Tim Villegas shares his experiences with inclusive education and the obstacles he faced while attempting to implement it in non-inclusive school systems. He shares the story of Damian, a student with multiple disabilities who was included with the assistance of a paraprofessional. However, Tim realizes that this approach was not true inclusion and failed to address the systemic issues that resulted in segregation in the first place. Tim has a conversation with a former colleague about the impact one teacher can have on changing a system from within. He also discusses the progress and challenges faced by Sevi, Harper, and Natalia, three students with disabilities whose families have been advocating for inclusive education. Finally, Tim concludes with some hopeful discussions with future educators and the real question everyone should be asking themselves.

This is part five of a five-part series about families and school districts fully committed to inclusive practices for all learners. Listen to the entire series on your favorite podcast player or go to https://mcie.org/think-inclusive/inclusion-stories/.

Transcript: https://otter.ai/u/JM-lQu_nfi6qoaJ3BAQkvvoH2rc

Thank you to our sponsors!

Communication First: https://communicationfirst.org/

Roots of Inclusion: https://www.rootsofinclusion.org/

Council of Parent Attorneys and Advocates: https://www.copaa.org/

Thompson Policy Institute on Disability: https://www.chapman.edu/education/centers-and-partnerships/thompson-policy-institute/index.aspx

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The White Family

The Teague Family

Support by the Washington Office of Superintendent of Public Instruction and Club 21 in Pasadena, CA.

Music

Theme & End Credits: The Light by Greg Drews and The Truth

Donate

https://secure.givelively.org/donate/maryland-coalition-for-inclusive-education-inc

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

About the Guest(s):

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.

Carolina and Jaiker share their journey of advocating for inclusive education for their daughter Natalia, who has Down syndrome. They discuss the challenges they faced in navigating the special education system and their decision to remove Natalia from special education services. They highlight the importance of inclusive education and the positive impact it has had on Natalia's development and happiness. The episode also features insights from Cecil County Public Schools in Maryland, where inclusive practices are the norm.

This is part one of a five-part series about families and school districts fully committed to inclusive practices for all learners. Listen to the rest of Inclusion Stories: https://shows.acast.com/inclusion-stories

Transcript: https://otter.ai/u/I61Kqa0ABSDbl7RMgbVGFOfwMHA

Resources:

The Segregation of Students with Disabilities (National Council on Disability): https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf

Cecil County Public Schools: https://www.ccps.org/

Thank you to our sponsors!

Communication First: https://communicationfirst.org/

Roots of Inclusion: https://www.rootsofinclusion.org/

Council of Parent Attorneys and Advocates: https://www.copaa.org/

Thompson Policy Institute on Disability: https://www.chapman.edu/education/centers-and-partnerships/thompson-policy-institute/index.aspx

iSecurePrivacy

The White Family

The Teague Family

Support was provided by the Washington Office of Superintendent of Public Instruction and Club 21 in Pasadena, California.

Music

Theme: The Light by Greg Drews and The Truth

End Credits: Stella's Rhumba by Marcus Gerakos

MCIE:

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

Since 1988, MCIE has equipped over 200 schools in 25 school districts across the country to include children and youth who are at the greatest risk of exclusion.

Your gift directly impacts our ability to develop resources and support educators and families as they work to create authentic inclusive experiences for all learners that result in a sense of belonging, engagement with peers, friendships, and learning grade level content.

Donate: https://secure.givelively.org/donate/maryland-coalition-for-inclusive-education-inc

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

About the Guest(s):

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.

About the Guest(s):

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.

About the Guest(s):

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.

About the Guest(s):

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.

About the Guest(s):

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.

About the Guest(s):

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.

About the Guest(s):

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.