusive education and shares his aspirations for his career and the positive message of his podcast.

Transcript: https://otter.ai/u/XrZ2JnVA7ZmG0Ah7QYXNHvv87oE

Key Takeaways:

• Dork Tales Story Time podcast puts a geekish twist on classic fairytales, promoting positive role models and embracing uniqueness.
• Authentic representation of disabilities in audio is important, and more opportunities should be given to neurodivergent individuals.
• Inclusive education and supportive teachers can make a significant difference in the lives of neurodivergent students.
• Jonathan's dreams for his career include financial viability for the podcast and more opportunities for positive role modeling.
• Playing Dungeons & Dragons has become a fun and engaging hobby for Jonathan, enhancing his creativity and enjoyment.

Jonathan Cormur: https://jonincharacter.com/

Dorktales Storytime: https://pod.link/dorktales-storytime

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Threads: https://www.threads.net/@think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

Support: https://bit.ly/MCIE-Donate

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

Summary: Arthur Aston, host of the Inclusion Think Tank podcast for NJCIE, shares his personal journey of living with spina bifida and how it led him to become an advocate for inclusive education. He discusses the importance of inclusive education and the need for students with and without disabilities to learn together. Arthur also highlights the work of NJCIE in providing professional development and consulting services to promote inclusive education in schools.

Transcript: https://otter.ai/u/dcqHcjhDxPQq3gOnBUbUznydM0c

Key Takeaways:

• Inclusive education is a fundamental right for every student and allows for learning and growth for all.
• Accessibility benefits everyone, not just individuals with disabilities.
• Inclusive education provides an opportunity for students to learn from each other and realize their similarities.
• Making changes towards inclusive education takes time, patience, and dedication.
• It is important to include the voices of individuals with disabilities in the conversation about inclusive education.

NJCIE Website: https://www.njcie.org/

Inclusion Think Tank Podcast: https://www.njcie.org/podcast

All In (Arkansas): https://sites.google.com/view/inclusive-practices/home

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Summary: Heather Avis and Tim Villegas engage in a thought-provoking conversation about intentional inclusion and the power of storytelling in transforming perceptions. They delve into the challenges and progress in creating inclusive spaces for individuals with disabilities, as well as the need to address ableism within the disability community itself. Heather emphasizes the importance of intentional adjustments and thoughtful consideration to foster true inclusion. They also discuss the impact of the fight for inclusion on parents and caregivers, highlighting the need to prioritize the well-being and hearts of disabled individuals. Ultimately, the conversation centers around recognizing the full humanity and worth of individuals with disabilities, irrespective of societal expectations.

Transcript: https://otter.ai/u/wjkXhhny49k-OJu1BbN1twhWTho

Key Takeaways:

• Inclusion necessitates deliberate adjustments and thoughtful consideration of the impact of decisions.
• Storytelling is a powerful tool for changing perceptions and creating spaces of belonging.
• Addressing and dismantling ableism within the disability community is crucial for achieving genuine inclusion.
• The fight for inclusion can be emotionally taxing for parents and caregivers, emphasizing the importance of prioritizing the well-being of disabled individuals.
• Inclusion should extend beyond societal expectations and encompass the recognition of the full humanity and worth of individuals with disabilities.

Win a copy of "Equitable and Inclusive IEPs" by Andrea Ruppar and Jennifer Kurth from our sponsor Brookes Publishing!

Enter Here: https://bit.ly/brookes-giveaway-1223

Heather Avis:

Website: https://www.theluckyfew.co/

Everyone Belongs: https://www.theluckyfew.co/collections/everyone-belongs

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Summary: Lori Miranda discusses the importance of inclusive placements for students with disabilities in Palm Beach County. She explains that the traditional model of removing students from their natural environments and sending them to separate special education programs was disruptive and limited their opportunities for socialization and learning. To address this issue, Palm Beach County implemented a collaborative approach, partnering with community centers and Head Start programs to provide inclusive education for young learners with disabilities.

Miranda highlights the challenges they faced in implementing this model, including concerns about behavior management, funding, and teacher buy-in. However, through extensive training, relationship-building, and a commitment to putting children and families first, they were able to overcome these barriers and create a successful inclusive program.

She also discusses the positive impact of inclusive placements on students' transitions to kindergarten. By providing support and services in their natural environments, students are better prepared for the general education setting and have a higher likelihood of continuing in inclusive classrooms.

Transcript: https://otter.ai/u/2jWLSDDkk-cKV2lPhwr9WbfF1qQ

Key Takeaways:

1. Inclusive placements allow students with disabilities to remain in their natural environments and receive support and services in community centers and Head Start programs.
2. Building relationships and trust with community partners and teachers is crucial for the success of inclusive programs.
3. Palm Beach County's inclusive model has resulted in 100% of students transitioning to general education kindergarten.

Editorial Note: 1. Regarding large waiting lists for evaluation: Recent verification data from Palm Beach County indicate diagnostic teams make every effort to connect with families prior to closing files. This effort takes time and can appear as if families are waiting while diagnostic teams work diligently to make contact and meet with families that can be hard to reach. 2. Regarding there being no cap on class size for FL early childhood special education classrooms: Per Section 1003.03, Florida Statute – Maximum class size (1)  CLASS SIZE MAXIMUMS. – Each year, on or before the October student membership survey, the following class size maximum shall be satisfied: (a) The maximum number of students assigned to each teacher who is teaching core-curricula courses to public school classrooms for prekindergarten through grade 3 may not exceed 18 students. The School District of Palm Beach County has a PreK ESE allocation formula that is below Florida's class size requirements. Comments in this podcast episode reference the district allocation formula.

Resources:

Partners in Education Video (Palm Beach County School District): https://youtu.be/VEpX6EqCV50

Palm Beach County School District: https://www.palmbeachschools.org/domain/456

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

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

Summary: Brad Cohen, an educator with Tourette Syndrome, shares his experiences and insights on working with individuals with disabilities. He emphasizes the importance of understanding and acceptance, dispelling misconceptions about Tourette's, and providing support for students with neurological disorders. Brad also discusses his own journey as an educator and the impact he has made in the lives of others.

Transcript: https://otter.ai/u/ye6nk1AR0hWIVABR-pqZMwXjDTk

Key Takeaways:

• Misconceptions about Tourette's include viewing it as a behavior problem and assuming individuals with Tourette's are disabled.
• Educators should educate themselves about Tourette's and communicate with students to understand their needs.
• Tourette's can be influenced by emotions and stress, leading to increased tics in certain situations.
• It is crucial for educators to believe in students with Tourette's and provide them with opportunities for success.
• Families of children with disabilities should educate others, focus on strengths, and promote self-confidence.

Brad Cohen:

Website: http://www.classperformance.com/

LinkedIn: https://www.linkedin.com/in/bradcohentourettefoundation/

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Summary: Valerie Williams, Director of OSEP, discusses the importance of inclusion in early childhood education. She shares a personal story about finding the right preschool for her son with Down syndrome and highlights the need for a mindset shift among educators and administrators. Valerie emphasizes the importance of providing resources and technical assistance to support inclusive practices. She also discusses the current state of inclusive education in different states and the need for implementation and accountability.

Transcript: https://otter.ai/u/aHwtuZFhIyncVjkeHBdVS1Yk-Zc

Key Takeaways:

• Inclusion starts early and should continue throughout a child's education.
• The mindset of educators and administrators plays a significant role in promoting inclusion.
• There are federal resources available to support inclusive practices, but there is a need for better dissemination and outreach.
• Implementation and accountability are crucial for ensuring that inclusive practices are effectively implemented in schools.

Resources:

Office of Special Education Programs Techincal Assistance Network: https://osepideasthatwork.org/sites/default/files/2023-10/OSEP-IDEAs-Menu-508.pdf

This episode was produced in collaboration with the Early Childhood Technical Assistance Center (https://ectacenter.org/) and the Frank Porter Graham Child Development Institute (https://fpg.unc.edu/).

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Summary: Lori Boll, the Executive Director of SENIA, an international nonprofit organization, discusses the importance of inclusion in education and how SENIA supports educators in creating inclusive learning environments in international schools. SENIA provides resources, conferences, and coursework to educate parents, families, and educators on best practices for inclusion. They also offer a membership program for schools and school districts, as well as regional and local chapters worldwide. SENIA's mission is to advocate for and provide resources for individuals with disabilities, with a focus on promoting inclusion and equity.

Transcript: https://otter.ai/u/iX5JRQleaRL9s__UsJG-jhy5WJw

Key Takeaways:

• SENIA is an international nonprofit organization that advocates for and provides resources for individuals with disabilities.
• SENIA's mission is to promote inclusion and equity in education through three pillars: learn, connect, and support.
• SENIA offers conferences, coursework, and a membership program for schools and school districts to support their inclusion efforts.
• SENIA is working towards creating an accreditation program for international schools that want to prioritize inclusion.
• Inclusion benefits all students and helps create a more equitable and diverse learning environment.

SENIA:

Website: https://www.seniainternational.org/

SENIA Virtual Conference (2023): https://www.seniaconference.org/senia-virtual-conference-2023/

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Summary: Jen Malia, a professor of English and writer of children's books, discusses her transition from academic writing to creative writing. She shares how her autism diagnosis influenced her writing and inspired her to create stories about neurodivergent characters. Jen also talks about the inspiration behind her "Infinity Rainbow Club" series and the importance of portraying neurodivergent kids in everyday situations. She emphasizes the need for acceptance and understanding of neurodivergence and hopes that her books will reach a wide audience, including educators and parents.

Transcript: https://otter.ai/u/BTHkinTYPaxmxBV_6vl_f50Ng4E

Key Takeaways:

• Jen Malia wanted to write books about neurodivergent characters who go about their everyday lives rather than focusing solely on their neurodivergence.
• The characters in the "Infinity Rainbow Club" series are inspired by real-life experiences and composite characters.
• Jen's autism diagnosis later in life changed her view of herself and her parenting approach, emphasizing acceptance and pride in being neurodivergent.
• The educational experiences of the characters in the series are based on inclusive classrooms with collaboration between general education and special education teachers.
• Jen hopes her books will be a resource for neurodivergent kids and help promote acceptance and understanding among all students.

Jen Malia:

Website: https://jenmalia.com/

Twitter/X: https://twitter.com/jenmaliabooks

Instagram: https://www.instagram.com/jenmaliabooks/

Facebook: https://www.facebook.com/MomWithAutism/

LinkedIn: https://www.linkedin.com/in/jenmaliabooks/

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Summary: Tim Harris, a motivational speaker and former restaurant owner, shares his experiences and insights on inclusion and living an awesome life. Tim talks about his favorite memories from his restaurant, Tim's Place, where he was known as the "king of hugs." He discusses the importance of giving hugs and how he kept track of the thousands of hugs he gave. Tim also opens up about the decision to close his restaurant and the impact it had on his life. He shares his love for public speaking and the joy he finds in bringing happiness to others. Tim emphasizes the importance of dreaming big and standing up for oneself, and he encourages people with disabilities to embrace their awesomeness and be a light in the world.

Transcript: https://otter.ai/u/EQqgDnFCvtRnzoHFc7eg8mOILs8

Key Takeaways:

1. Tim's favorite memory from Tim's Place was seeing people walk through the front door and feeling the world come in.
2. Tim kept track of the hugs he gave by using a hug clicker and adding them to a hug counter on the wall.
3. Tim's decision to close Tim's Place was sad, but his public speaking career has been fulfilling and exciting.
4. Tim encourages people with disabilities to dream big, be awesome, and have fun.
5. Inclusion means being accepted into the world and bringing light into people's hearts.

Tim Harris:

Instagram: https://www.instagram.com/timsbigheart

Facebook: https://www.facebook.com/timsbigheart/

MCIE:

Website: https://www.mcie.org/

Email List: https://bit.ly/MCIE-Email-List

Facebook: https://www.facebook.com/ThinkInclusive/

Instagram: https://www.instagram.com/think_inclusive/

Twitter/X: https://twitter.com/think_inclusive

YouTube: https://www.youtube.com/c/ThinkinclusiveUs

LinkedIn: https://www.linkedin.com/company/inclusive-education/

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

Maya Chupkov shares her journey of embracing her stutter and using podcasting as a platform for advocacy. She talks about misconceptions around stuttering, her personal growth, and how inclusive environments can make a difference. This episode is a powerful reminder of the importance of visibility, education, and authentic storytelling.

Complete show notes and transcript: https://mcie.org/think-inclusive/maya-chupkov-advocating-for-stuttering-awareness-through-podcasting/

Brooke Ellison joins Think Inclusive to talk about her book Look Both Ways, sharing how living with quadriplegia reshaped her understanding of disability—from shame and pity to resilience and empowerment. She calls for disability to be treated as a cross‑cutting policy issue, highlights the power of universal design, and reminds educators and communities that inclusion benefits everyone.

Complete show notes and transcript: https://mcie.org/think-inclusive/look-both-ways-exploring-disability-with-brooke-ellison/

In this conversation, Kayla Taylor shares what she learned while raising a child navigating learning differences, bullying, and anxiety—and why telling these stories in real time (not decades later) helps families feel less alone. She breaks down what bullying really is, why power dynamics matter, and how schools and bystanders can respond in ways that actually reduce harm and build belonging.

Complete show notes and transcript: https://mcie.org/think-inclusive/understanding-bullying-a-personal-journey-and-call-for-change-with-kayla-taylor/

Tim Villegas interviews Andratesha Fritzgerald about building a culture of honor in schools—shifting power by co‑designing learning with students and pairing Universal Design for Learning (UDL) with anti-racist practice. They dig into how fear-based control harms learning, what “expert learners” look like at any age, and the difference between equality and equity. The episode was recorded June 30, 2023, the day of major Supreme Court rulings, which shaped parts of the conversation; the show closes with a “mystery question” and a Free Time chat with Carolyn Teigland on navigating DEI language in restrictive contexts.

Complete show notes and transcript: https://mcie.org/think-inclusive/creating-a-culture-of-honor-in-education-an-interview-with-andratesha-fritzgerald/

Season 11 kicks off with Dr. Shelley Moore breaking down the 5 Ps of Inclusive Education—Positive attitude, Placement, Peers, Purpose, and Plan for all—and how these pillars make secondary inclusion real, not just aspirational. She shares research, concrete school examples (including students with intellectual disabilities earning high‑school credit), and a PD approach that actually shifts practice.

We also hear about system barriers like LRE misinterpretations and overreliance on one‑to‑one adult support, along with why student voice and universally designed lessons matter for everyone.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-5-ps-of-inclusive-education-with-dr-shelley-moore/

Tim and Michael unpack what AI can (and can’t) do in schools right now, cutting through hype and fear. They talk about everyday teacher uses (brainstorming, drafting, adapting lessons), the ethics of student use and citation, and the promise of AI tutors to personalize learning—especially for students with disabilities—if educators lead with clear structures and guardrails. The big message: learn the tools, expect some mess, and guide the narrative together.

Complete show notes and transcript: https://mcie.org/think-inclusive/bonus-exploring-the-potential-and-ethical-implications-of-ai-in-education/

In this bonus episode of Think Inclusive, Tim Villegas talks with Tany Holzworth, Content Designer for Inclusive Classroom Tools at Microsoft. Tany shares her journey from working as a paraprofessional and building an inclusive volunteer program at Woodland Park Zoo to designing accessible tools for educators. The conversation explores practical strategies for fostering inclusion, lessons learned about mindset and accessibility, and highlights Microsoft tools like Immersive Reader and Reading Progress that support diverse learners.

Complete show notes and transcript: https://mcie.org/think-inclusive/bonus-building-inclusive-classroom-tools-a-conversation-with-tany-holzworth/

In this episode, DJ Nicholson and Tim Villegas discuss the use of artificial intelligence (AI) in supporting learners with disabilities. They explore the potential benefits of AI in leveling text and making reading more accessible for students with different reading abilities. They also discuss the challenges and opportunities of using AI in the classroom, as well as the importance of individualized learning and student choice. The conversation highlights the need for educators to embrace AI as a tool to enhance learning experiences and promote independence for students with disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/bonus-using-ai-to-support-learners-with-disabilities-in-the-classroom/

In this bonus episode, Tim talks with Adam Walker and Sanjay Parekh about Together Letters—a simple, email-based way to keep groups connected without the noise of social media. They share why they built it, how it works, and why it’s a game-changer for educators, teams, and anyone craving authentic connection.

Complete show notes and transcript: https://mcie.org/think-inclusive/bonus-together-letters/

Carol is one of the founders and former CEO of MCIE, having transitioned to Director of Special Projects in 2023. She has worked closely with school districts in Maryland and other states to promote systems change and school transformation.

In this episode of Think Inclusive, Tim interviews Carolyn and Carol as they discuss the organization's history and its partnership with school districts since 1990. They highlight the importance of leadership in sustaining inclusive education and share success stories of students who have thrived in inclusive classrooms. The guests also discuss the challenges and trends in the educational landscape, including the focus on equity and the need for universal design for learning. They emphasize the need for comprehensive professional learning and job-embedded coaching to support educators in implementing inclusive practices. The episode concludes with a discussion on how families and educators can advocate for inclusive education and the future plans of MCIE.

Complete show notes and transcript: https://mcie.org/think-inclusive/carolyn-teigland-and-carol-quirk-mcie-partners-with-school-districts-to-promote-inclusion-and-equity/

Luvy Jenkins, Education Manager at the Down Syndrome Association of Central Texas (DSACT), discusses the importance of inclusion in education and the barriers that families face in achieving inclusive education for their children with Down syndrome. Luvy highlights the need for support and training for teachers, as well as the role of school administrators in promoting inclusion. She also shares her experience working at the RISE School, an inclusive preschool that values diversity and fosters social-emotional growth in all students.

Complete shows notes and transcript: https://mcie.org/think-inclusive/luvy-jenkins-down-syndrome-association-of-central-texas-dsact/

Lawrence Carter-Long is the Director of Communications for DisArt and has a background in disability advocacy. He joined the organization in 2022 and has been instrumental in expanding the reach and impact of The My Dearest Friends Project.

Oaklee and Lawrence discuss The My Dearest Friends Project and its connection to the Nothing Special campaign. The project was created to provide a platform for disabled people to share their stories and experiences during the COVID-19 pandemic. The hashtag #NothingSpecial was developed to challenge the idea that inclusive education is something special and should be the norm. The project aims to collect stories from disabled students and educators to create a curriculum that promotes inclusive education. Oaklee shares her personal experience of facing ableism and inaccessibility at her college, highlighting the need for change in educational institutions. Lawrence emphasizes the importance of listening to disabled people and involving them in the decision-making process to create truly inclusive environments.

Complete show notes and transcript: https://mcie.org/think-inclusive/oaklee-thiele-and-lawrence-carter-long-the-my-dearest-friends-project/

Host Tim Villegas talks with Beth Liesenfeld about why IEP meetings often feel inequitable and exhausting—and how a clear vision statement can re‑center teams on inclusive, practical plans that actually support students. They unpack what makes collaboration work (and fail), including communication habits, paraprofessional training, and making specialized instruction happen in general education through real co‑planning time. Beth offers a step‑by‑step way to craft long‑ and short‑term vision statements, plus tips educators can use to advocate for inclusion—even when families or districts are hesitant.

Complete show notes and transcript: https://mcie.org/think-inclusive/beth-liesenfeld-the-parent-iep-lab/

Raul is also a prolific communicator—blogger, podcaster, and author—who uses media to shift perceptions about disability. His work spans technology, design thinking, and social change, with a focus on ensuring that inclusion is recognized as a fundamental right, not a privilege. Through initiatives like Broken Lifts (real-time elevator status for public transport) and media guidelines for journalists, Raul continues to push for systemic change and equal opportunities for people with disabilities.

In this episode, Tim Villegas talks with Raul Krauthausen, a German disability rights activist, founder of Sozialhelden (Social Heroes), and creator of Wheelmap, a crowdsourced map for accessible places. Raul shares his journey from attending one of Berlin’s first inclusive schools to becoming a leading advocate for accessibility and inclusion in Germany. The conversation explores cultural differences between the U.S. and Germany regarding inclusion, the role of acceptance, and why inclusion is not “happy land” but a continuous process of learning and equity.

Complete show notes and transcript: https://mcie.org/think-inclusive/raul-krauthausen-inclusion-in-germany/

Kristina Supler — Attorney and co-leader of the Student & Athlete Defense Group at KJK. Kristina represents students in academic misconduct and Title IX cases nationwide. She’s passionate about protecting student rights and co-hosts Real Talk with Susan and Kristina.

In this episode, Susan Stone and Kristina Supler share what it’s like to advocate for students with disabilities navigating academic and disciplinary challenges. From IEPs and 504 plans to Title IX cases and college misconduct proceedings, they explain why inclusion requires more than good intentions—it demands real systems of support. They also discuss how their podcast tackles tough parenting and student issues.

Complete show notes and transcript: https://mcie.org/think-inclusive/susan-stone-and-kristina-supler-real-talk/

In this episode, Tim Villegas talks with Colleen Tomko about her lifelong advocacy for inclusive education and community belonging. From founding Kids Together to creating powerful advocacy cartoons, Colleen shares her personal journey, the systemic barriers families face, and why inclusion is a civil rights issue—not just an educational choice.

Complete show notes and transcript: https://mcie.org/think-inclusive/colleen-tomko-kids-together/

In this conversation, Mirko Chardin urges educators and leaders to reclaim the narrative around “equity” by grounding it in clear, shared definitions and everyday practice—what he calls “concept stabilization.” He argues that school is for kids, not adults, and that listening to learner voices and removing barriers must guide decisions at every level. The episode also explores UDL as a framework (not a bag of tips) for building cultures where all learners can become expert learners, supported by leadership that prioritizes humanity, reflection, and authentic impact.

Complete show notes and transcript: https://mcie.org/think-inclusive/mirko-chardin-reclaiming-the-narrative-around-educational-equity/

Tim and Kate unpack how Australia’s highly decentralised education systems shape inclusion, why segregated “special schools” and units persist, and what accountability gaps mean for students with disabilities. They also dig into Kate’s classroom story—rallying a whole staff to create accessible texts and explicit writing supports—and the mindsets, coaching, and MTSS‑style approaches that help inclusion work in real classrooms.

Complete show notes and transcript: https://mcie.org/think-inclusive/dr-kate-de-bruin-inclusive-education-in-australia/

In this episode, Tim Villegas interviews AZ Chapman about her debut children’s book Cerebral Palsy Party, which aims to educate young students about cerebral palsy and promote inclusion. AZ shares her personal journey through education, the challenges she faced in middle and high school, and her aspirations to become a special education teacher. The conversation also touches on the importance of kindness, accessibility, and advocacy for people with disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/az-chapman-cerebral-palsy-party/

Complete show notes and transcript: https://mcie.org/think-inclusive/julie-kratz-and-simone-morris-inclusion-school/

In this episode, Gage Robinson shares his journey from being segregated in a self-contained classroom to advocating for his right to attend college alongside his peers. We talk about his due process battle with his school district, his testimony at the Minnesota State Legislature, and what inclusive higher education looks like for him today.

Complete show notes and transcript: https://mcie.org/think-inclusive/gage-robinson-a-self-advocacy-story-2/

In this conversation, Tim talks with Carolyn about why she started Beyond 6 Seconds, how the show’s name pushes back on snap judgments, and what led her to focus the podcast on neurodiversity. Carolyn shares her journey to a late autism diagnosis, the relief of having language for lifelong experiences, and the habits that help her regulate and work (yes to stim and fidget tools). Together, they dig into what inclusion really looks like: listening first, trusting people’s lived experience, and offering practical accommodations without gatekeeping. For educators, Carolyn’s core message is simple—learn from neurodivergent adults and presume competence, especially for nonspeaking students who may need different communication supports. Listeners will leave with concrete ways to shift classroom mindsets and amplify authentic neurodivergent voices.

Complete show notes and transcript: https://mcie.org/think-inclusive/carolyn-kiel-beyond-six-seconds-2/

Alma Zaragoza‑Petty shares how reclaiming the word “chingona”—once used to silence Latina women—can fuel personal healing and collective justice. She unpacks intergenerational trauma, practical steps for healing (acknowledgment, memory work, retelling our stories, and forgiveness), and how educators and mentors can change trajectories for students who have been underserved.

Complete show notes and transcript: https://mcie.org/think-inclusive/alma-zaragoza-petty-unpacking-intergenerational-trauma-and-healing-2/

Olivier Bernier — Filmmaker and father who turned the camera on his family to make Forget Me Not, documenting their fight for inclusive education in New York City and the realities of IEP meetings. He aims to spark wider conversations about inclusion and accessible schooling for all learners.

Tim talks with Hilda and Olivier Bernier about their documentary Forget Me Not, which follows their son Emilio’s path into school and their push for inclusion within a segregated system. They discuss what went wrong in early evaluations and IEPs, what good inclusion looks like, and how Emilio is thriving today in a fully included kindergarten.

Complete show notes and transcript: https://mcie.org/think-inclusive/hilda-and-olivier-bernier-forget-me-not-documentary-2/

Tim Villegas talks with Ryan Wilson about what authentic disability representation looks like—and why it matters in schools, higher education, and media. They dig into common pitfalls (the “inspiration” trope), practical fixes (accessibility in video and web, ASL, real stories), and how personal connections with students change outcomes.

Complete show notes and transcript: https://mcie.org/think-inclusive/ryan-wilson-team-trust-2/

When school leaders say yes to inclusion, everything changes. In this conversation, Mary Beth Moore shares how her son Gavin—who has Down syndrome, is nonverbal, and is still working on early literacy and numeracy—thrives in a fourth‑grade general education classroom because a principal chose to welcome him and build support. She contrasts that with systems that default to no, explores why implementation (not new law) is the bottleneck, and offers practical ways families and districts can move from conflict to collaboration. The through‑line: inclusion isn’t about meeting grade‑level benchmarks—it’s about belonging, support, and leadership willing to try.

Complete show notes and transcript: https://mcie.org/think-inclusive/mary-beth-moore-unwanted-2/

Thomas Reid became blind in 2004 and reignited a long‑standing passion for audio. Selected as a “new voice scholar” by an association for independent radio in 2014, he launched Reid My Mind Radio, featuring compelling people impacted by blindness and disability—and, at times, reflective stories from his own life. He’s widely recognized for covering audio description and now narrates AD and other voiceover work.

Host Tim Villegas talks with Cheryl Green and Thomas Reid about storytelling by disabled creators, why medicalized “how it happened” narratives aren’t the only (or best) way to tell disability stories, and how to center community voice without objectifying guests. The conversation introduces Pod Access—a new effort bringing disabled podcasters and listeners together through a resource hub and companion podcast—while exploring language shifts, like Thomas Reid’s move from “vision loss” to “blind,” and the importance of owning one’s story. They close with messages for educators about believing and following the lead of students with invisible disabilities and chronic illness, and a reminder that what teachers say can shape a student’s self‑concept for years.

Complete show notes and transcript: https://mcie.org/think-inclusive/cheryl-green-thomas-reid-pod-access-2/

Katie Novak breaks down what UDL really is—and isn’t—by centering three ideas: the dynamic variability of learners, firm goals with flexible means, and growing expert learners who can co-design their own paths. She clarifies how UDL (first-best, proactive design) fits alongside differentiated instruction (responsive grouping) and specially designed instruction (individualized supports), including for students with extensive support needs. The conversation also tackles common misconceptions about “choice,” rigor, and equity, and offers practical starting points so overwhelmed educators can move one step forward without trying to “do it all” at once.

Complete show notes and transcript: https://mcie.org/think-inclusive/katie-novak-udl-now-2/

Tim talks with Michael about why many schools over-rely on paraprofessionals for inclusion and how that can unintentionally create dependency, block peer relationships, reduce teacher ownership, and limit access to qualified instruction. Michael offers a simple shift: teachers take instructional ownership, special educators co-plan and co-facilitate, and paraprofessionals support the teachers (not attach 1:1 to students), all within inclusion‑oriented schools using natural proportions. They close with the story behind Michael’s cartoons and why humor and candor help the field move forward.

Complete show notes and transcript: https://mcie.org/think-inclusive/michael-giangreco-on-the-overreliance-of-paraprofessionals-to-implement-inclusive-education-2/

Note: In the interview (recorded early 2022), Melissa describes being a second‑year PhD student preparing for candidacy; she later achieved candidacy in Fall 2022.

Tim and Melissa dig into the gap between research and classroom practice in inclusive education—why we have decades of evidence for social and communication benefits but far less on academic outcomes for students with extensive support needs. They talk candidly about teacher mindsets, alternate assessments, and shifting from chasing “the standard” to measuring growth, and Melissa shares how a middle‑school moment first pushed her toward inclusion advocacy.

Complete notes and transcript: https://mcie.org/think-inclusive/melissa-defayette-transitioning-from-teacher-to-researcher-2/

In her newest book, Visual Thinking, she argues that schools and industries undervalue “object visualizers” like herself, calling for the return of hands‑on classes and practical pathways so visual thinkers can thrive—skills she ties directly to real‑world innovation and workforce needs.

Dr. Temple Grandin explains why “visual thinking” matters for students, workplaces, and society—making the case that removing shop and other hands‑on classes has created a skills gap while screening out talented visual thinkers with algebra‑heavy requirements. She shares simple, low‑cost design fixes (from airport accessibility to animal‑welfare audits) and outlines how exposure, mentoring, and flexible pathways help all learners—especially autistic students—build meaningful careers.

Complete show notes and transcript: https://mcie.org/think-inclusive/dr-temple-grandin-visual-thinking-2/

Tim Villegas — Host of Think Inclusive and Director of Communications at the Maryland Coalition for Inclusive Education (MCIE). A former special education teacher of 16 years, Tim founded Think Inclusive to learn, connect with self‑advocates and educators, and share practical stories about authentic, supported inclusion.

This crossover conversation flips the script: Tim Villegas and Ashley Barlow interview each other about what authentic inclusive education looks like and how to advocate for it—practically, legally, and system‑wide. They unpack how dear colleague letters and policy documents can strengthen IEP advocacy, why placement, membership, participation, and learning must all be present for inclusion to be real, and how “perfectly imperfect” is a healthy mindset for doing the work. They also spotlight district‑level systems change grounded in implementation science and share real‑world examples (like Cecil County Public Schools) where “general education first” is the norm.

Complete show notes and transcript: https://mcie.org/think-inclusive/ashley-barlow-perfectly-imperfect-advocacy/

In this episode, Tim Villegas talks with Jay Ruderman about his journey as an activist, the evolution of the Ruderman Family Foundation, and the fight for authentic representation of people with disabilities in media. They explore how advocacy strategies can influence systemic change, the power of storytelling, and why allyship is essential for creating a more inclusive society.

Complete show notes and transcript: https://mcie.org/think-inclusive/jay-ruderman-all-about-change/

Diane Ryndak — Professor at the University of North Carolina at Greensboro; co‑chair of TASH’s Inclusive Education Community of Practice (CoP), former TASH board member, and affiliated with the TIES Center on inclusive practices and policies.

Mary Fisher — Faculty at Lewis University (Romeoville, IL); co‑director of the TASH Inclusive Education CoP and long‑time TASH member since 1977. Focuses on teacher preparation and practical ways schools move toward inclusion.

Members of the TASH Inclusive Education Community of Practice break down what fully inclusive schools look like and how to get there—moving from “one student at a time” fixes to systemic change at school, district, and state levels. They highlight presuming competence, high expectations, explicit communication instruction, and clear placement in general education as non‑negotiables, and point listeners to tools (like TIES Center’s RISE/IER) that help teams reflect and plan.

Complete show notes and transcript: https://mcie.org/think-inclusive/tash-characteristics-of-fully-inclusive-schools/

Her path runs from Slippery Rock State College in the 1970s, to early work in Colorado schools, to serving as an education specialist with the PEAK Parent Center (Colorado’s PTI). As a parent, she and her husband advocated for full inclusion for their son, Dylan, who has Down syndrome—from community preschool through college—experiences that shape her practical, relationship‑first approach today.

Charmaine launched her advocacy business (originally Visions and Voices Together, now Collaborative Special Education Advocacy) to blend lived experience and professional know‑how and to stand with families in meetings when communication and trust have broken down.

In this episode, Tim Villegas talks with Charmaine Thaner about what it really takes to move inclusion from idea to everyday practice. Charmaine traces her journey from self‑contained teaching to general education and district collaboration, and then to parent‑advocacy after her son Dylan was born—highlighting why “relationships, relationships, relationships” are the three R’s of effective advocacy.

They dig into the rise, stall, and renewal of inclusive education, Dylan’s fully included path (including auditing classes at the University of Colorado - Colorado Springs with support from allies on campus), and the hard truth that some schools still isolate students despite paper “inclusion.” Charmaine shares when to ask for help, how to keep it collaborative (and when to escalate), and why broader coalitions—parents, self‑advocates, and educators—are pushing for changes like ending seclusion and restraint and implementing UDL with fidelity.

Complete show notes and transcript: https://mcie.org/think-inclusive/charmaine-thaner-the-art-of-advocacy/

Kanwal Singh shares her journey from leading special schools to building a fully inclusive model at Vishwas in India—removing labels, simplifying language, and centering the idea of “all students together.” She explains why teacher preparation often teaches inclusion in theory but defaults to special-ed practices in reality, and what it takes to sustain inclusion: aligned people, systems, and funding.

Complete show notes and transcript: https://mcie.org/think-inclusive/kanwal-singh-inclusive-education-in-india/

When Russ Ewell saw his son segregated in youth sports, he built a different model—launching E‑soccer to bring kids together on the same field. In this conversation with Tim Villegas, Russ unpacks what inclusive leadership looks like: empathy, compassion, emotional intelligence, and the humility to keep learning. They also discuss the everyday “micro‑moments” that either build or undermine inclusion (like at a coffee shop), and why culture—not just programs—determines whether people gain independence or remain isolated. Tim closes by sharing his own path from psychology student to inclusive educator, sparked by a classroom observation and strengthened by planning around student strengths.

Complete show notes and transcript: https://mcie.org/think-inclusive/russ-ewell-inclusive-leadership/

Cate Weir — Project Coordinator for the Think College National Coordinating Center at UMass Boston; she supports colleges nationwide and has led the ongoing build‑out of the Think College website and resource ecosystem.

Host Tim Villegas speaks with Meg Grigal and Cate Weir from Think College about why inclusive higher education is both possible and powerful for students with intellectual disabilities—even for those who didn’t experience strong K–12 inclusion or who don’t hold a “regular” high‑school diploma. They outline how programs typically use an alternative admissions path, focus on authentic campus life (academics, internships, social life, sometimes residential), and award meaningful non‑degree credentials aligned to career goals.

Complete show notes and transcript: https://mcie.org/think-inclusive/meg-grigal-cate-weir-inclusive-higher-education-for-people-with-intellectual-disabilities/

In this episode, Jani Kozlowski makes a compelling case that inclusive early childhood programs set the trajectory for belonging and learning throughout K–12 and life. She shares research-backed benefits for children with and without disabilities, unpacks the defining features of inclusion (access, participation, supports), and explains why the biggest barriers are often beliefs and habits—not laws or funding. Jani also offers practical ways to prepare educators, partner with families, and design environments where every child can learn to “fly”—in their own way.

Complete show notes and transcript: https://mcie.org/think-inclusive/jani-kozlowski-early-childhood-inclusive-education/

In this episode, Tim Villegas talks with Dr. Ross Greene about why schools need to shift from focusing on student behavior to addressing the underlying problems causing that behavior. They explore how the CPS model works, why traditional behaviorist approaches fall short, and how educators can create more equitable and inclusive environments for all learners.

Complete show notes and transcript: https://mcie.org/think-inclusive/dr-ross-greene-using-collaborative-and-proactive-solutions-to-support-the-behavior-of-all-learners/

In this episode, Tim Villegas talks with Dr. Mona Delahooke about moving beyond traditional behavior management systems like charts and rewards. They explore why behaviors should be seen as signals rather than targets, the importance of relational safety, and how understanding the brain-body connection can transform parenting and teaching. Dr. Delahooke introduces practical tools like the “check-in” process and explains why co-regulation—not punishment—is key to helping children thrive.

Complete show notes and transcript: https://mcie.org/think-inclusive/dr-mona-delahooke-beyond-behavior-charts-and-positive-reinforcement/

Host Tim Villegas talks with Mazey Eddings about neurodiverse representation in romance, the visceral reality of anxiety as portrayed in her debut novel A Brush with Love (set in dental school), and how stories can help readers see mental health with greater empathy. They discuss internalized shame and ableism, sexism in clinical training, and the trial‑and‑error of supporting a partner with anxiety—while reaffirming romance’s promise of hard‑won happy endings.

Complete show notes and transcript: https://mcie.org/think-inclusive/mazey-eddings-neurodiverse-representation-in-books/

Kenneth Kelty — Motivational speaker and disability advocate with the Carolina Institute for Developmental Disabilities (UNC); graduate of Western Carolina University’s University Participant (UP) inclusive postsecondary program; host of Exceeding Expectations with Kenneth Kelty, a podcast featuring trailblazers (with and without disabilities) focused on empowerment, inclusive postsecondary education, and competitive employment. His show has covered stories like B3 Coffee (NC) and an international perspective on disability from Ireland.

Host Tim Villegas talks with Liz Weintraub and Kenneth Kelty about why they create content as a form of advocacy—Liz to make disability policy plain-language and actionable, and Kenneth to amplify lived experiences and self‑determination through podcasting. They share memorable moments (like explaining congressional recess in everyday terms and highlighting inclusive employment via B3 Coffee) and where listeners can find their work.

Complete show notes and transcript: https://mcie.org/think-inclusive/liz-weintraub-kenneth-kelty-using-content-creation-for-disability-advocacy/

Dena Slanda — Faculty at the University of Central Florida, working on teacher preparation grants through the Office of Special Education Programs.

Lindsey Pike — Doctoral candidate at the University of Central Florida in Exceptional Education, focusing on diversity, equity, and inclusion at the intersection of disability and other markers of difference.

Eric Wells — Director of IDEA Programs at the Oregon Department of Education.

In this bonus episode recorded live at the Council for Exceptional Children Conference in Orlando, Tim Villegas sits down with four equity advocates to unpack the intersection of race and disability in education. The conversation explores why current systems often fail students from racially, culturally, and linguistically diverse backgrounds—and what educators can do to change that. From grassroots action to systemic reform, this episode is a call to reflect, act, and lead for equity.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-intersection-of-race-and-disability-pop-up-podcast-cec2022/

Host Tim Villegas welcomes Rasheera Dopson to talk about why she launched the WomanHood & Disability podcast and what it means to live at the intersection of womanhood and disability. Rasheera shares how moving from writing to podcasting pushed her to articulate lived experiences—like ableism and health disparities—in ways that invite both vulnerability and community. The conversation covers how she mixes solo episodes with interviews, uses cultural moments (e.g., Black History Month) to frame topics, and keeps the door open for allies while centering disabled voices. She also reflects on internships (including with Sen. Jon Ossoff’s office and AAPD), her goals in disability policy, and what’s ahead for Season 2, from body positivity to Black disability and intersectionality.

Complete show notes and transcript: https://mcie.org/think-inclusive/rasheera-dopson-womanhood-and-disability-podcast/

Shirene Hayes (she/her) — Chief Encouragement Officer and creator of Super MEro and The Code, an SEL resource for schools. She’s an award‑winning author, keynote speaker, serial entrepreneur, world traveler, and mother of two grown sons; she champions the “each one, teach one” mindset and the “power of one.”

Complete show notes and transcript: https://mcie.org/think-inclusive/matt-from-with-rolls-and-no-luck-shirene-hayes-creator-of-super-mero/

Cameos in this episode: Bryan Nance, a barista at Independent Grounds (Kennesaw, GA), shares how meaningful, inclusive work has improved his life and skills; Tim Villegas hosts.

Host Tim Villegas talks with Ira Eidle about the origins and evolution of the neurodiversity movement and why he created Autistic Archive to make that history accessible. They explore early listserv culture, seminal sites like Autistics.org and Neurodiversity.com, and recurring debates inside the movement—centering the question “who’s in control?” of spaces, services, and narratives about autistic people.

Complete show notes and transcript: https://mcie.org/think-inclusive/ira-eidle-autistic-archive/

What does independence actually mean for autistic young adults—and where does interdependence fit in? Haley Moss deconstructs the all‑or‑nothing notion of “doing everything by yourself,” offers practical life strategies (from grocery shopping to prescriptions), and lays out alternatives to guardianship with a strong emphasis on supported decision‑making. She closes with concrete ways educators can foster self‑advocacy at every age.

Complete show notes and transcript: https://mcie.org/think-inclusive/haley-moss-autistic-independence/

Host Tim Villegas talks with Lisa Drennan about moving inclusion beyond schools and into community life—especially recreation spaces like YMCAs, summer camps, JCCs, Boys & Girls Clubs, libraries, and arts programs. They cover practical advocacy steps for families (start at the top, ask about barriers, and suggest training), the mindset shift from “we can’t” to “how do we get to yes,” and why inclusion must be an organization‑wide commitment, not a one‑off program or single staff role. Lisa also shares a free toolkit she authored with The Arc of Massachusetts to help community organizations spark authentic friendships between people with and without disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/lisa-drennan-inclusive-recreation/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/alida-miranda-wolff-building-inclusive-organizations-that-last/

Alida Miranda-Wolff — CEO and founder of Ethos, clarifies what CRT is (and isn’t), outlines core tenets (race as a social construct; racism embedded in institutions; the role of counter-storytelling; and the critique of colorblindness/meritocracy), and shares how intersectionality and systems-thinking inform practical DEIB work.

Eddie Fergus — Professor of Urban Education Policy at Temple University who teaches a doctoral seminar on CRT and connects historical/legal context to today’s school equity debates, noting why “when you’re accustomed to privilege, equity feels like oppression.”

Pete Newlove — High school English teacher and doctoral candidate at the University of Colorado Denver who describes on-the-ground effects of anti‑CRT politics in schools and how educators navigate backlash, book bans, and board-level power shifts.

Featuring a clip from Cecelia Lewis — A school leader whose experience became entangled in anti‑CRT rumors; she shares a powerful inclusion story about moving a student with significant behavioral support needs into general education.

Host Tim Villegas explores how the anti‑CRT movement is spilling over into K–12 and threatening broader educational equity efforts—including disability inclusion. With insights from King Williams, Alida Miranda-Wolff, Eddie Fergus, and Pete Newlove, the episode clarifies what CRT actually is, how it’s being mischaracterized, and what practical steps educators can take to keep inclusion moving forward.

Complete show notes and transcript: https://mcie.org/think-inclusive/what-inclusionists-need-to-know-about-the-anti-crt-movement/

Diana is also a fierce sibling advocate. Her brother Joaquin spent 15 years in institutional settings after years of aversive “behavior” programs and harmful medication protocols. Diana and her family fought to bring him home into supported living on rural property designed for his safety and choice—what they lovingly call “Joaquinified.”

Host Tim Villegas talks with Diana Pastora Carson about her family’s journey to free Joaquin from an institution and what true inclusion requires in schools and communities. They unpack why typical “disability simulations” miss the point, and why presuming competence, prioritizing communication access, and removing societal barriers are the real drivers of inclusion. The episode closes with how Diana’s Beyond Awareness work gives educators concrete, research‑informed steps that honor disabled people’s voices.

Complete show notes and transcript: https://mcie.org/think-inclusive/diana-pastora-carson-beyond-awareness/

In this episode, Tim Villegas interviews Greta Harrison about her motivation for starting the Born Fabulous Podcast, her personal journey as a parent of a child with disabilities, and the importance of hope and relationships in inclusive education. Greta shares powerful stories from her life and podcast guests, emphasizing that inclusion is not just about access to education but about building a life in the community. The conversation also explores systemic challenges, the role of educators, and how parents can advocate effectively for their children.

Complete show notes and transcript: https://mcie.org/think-inclusive/greta-harrison-born-fabulous-podcast/

Shamby Polychronis, Ph.D. — Assistant Professor of Special Education at the University of Utah. A long‑time disability rights advocate, her passions include intersectionality, alternatives to guardianship, full inclusion in school and community, eliminating aversive interventions, and meaningful employment. She prepares special‑education teacher candidates and continues research and advocacy across these issues.

Host Tim Villegas talks with Amanda Darrow and Shamby Polychronis about honoring intersectionality between disability and LGBTQIA+ identities—what it looks like in classrooms, why language matters, and how policies and everyday practices can either harm or protect students. They unpack the “Genderbread Person” framework (identity, expression, sex, and attraction), discuss pronouns and the life‑saving impact of respectful language, share data on overlap between LGBTQIA+ and disability communities, and offer practical tips administrators and teachers can implement now—along with legal angles (ADA, FAPE/IDEA, Title IX) for creating safer, more equitable schools.

Complete show notes and transcript: https://mcie.org/think-inclusive/amanda-darrow-and-shamby-polychronis-honoring-intersectionality/

Lou Brown Co‑founder of TASH; this previously unpublished 2019 clip covers “ultimate functioning,” vertical and horizontal teaming, and why inclusive, integrated settings matter for learning and behavior.

Katie Novak Universal Design for Learning (UDL) expert and former assistant superintendent; she challenges ineffective standardized assessments and urges impact‑over‑intent, evidence‑informed teaching.

Alfie Kohn Author of Punished by Rewards; explains how extrinsic incentives (stickers, points, praise-as-reward, PBIS) can erode students’ intrinsic motivation.

Cheryl Jorgensen Author and longtime inclusion advocate; draws clear parallels between civil rights and disability rights and offers practical advice for educators working toward system change.

This “Best of” episode features four powerful clips: a never‑before‑released conversation with Lou Brown from 2019; plus highlights with Katie Novak, Alfie Kohn, and Cheryl Jorgensen. Together they tackle enduring questions—why inclusive placements outperform segregated “special classes,” how UDL can counter inaccessible assessment systems, why rewards often backfire, and how disability rights sit alongside civil rights. It’s a practical, plain‑spoken primer on building schools where every learner belongs.

Complete show notes and transcript:

Host Tim Villegas opens with the Autistic Self Advocacy Network’s plain‑language definition of autism, then talks with Anthony Ianni about his late‑disclosed diagnosis, his journey to (and through) Michigan State basketball, and how he came to embrace his autistic identity. The conversation centers on high expectations, support, and the message Anthony shares with young autistic people: you define your future

Complete show notes and transcript: https://mcie.org/think-inclusive/anthony-ianni-autism-basketball-and-one-athletes-dream/

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.

Dr. Howard Shane reflects on his first teaching job at Belchertown State School in 1969, how witnessing institutional life transformed his career, and the early DIY innovations that helped shape modern AAC. He traces a throughline from interest‑driven instruction to today’s consumer‑grade tech (wearables, AR, and AI) that can quietly support communication and social‑emotional needs—while arguing for a language and mindset shift that keeps students learning with their peers as much as possible, with targeted instruction layered in.

Complete show notes and transcript: https://mcie.org/think-inclusive/howard-shane-how-teaching-at-belchertown-state-school-changed-my-life/

Sheida Raley — Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education at the University of Kansas.

In this episode, Tim Villegas talks with Karrie Shogren and Sheida Raley about what self-determination really means and why it matters for all students—not just those in special education. They dive deep into the Self-Determined Learning Model of Instruction (SDLMI), a flexible, evidence-based framework that empowers students to set goals, make plans, and reflect on their progress.

The conversation explores how SDLMI works in inclusive classrooms, its role in multi-tiered systems of support, and why fostering self-determination is essential for equity and lifelong success. You’ll also hear practical stories from classrooms and learn how educators can start implementing SDLMI in their schools.

Complete show notes and transcript: https://mcie.org/think-inclusive/karrie-shogren-sheida-raley-what-does-self-determination-really-mean/

In this conversation, Tim Villegas and Dr. Jenna Rufo dig into what it really means to “reimagine” special education—using inclusion as the framework for equity and support for all students. They talk about shifting beliefs so the default is general education, wrapping services around students, designing instruction that’s engaging and differentiated, and building structures (like intervention/enrichment blocks and inclusion facilitation) that make inclusive schooling sustainable. They also touch on accountability for Least Restrictive Environment (LRE), neighborhood schools, and practical steps educators can take to start change now.

Complete show notes and transcript: https://mcie.org/think-inclusive/jenna-rufo-using-inclusion-as-a-framework-to-build-equity-and-support-all-students/

In this conversation, Michael McSheehan unpacks how MTSS and UDL fit together to make inclusive education work in everyday classrooms. He explains that UDL is the design foundation—assuming variability, elevating student voice, and removing barriers—while MTSS adds the structures and rapid response needed to prevent struggle and respond quickly when students need more. Together, they form a proactive, responsive system where all students start with “first, best instruction” and belong to a community of learners.

Michael reflects on lessons from SWIFT systems‑change work (state–district–school alignment matters), names the biggest barriers (adult mindsets, insufficient collaboration time, leadership turnover), and argues we need stronger civil‑rights‑level accountability—akin to Brown v. Board—to move beyond incrementalism. He also tackles the hard question, “Is inclusion done badly better than segregation?” and explains why the answer is no, sharing a student story (“Andy”) that shows how harm from unsupported inclusion can necessitate a temporary separate placement—with a thoughtful path back.

Complete show notes and transcript: https://mcie.org/think-inclusive/michael-mcsheehan-how-mtss-and-udl-fit-into-inclusive-education/

Sara Jo Soldovieri — Doctoral student at Syracuse University studying inclusive special education; inclusive special educator by training; previously created and ran the inclusive education program at the National Down Syndrome Society; appears in the documentary Forget Me Not about inclusive education in New York City.

Host Tim Villegas sits down with Janice Fialka and Sara Jo Soldovieri to talk about how to respond when families believe segregated special education classrooms are “best.” The conversation centers on listening first, naming fears, presuming competence, and taking practical steps—because inclusion is a process where all students learn together with the right supports.

Complete show notes and transcript: https://mcie.org/think-inclusive/janice-fialka-sara-jo-soldovieri-what-to-say-when-families-think-segregated-special-education-classrooms-are-best/

Emily Ladau joins Tim Villegas to unpack what meaningful allyship to disabled people looks like in everyday life, why language matters, and how multiple disability models shape attitudes and systems. They dig into inclusive schooling and work, the limits of “inspiration” narratives, and the principle of “nothing about us without us.”

Complete show notes and transcript: https://mcie.org/think-inclusive/emily-ladau-how-to-be-an-ally-to-disabled-people/

Tim talks with Genia Stephen about why podcasting is her go‑to way to bring disability thought leaders to families, what inclusion looks like across Canada and the U.S., and why “perfect inclusion” is aspirational—but inclusion still beats segregation every time. They discuss real‑life examples—from Genia’s sister and friend Becky to her son’s schooling—that show how community, relationships, and access to the regular curriculum create better outcomes.

Complete show notes and transcript: https://mcie.org/think-inclusive/genia-stephen-good-things-in-life-podcast/

In this episode, Tim Villegas talks with Eric Garcia about reframing how society talks about autism—centering autistic voices, prioritizing real supports, and moving away from labels that flatten people’s experiences. Garcia challenges “inspiration” narratives, argues for fully funding and properly delivering IDEA services, and explains why integrated employment and community‑based supports matter for dignity and opportunity. He discusses health care that listens to autistic people, the overlapping struggles of autistic and LGBTQ+ communities, and why terms like “high‑” and “low‑functioning” should give way to talking about support needs. The conversation closes with a hopeful vision: autistic people included in every decision that affects them—across policy, workplaces, and public life.

Complete show notes and transcript: https://mcie.org/think-inclusive/eric-garcia-were-not-broken-changing-the-autism-conversation/

Nancy Brundrett — Special education instructional assistant (19 years) and the district’s first classified on special assignment, providing job‑embedded coaching for instructional assistants, supporting school teams to implement inclusive practices, and leading professional learning.

In this episode, host Tim Villegas talks with Megan Gross and Nancy Brundrett about how Poway Unified school district shifted from celebrated segregated programs to a system where all students are general education students first. They walk through the leadership moves, the opt‑in pilot approach, the creation of on‑special‑assignment roles, and the day‑to‑day coaching that make inclusion work in real classrooms.

Complete show notes and transcript: https://mcie.org/think-inclusive/bonus-megan-gross-and-nancy-brundrett-what-inclusive-education-looks-like-at-poway-unified/

Dan Habib — Filmmaker (Who Cares About Kelsey?); explains why effective inclusion hinges on strong leadership, a safe school climate, and tiered supports (PBIS).

Julie Causton — Researcher/teacher educator; shares findings from “Schools of Promise,” where eliminating segregated programs and building staff capacity led to academic gains for students with and without disabilities.

Nicole Eredics — Classroom teacher/podcaster; breaks down a simple, high‑leverage practice: bring families in early and keep the communication going all year.

Scott — General education PE teacher; reflects on adapting activities, learning with support staff, and how peers benefit as much as (and sometimes more than) the students receiving supports.

This bonus “best of” pulls together five moments that have shaped how we talk about inclusion on Think Inclusive: defining what it really means to be an “inclusionist,” why leadership and school culture matter more than money, how whole‑school redesign boosts learning for all kids, the power of starting strong with families, and what inclusion looks like in everyday classes like PE.

Complete show notes and transcript: https://mcie.org/think-inclusive/the-best-of-think-inclusive-volume-1/

Host Tim Villegas talks with Marilyn Friend about what co‑teaching really is (and isn’t), why it isn’t mandated in federal or state law, and how it strengthens inclusive education by ensuring physical, social, and instructional integration for students with disabilities. The conversation covers the six co‑teaching approaches, which ones to prioritize, and practical guardrails like role reciprocity and keeping specially designed instruction truly “special.”

Host Tim Villegas talks with Sarah Wishart about Excluded, a young-people–led documentary exploring how exclusion works in UK schools and why inclusion and compassion matter. They cover the viral “ad hack” that mapped a school‑exclusion‑to‑prison pipeline on the London Underground, the realities of temporary and permanent exclusion (including PRUs), and how co‑creating—and paying—young contributors changed the film and the organization behind it.

Complete show notes and transcript: https://mcie.org/think-inclusive/sarah-wishart-excluded-a-young-people-led-film-on-school-exclusions/

In this conversation, Wyatt Oroke makes the case that high expectations are an equity issue: every student (“scholar,” in his classroom) deserves access to grade‑level content with the right supports. He shares how an honors‑level curriculum and a student‑led (90/10) classroom helped his scholars rise academically, engage with real‑world issues like restorative practices, and advocate directly to city leaders. Grounded in his own story as a once‑struggling reader, Oroke challenges deficit language (e.g., “learning loss”), pushes for curriculum that centers students’ identities and voices, and calls for schools to become true community hubs. He doesn’t mince words about systemic inequities—his stance is to “blow it up and start again”—while offering practical steps educators can take right now: listen first, design for access to grade‑level work, and give students the mic.

Complete show notes and transcript: https://mcie.org/think-inclusive/wyatt-oroke-having-high-expectations-for-all-students/

Tim Villegas talks with Melissa McCullough about what fully inclusive preschool looks like—and how her district moved away from “all‑or‑nothing” special education toward blended classrooms where related services are pushed in, teachers are dually certified, and supports are built around least restrictive environment from day one. A key milestone: the program began the 2021–22 school year with zero students in self‑contained placements. The conversation covers mindset shifts, partnering with families, strategic professional development, and using data and funding drivers (like Indicator 6 in Illinois) to sustain change.

Complete show notes and transcript: https://mcie.org/think-inclusive/melissa-mccullough-what-inclusive-preschool-services-look-like/

In this conversation, Eddie Fergus breaks down what “disproportionality” means in schools—when a student group is over‑ or under‑represented in programs like special education relative to their share of enrollment—and why it persists. He explains how practitioner mindsets (“shopping carts” of lived experience) and systemic design choices (e.g., wait‑to‑fail models) interact to produce inequitable outcomes. The discussion touches on Response to Intervention (RTI) and multi‑tiered supports, restorative practices as repair rather than punishment, and why the biggest barrier to inclusion may be the belief that only certain adults can teach students with disabilities.

Complete show notes and transcript: https://mcie.org/think-inclusive/eddie-fergus-disproportionality-in-special-education/

Jenny Kurth makes the case that inclusive education is a social‑justice issue because the “wealth, opportunity, and privilege” in schools live in general education—not in separate settings. She walks through how participation plans work (ecological assessment, general + individualized supports, embedded instruction, and prioritizing a few big learning goals) so students with complex support needs learn with their peers. Jenny also pushes the field to move beyond labels and placement continuums—toward “specialized supports” that follow the student—and reminds educators to use the power they already have to advocate, collaborate, and “find another way.”

Complete show notes and transcript: https://mcie.org/think-inclusive/jenny-kurth-implementing-inclusive-education-with-participation-plans/

In this episode, Alfie Kohn argues that rewards (“positive reinforcement”) and punishments are two sides of the same coin—tools for short‑term compliance that erode curiosity, relationships, and intrinsic motivation. He critiques PBIS and behaviorist frameworks for centering control and compliance, and offers a “working‑with” alternative grounded in student interests, democratic class meetings, and co‑created curriculum. The episode also touches on inclusion, ungrading, and practical ways educators can reduce harm while pushing for structural change.

Complete show notes and transcript: https://mcie.org/think-inclusive/alfie-kohn-does-behaviorism-belong-in-the-classroom/

She previously served six years as an assistant superintendent and now facilitates professional learning while leading through her site, novakeducation.com.

In this conversation, Katie Novak unpacks what UDL really means and why it’s not just “differentiation by another name.” She argues that when we design from the start for learner variability—academic, linguistic, cultural, and emotional—students with the widest range of support needs can access grade‑level goals without lowering expectations.

Katie also addresses standardized testing pressures, urging educators to focus on impact over intent and to create accessible, trauma‑informed, and culturally sustaining classrooms—then let students face the (often imperfect) tests. She explains the principle of “supplement, not supplant,” the centrality of least restrictive environment (general education first), and why inclusive placement plus flexible pathways is essential for real equity.

Complete show notes and transcript: https://mcie.org/think-inclusive/katie-novak-common-misconceptions-about-udl/

In “Why I Call Myself an Inclusionist,” Tim Villegas reframes the term inclusionist—not as “get rid of special education,” but as a commitment to the careful planning, collaboration, and systems change required to make inclusive education work. He traces his path from skepticism to advocacy through student-centered successes (like Nathan and Damien), argues that IDEA’s Least Restrictive Environment is the legal starting point, and contends the biggest barrier isn’t teachers or funding but administrator belief and leadership. He closes with a concrete litmus test for placement decisions: What about these supports can’t be provided in a general education classroom?

Complete show notes and transcript: https://mcie.org/think-inclusive/why-i-call-myself-an-inclusionist/

In this episode of Think Incluive, Tim Villegas talks with Shelley Moore about her path into special education and why inclusion matters. Shelley explains her Plan A / Plan B framing (every student belongs with their grade‑level peers as “Plan A,” with supports and temporary breaks as needed—but with a clear path back), contrasts BC/Canada’s less‑standardized approach with U.S. systems, and unpacks her now‑famous baked potato metaphor for strategic planning that keeps rigor high while widening access.

Complete show notes and transcript: https://mcie.org/think-inclusive/shelley-moore-what-is-all-the-fuss-about-baked-potatoes/

In this episode, Jennifer Spencer‑Iiams shares how her district shifted from segregated models to inclusive schools by focusing on better instruction for all learners, cultivating inclusive culture, and elevating student voice. She walks through concrete goals (neighborhood schools, co‑curricular participation, student‑led IEPs), the systems that kept momentum (weekly “Monday message,” measurable data), and stories—from a graduate’s “once they let me out” reflection to a stadium redesign—that show what real inclusion looks like.

Complete show notes and transcript: https://mcie.org/think-inclusive/jennifer-spencer-iiams-leading-for-all-how-to-create-truly-inclusive-and-excellent-schools/

Later, Amanda Selogie and Vickie Brett join the conversation to break down how IEP teams often mishandle placement discussions. They emphasize the importance of starting with general education as the default and encourage families to ask critical questions about existing inclusion practices. Their insights offer practical strategies for parents advocating for their children, even later in their educational journey.

This episode is a powerful call to action for educators, families, and advocates to push for meaningful inclusion and challenge outdated assumptions about disability and education.

Complete show notes and transcript: https://mcie.org/think-inclusive/amy-langerman-amanda-selogie-vickie-brett-lre/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/carol-quirk-systems-change-and-inclusive-education/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/including-students-with-intellectual-disabilities-in-general-education/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/christina-samuels-jackie-mader-unprepared-teachers-and-the-special-educator-shortage/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/mike-mchargue-erin-green-same-sex-relationships-autism-inclusion/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/julie-causton-inclusive-schooling/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/erin-studer-chime-institute/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/lou-brown-progress/

Complete show notes and transcript: https://mcie.org/think-inclusive/marci-heit-qd-foodie/

Throughout the episode, 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.

Complete show notes and transcript: https://mcie.org/think-inclusive/renay-marquez-paraeducate/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/jen-tennican-hearts-of-glass/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/annette-jett-pre-employment-transition-services/

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.

Complete show notes and transcript: https://mcie.org/think-inclusive/beckett-haight-inclusion-and-why-compsci-isnt-for-everyone/

Habib shares insightful stories about filming "Intelligent Lives," highlighting the lives of three young adults who defy preconceived notions about intellectual disabilities and showcase their unique capabilities. The podcast also discusses the historical context of education and labor market inclusivity, evaluating systemic structures and legislation that affect students with intellectual disabilities. Filled with engaging anecdotes and valuable advice, this episode is a must-listen for anyone interested in inclusive education and broader disability advocacy.

Complete show notes and transcript: https://mcie.org/think-inclusive/dan-habib-intelligent-lives/

Nikki emphasizes the importance of transitioning from a deficit-based approach to a strengths-based model in special education. She shares personal experiences with her son, Trenton, to illustrate how positive reinforcement and focusing on strengths can facilitate better learning outcomes. Together, they explore the role of teamwork, effective communication between parents and educators, and the importance of relationship-building in promoting inclusive education. From tackling systemic challenges to offering actionable advice for educators, this episode is packed with insights and practical strategies for fostering an inclusive learning environment.

Complete show notes and trailer: https://mcie.org/think-inclusive/nikki-heiman-my-creative-inclusion/

Throughout this episode, Amanda highlights the importance of understanding and addressing the anxieties of students returning to school, especially those with learning and attention issues. She also emphasizes the importance of keeping open lines of communication between parents and teachers and presuming competence and good intent from everyone involved. The discussion also covers how parents can strategically advocate for their children to remain in the least restrictive environment possible, backed by data and open dialogue. Amanda's unique perspective as both a parent and an educator offers invaluable insights for fostering an inclusive and supportive educational experience.

Complete show notes and transcript: https://mcie.org/think-inclusive/amanda-morin-ncld-and-understood-org/

Universal Design for Learning (UDL) is a recurring theme throughout the conversation, highlighting its intrinsic value in fostering a more inclusive and engaging classroom environment. Paula explains how UDL not only boosts student engagement but also accommodates variability and uniqueness in learning. Tim Villegas and Paula discuss the practical application of UDL, offering actionable strategies that educators can implement immediately. Moreover, they address common teacher concerns regarding the shift towards UDL, emphasizing the necessity of adaptability in teaching methods to ensure every student finds a pathway to success.

Complete show notes and transcript: https://mcie.org/think-inclusive/paula-kluth-universal-design-daily/

Kristin opens up about the origins and milestones of North Star Paths, emphasizing the importance of visually engaging resources in bridging understanding gaps among educators about students with disabilities, focusing on important topics like behavior as communication and self-regulation. Through her unique blend of creativity and pedagogy, she shares effective strategies, triumphs, and challenges faced in advocating for inclusive education. The episode also delves into how Kristin’s illustrations have transformed professional development for teachers and community education, showcasing her collaborative work and future aspirations.

Complete show notes and transcript: https://mcie.org/think-inclusive/kristin-wiens-northstar-paths/

Noah discusses the process of creating "Neighborhood," a reflective piece that serves as his thank you letter to his supportive community. He highlights the technical aspects of recording the song and the emotional journey tied to its production. Noah also shares his experiences of growing up with autism spectrum disorder, the acceptance he found in his community, and his hopes for using music as a medium to foster understanding and inclusion. The conversation concludes with Noah's aspirations for his career and his desire to give back through charitable initiatives centered around music therapy.

Complete show notes and transcript: https://mcie.org/think-inclusive/noah-jack-musician-on-the-autism-spectrum/

The conversation unpacks the theoretical and practical underpinnings of ABA, describing it as the study of behavior patterns and their interactions with the environment. Dr. Horner explains how PBIS extends ABA principles within a broader context to create supportive and sustainable environments in schools. Throughout the episode, concerns regarding the historical applications of ABA, such as its association with compliance and aversive techniques, are discussed and clarified. Dr. Horner emphasizes that PBIS is about designing effective environments to promote positive, socially valued outcomes for all students.

Complete show notes and transcript:

Throughout the conversation, Zachary Fenell talks about his motivation, inspired by author John W. Quinn, and how he overcame numerous physical and logistical challenges during his marathon training. He provides insights into the specific accommodations he required, including the use of a cane and special orthotics. Moreover, he touches on the significance of being called an inspiration and the importance of respecting personal limitations while pushing for greater inclusivity. The episode closes with Fenell discussing his future plans, including another marathon, a potential new memoir, and his ongoing contributions to Think Inclusive.

Complete show notes and transcript: https://mcie.org/think-inclusive/zachary-fenell-the-cerebral-palsy-vigilante/

In this engaging conversation, John Spencer shares his rich journey from teaching middle school to shaping future educators at the university level. He delves into his books "Empower" and "Launch," particularly focusing on the design thinking process, its application in K-12 education, and how it transforms the classroom into a dynamic learning environment. John addresses common concerns educators face, such as managing a classroom with diverse needs, balancing curriculum requirements, and overcoming the traditional fixation on compliance. Emphasizing the importance of creativity and student agency, he provides valuable insights and inspirational stories of success that span his teaching career.

Complete show notes and transcript: https://mcie.org/think-inclusive/john-spencer-student-engagement/

Complete show notes and transcript: https://mcie.org/think-inclusive/the-lion-league-changing-how-schools-build-inclusion/

Complete show notes and transcript: https://mcie.org/think-inclusive/the-power-of-inclusion-a-conversation-with-emily-ladau-and-kyle-khachadurian/

Complete show notes and transcript: https://mcie.org/think-inclusive/autistic-self-advocacy-network-shifting-from-awareness-to-acceptance/

The second part of the episode features an interview with educator and author Re Marzullo. She discusses her book "Sped" and its sequel "Sped 2," which follow the story of Jack Parker, an eighth-grader with dyslexia navigating the complexities of being in special education. Marzullo shares her inspiration for writing the books and how they have changed her perspective on special education. She also discusses the positive response she has received from both general education and special education students.

Complete show notes and transcript: https://mcie.org/think-inclusive/preparing-teachers-for-special-education-insights-from-educators-and-authors/

Complete show notes and transcript: https://mcie.org/think-inclusive/understanding-alternate-assessment-with-debbie-taub/

Complete show notes and transcript: https://mcie.org/think-inclusive/the-slow-progress-of-inclusive-education-in-the-us-with-cheryl-jorgensen/

Complete show notes and transcript: https://mcie.org/think-inclusive/russ-ewell-creating-inclusive-soccer-and-hope-technology-school/

Complete show notes and transcript: https://mcie.org/think-inclusive/dr-julie-causton-discusses-the-steps-schools-must-take-to-become-more-inclusive/

Complete show notes and transcript: https://mcie.org/think-inclusive/filmmaker-dan-habib-discusses-the-importance-of-positive-behavior-support-in-schools/

Complete show notes and transcript: https://mcie.org/think-inclusive/ariane-zurcher-discusses-autism-advocacy-and-the-importance-of-inclusion/

Complete show notes and transcript: https://mcie.org/think-inclusive/paula-kluth-dont-we-already-do-inclusion/

Complete show notes and transcript: https://mcie.org/think-inclusive/the-fialco-family-starabella/

Complete show notes and transcript: https://mcie.org/think-inclusive/nicole-eredics-the-inclusive-class/