About the Guest(s): Dr. Cheryl M. Jorgensen is a renowned expert in inclusive education with over 30 years of experience in the field. She worked as a faculty researcher at the University of New Hampshire's Institute on Disability, focusing on inclusive education for students with autism, intellectual, and other developmental disabilities. Dr. Jorgensen is passionate about working with students with Down Syndrome and their educational teams. She has authored numerous books and articles on inclusive education and is highly respected for her expertise in the field.

Episode Summary: In this episode, host Tim Villegas interviews Dr. Cheryl Jorgensen, an expert in inclusive education. They discuss the slow progress of inclusive education in the United States and the barriers that prevent its widespread implementation. Dr. Jorgensen highlights the existence of two separate education systems, general education, and special education, which perpetuate the idea that students with disabilities need something different. She also addresses the issue of the least restrictive environment principle and its impact on placement decisions for students with disabilities. The conversation delves into the parallels between the civil rights movement and the disability rights movement, emphasizing the need for societal change and a shift in attitudes towards disability. Dr. Jorgensen shares insights on the Common Core State Standards and its potential impact on students with disabilities. Overall, the episode explores the challenges and possibilities of inclusive education and offers valuable perspectives on how to promote change in the education system.

Transcript: https://otter.ai/u/x3bh_SGcXHJLTz6rgMAPnBiq5ng

Key Takeaways:

• The slow progress of inclusive education in the United States can be attributed to the existence of two separate education systems, general education, and special education, which perpetuate the idea that students with disabilities need something different.
• The least restrictive environment principle, although intended to support individualized education, often justifies segregated education for some students with disabilities.
• Discrimination against individuals with disabilities shares similarities with discrimination based on race, as both stem from prejudices about competence and ability.
• Inclusive education can be achieved by breaking down the silos between general education and special education, combining resources, and providing individualized support to all students.
• The Common Core State Standards have the potential to benefit students with disabilities if implemented through universal design for learning and a belief in the capabilities of all students.

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