Think Inclusive

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About the Guest(s): Ken Posner is a passionate advocate for the therapeutic benefits of natural stimulation and mindfulness, particularly through the practice of going barefoot as part of the "Barefoot Autism Challenge." Although not a professional runner, Ken's fervor for barefoot running, stemming from the energy and joy it offers, has led him to adopt it as a lifestyle choice. With an awareness of neurodiversity and its intersections with physical activities, he champions the experience of going barefoot for both neurotypical and neurodiverse individuals, emphasizing the grounding and process-enhancing aspects it offers.

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/

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About the Guest(s): Thomas R. Guskey, PhD, is Professor Emeritus in the College of Education, University of Kentucky. A University of Chicago graduate and former middle school teacher, he served as an administrator in Chicago Public Schools and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. He is author/editor of twenty-eight books and over three hundred published articles and book chapters. His most recent books include Engaging Parents and Families in Grading Reforms, Implementing Mastery Learning, and Instructional Feedback.

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)

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Hi Friends. Tim Villegas here from the Maryland Coalition for Inclusive Education. This week, we have a feed drop from a fantastic podcast, Learn with Dr. Emily. Dr. Emily King is a child psychologist and former school psychologist specializing in raising and teaching children and teens diagnosed with autism, ADHD, anxiety, learning disabilities, and/or giftedness. Each week, she shares her thoughts on a topic related to psychology, parenting, education, or parent-teacher collaboration. The episode I’m going to share with you today features Dr. Tina Payne Bryson discussing the concept of attachment and its significance in child development, emphasizing the role of parents in providing secure attachment, regulating children's emotional and physiological states, approaching discipline as a teaching process, supporting neurodivergent children, and trusting the non-linear developmental process. While this information was directed toward parents, educators can learn a lot from this conversation. 

Transcript: https://otter.ai/u/_6P_fEb1oTNzszG_QM_sR0pfTP8

Learn with Dr. Emily: https://pod.link/1639929216

This episode is sponsored by Bookshare: https://www.bookshare.org/

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About the Guest(s): Beth Leipholtz is a multifaceted professional and mother, known for her transparent sharing of personal life experiences on social media. She is the author of the children's book, "The ABCs of Inclusion," and previously penned "Hello, Holland," aimed at parents navigating their children's hearing loss. Beth's journey through motherhood, managing her son's deafness, cochlear implants, and use of sign language, forms the crux of her advocacy for inclusion and accessibility. With a significant following on social media platforms, including a presence on TikTok, Beth leverages her story to make lesser-known conditions more familiar to the general public. She is also a website designer, owns a photography business, and is a voice for sobriety, having been alcohol-free for a decade.

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/.

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About the Guest(s): Lauren Hough Williams is the Executive Director of the Program for Inclusion and Neurodiversity Education, better known as PINE, an online platform that offers training and support to schools committed to building more neuro-inclusive schools. Lauren is an autism and inclusion specialist and began her career as a special educator for the NYC Department of Education before working for over a decade to define, refine, and expand the NYU ASD Nest Support Project. She partners with the neurodivergent community to shift the special education paradigm from deficits to strengths. Lauren is committed to helping school systems build inclusive learning environments for neurodivergent students. 

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: [email protected]

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.

Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!

About the Guest(s):

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/

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Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!

About the Guest(s):

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/

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Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!

About the Guest(s):

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

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About the Guest(s):

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

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Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!

About the Guest(s):

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.