Think Inclusive

We say “inclusion” all the time. Michael McSheehan, owner and lead consultant of Evolve & Effect, says it’s time to say what we mean. He and four co-authors set out to write guidance about paraprofessionals and ended up writing the Five Features of Student Experience in a Continuum of Supports for Inclusive Education.

The five features are location, accessibility, participation, affirmation, and agency. Each one is measured by what the student experiences compared to classmates without disabilities, not by what the classroom has. Michael explains why a student doing the same content with a para off to the side is not participating, why affirmation starts with “Is my name on the roster?”, and why special education and general education run on theories of learning that mix like oil and vinegar.

After the interview, Michael plays Awake Among the Stars, our micro role-playing game adapted from Alone Among the Stars by Takuma Okada, and names a planet after his childhood dog.

Expanded show notes and transcript: https://mcie.org/think-inclusive/say-what-you-mean-michael-mcsheehan-on-the-five-features-of-inclusion-1404/

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

Magen Rooney-Kron started out co-teaching in Chicago Public Schools. When she asked where her students with intellectual disabilities went after high school, the answers were “I don’t know” and “they go home.” The class meant to prepare them for work had them putting spoons in bags. She has worked on transition ever since, and today she is an assistant professor of inclusive education at the University of Missouri-St. Louis.

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

Andrew Goff threw a mug that said “Best teacher ever” at a wall. It was his twelfth year in the classroom, and the email that set it off came from someone he had counted as an ally. His second memoir, Shattered and Becoming: A Teacher’s Journey Between Policy and Purpose, is about the year that followed.

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 Rufo went to a restaurant in her wheelchair and was handed a kid’s cup with a lid. Everyone else at the table got a regular one. She came back another day walking with crutches, and got a cup with no lid.

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

Meg Grigal is the director of Think College at the Institute for Community Inclusion at UMass Boston. With over 25 years of experience researching pathways to higher education for students with intellectual disabilities, she has been a pivotal force in transforming inclusive postsecondary education and leading the charge for innovative research and action.

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.

Join us for episode three of MCIE's "Think Inclusive" four-part series in collaboration with Think College, as Tim Villegas visits the IDEAL program at Georgia State University in downtown Atlanta. IDEAL — Inclusive Digital Expression and Literacy — is a college program for students with intellectual disabilities built around creative media: film, television, and digital arts. It is also a commuter program. There are no dorms and no leafy college town here. Every student crosses one of the most traffic-choked metro areas in the country to get to class, some of them spending three hours a day on buses or paratransit for the privilege. The episode opens in a careers class, where nine students name their dream careers: veterinarian, flight attendant, musician, actor, podcaster, comic book writer.

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/

Join us for episode two of MCIE's "Think Inclusive" four-part series in collaboration with Think College, as Tim Villegas travels to the University of California, Davis, to visit the Redwood SEED Scholars Program — California's first four-year residential college program for students with intellectual disabilities, and the first at any UC campus. SEED stands for Supported Education to Elevate Diversity, and the name comes from an unlikely grove of redwood trees growing in the Central Valley heat, holding each other up by their shallow, interlocking roots. It's a fitting image for a program built on community: scholars live in the dorms, take UC Davis classes across 27 different departments, work paid jobs on campus and in town, and are surrounded by more than 170 paid peer mentors.

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.

Lachi is a distinguished figure in the music and media industries, known for her work as an award-winning recording artist, producer, and advocate. She has a dynamic career that includes a Grammy-nominated album, hosting the PBS series Renegades, and founding the organization RAMPD (Recording Artists and Music Professionals with Disabilities). Lachi is also a national trustee of the Recording Academy and she identifies as blind and neurodivergent.

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/

LeDerick Horne is a spoken word poet, advocate, and speaker known for his work in special education and disability advocacy. He serves as the board chair of All In for Inclusive Education and is co-author of “Empowering Students with Hidden Disabilities: A Path to Pride and Success.” LeDerick has performed his poetry at high-profile venues, including the White House, and is the co-host of the “Black and Dyslexic Podcast.” His work primarily revolves around exploring his dual identity as a Black man with a learning disability, utilizing poetry to advocate for inclusive education practices.

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/

Angela Macklin is a dedicated special education teacher and inclusive systems leader who played a pivotal role in transforming Cottage Lake Elementary School into a hub of inclusivity. Angela’s expertise in Universal Design for Learning (UDL) and inclusive practices has now extended to the district-wide level in the North Shore School District, Washington. Her innovative approach is centered on fostering environments where every student can thrive, focusing on systemic change from the ground up.

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/