Think Inclusive

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/ohPZW9go9tpraqmN5c9v5UUYMAQResources: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.4Inclusion Stories: https://pod.link/1633672526YouTube: https://www.youtube.com/@think_inclusiveThank you to our sponsor, IXL! Learn more: https://ixl.com/inclusive

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_urlKey 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=JPzYoY5us1SXJTzBThank you to our sponsor, IXL. Learn more: https://ixl.com/inclusive

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_Xv6F8M4SX8SBgKey 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 environmentResources: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

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/ZviVGZjEdxglJVPj5GSvF55FnWIKey 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-designEmpowerEd School Solutions: https://www.empoweredschool.org/Ron Martiello on LinkedIn: https://www.linkedin.com/in/ronmartiello/Thanks to our sponsor, IXL! https://ixl.com/inclusiveMCIE: https://mcie.org

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_7sYmgOXT0Key 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/andreahparrishAI in Education Webinar: https://www.aiforeducation.io/harnessing-ai-in-special-education-a-four-part-seriesThanks to our sponsor, IXL! Learn more: https://ixl.com/inclusiveMCIE: https://mcie.org

About the Guest(s):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-Ix7GmHfWQ3YKey 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/1732870059Books by Kayla: https://www.inclusionstartsnow.com/shopThank you to our sponsor, IXL. Learn more at https://ixl.com/inclusiveMCIE: https://mcie.org/

About the Guest(s):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/FFx3Ms0th62yMOHjGYBECmtcgPYKey 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.pdfHow 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/inclusiveMCIE: https://www.mcie.org

About the Guest(s):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_1D2ljznGNv0hNFOxQKey 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.pdfThank you to our sponsor, IXL! Learn more: https://ixl.com/inclusiveMCIE: mcie.org

About the Guest(s):Danny Whitty is a non-speaking autistic advocate who uses spelling to communicate. He has gained attention for his insights into living as a non-speaker and his advocacy for disability rights. Danny is a co-host of the podcast "All Our Brave Hearts" along with his sister, Tara. Their podcast aims to amplify the voices of non-speakers and advocate for more inclusive practices in education and society.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."Episode Summary: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.Transcript: https://otter.ai/u/3zwexqa26T51HJx2DWfwAmsyptUKey Takeaways:The introduction of spelling to communicate can drastically improve the quality of life and autonomy for non-speaking individuals.Hiring and training communication regulation partners is challenging but necessary for granting non-speakers more autonomy.There is significant bias and skepticism within educational and professional communities regarding the validity of alternative communication methods.Inclusive education should prioritize presuming competence and providing necessary communication tools to all students, regardless of their initial perceived abilities.Danny and Tara's podcast, "All Our Brave Hearts," aims to foster understanding and acceptance of non-speakers and broader disability rights issues.Resources:All Our Braves Hearts: https://allourbravehearts.substack.com/Danny with Words: https://dannywithwords.com/SPELLERS: https://youtu.be/8h1rcLyznK0?feature=sharedASHA Position Statement: https://www.asha.org/policy/ps2018-00352/Thank you to our sponsor, IXL! Learn more: https://www.ixl.com/inclusiveMCIE: https://www.mcie.org/