Unlocking Inclusive Strategies: Empower Every Child to Fly

Jani Kozlowski: Having your child as a preschooler go off to school is emotional and scary, regardless. If your child has a disability or not, it’s a charged kind of feeling for the first time. It’s understandable when they learn they could have a smaller classroom or specific services provided in a specific place. I can see how that might be tempting. But after your child goes into school, they will continue to be segregated. It’s much easier to continue inclusion than it is to go from segregated back to inclusion. Inclusion sets the trajectory, but once labeled and identified for segregated placement, that continues. It’s important that families approach this vision for their child with a long-range view. 

Tim Villegas: Hi friends, I’m Tim Villegas. This is Think Inclusive. Who you just heard was Jan Kozlowski, a passionate early childhood professional of over 30 years. Author, speaker, technical assistance specialist, and consultant focused on supporting each and every child and family during the most critical period of development. Jani provides professional development and technical assistance for state leaders, educators, and other practitioners around topics such as early childhood disability services, supporting learning environments, infant toddler development, collaborative partnerships, social-emotional development, quality improvement initiatives, and workforce professional development systems. She currently leads initiatives focused on early childhood disability services at the Frank Porter Graham Child Development Institute at the University of North Carolina Chapel Hill. Jani is the author of “Every Child Can Fly: An Early Childhood Educator’s Guide to Inclusion” and “Empowering Your Child to Fly: A Family’s Guide to Early Childhood Inclusion.” Thanks so much for being here with us today. We appreciate each and every one of you for listening to or watching Think Inclusive, MCIE’s podcast that brings you conversations with people doing the work of inclusion in the real world. While you’re here, make sure to hit the follow or subscribe button wherever you are so you can keep getting Think Inclusive in your feed. 

In this episode of Think Inclusive, Jani and I discuss the challenges and strategies related to advocating for inclusive education for young children with disabilities. Jani shares her experiences, emphasizing the importance of early childhood inclusion and the long-term impact it has on a child’s educational trajectory. She talks about her books “Every Child Can Fly” and “Empowering Your Child to Fly” and the adaptations she made to make the information accessible to families. Jani elaborates on strategies for parents to advocate for inclusion, the significance of building strong relationships between families and educators, and the importance of having a vision for a child’s inclusive education. She also highlights useful resources like parental centers and legal assistance available through organizations such as CADRE. Jani concludes by sharing personal anecdotes and underscoring the value of cooperation and mutual support between families and educators to foster an inclusive learning environment. 

Before we get into my conversation with Jani, I want to tell you about our sponsor for this season, IXL. IXL is a fantastic all-in-one platform designed for K-12 education. It helps boost student achievement, empowers teachers, and tracks progress seamlessly. Imagine having a tool that simplifies what usually requires dozens of different resources. IXL adapts to students’ individual needs, ensuring they’re both supported and challenged. Plus, each learner receives a personalized learning plan to effectively address any knowledge gaps. Interested in learning more? Visit ixl.com/inclusive. That’s ixl.com/inclusive. Alright, after a short break, we’ll get into my conversation with Jani Kozlowski. Catch you on the other side. 

Tim Villegas: Jani Kozlowski, welcome to the Think Inclusive Podcast. 

Jani Kozlowski: Hi, Tim, great to be with you. 

Tim Villegas: It’s wonderful to see you again. What’s going on in your world since you were last on Think Inclusive? 

Jani Kozlowski: Thanks for having me back. It’s wonderful to be with you and to speak to your audience. I’m super excited. When we last spoke, I had just published my first book, “Every Child Can Fly,” and I’ve been thrilled by the response from the early childhood community. I developed a book study that I’ve delivered with groups in Montana, Oregon, and Illinois. I’ve been doing some keynotes. It was kind of a scary time at first to put out a personal book since I had never shared about my own experiences in a public way about living with a disability and parenting a child with a disability. But the response was incredible and super supportive. It’s been gratifying to share what I’ve learned with other educators and leaders in childcare, Head Start, and pre-K. I’ve been inspired by the teachers I’ve met, fellow inclusionists like us, and some teachers new to the concept of inclusion. They were relieved to learn they don’t need magic pixie dust to be an educator for each and every child. I learned a lot through the whole thing. 

Tim Villegas: The book you wrote that we’re going to talk about today, “Empowering Your Child to Fly,” I’ve got a copy of it right here. Thank you for that. You adapted it for families. 

Jani Kozlowski: Yes, I interviewed 15 families. One family you’re familiar with is Hilda and Olivier Bernier. It was cool to interview them and some families that work with the OSEP parent centers. I knew I didn’t want it to just be my story, so I interviewed other families as well. 

Tim Villegas: What put you on the path to adapting the book? Was there a particular thing that happened, or was this always in your mind? 

Jani Kozlowski: It was definitely a thing that happened. I wrote “Every Child Can Fly” for educators to demystify early intervention and early childhood special education, share the research base and legal foundations around inclusion, and give practical strategies. I didn’t let my husband read it when I was writing the manuscript because I wanted the stories to be true to my own personal parenting stories. He didn’t read it until it was published. His reaction was how helpful it would’ve been to us when we were in the thick of it, parenting our own child. He said, “Why don’t you think about adapting this for families because it would’ve been really helpful to us?” So that’s what I did. I interviewed 15 families, shared their stories and reflections in the book, and included some pictures too. 

Tim Villegas: The book is in full color, which is really nice. It’s beautifully laid out with quotes and stories from families. Why do you think it’s important for families to embrace inclusion at the beginning of their journey? 

Jani Kozlowski: I’ve loved getting to know you, Tim, because you have the K-12 perspective on inclusion. Your role in K-12 isn’t my world. I’m an early childhood person with a background in Head Start, childcare, early intervention, and early childhood special education. Inclusion in early childhood sets the trajectory for inclusion in elementary school, middle school, high school, and life. It’s easier to include a three-year-old because everything about school is new to them and their family. There aren’t established patterns, so we can get it right from the start. It’s important for children with disabilities and their families to start in an inclusive setting. It’s also important for children without disabilities because they’re learning about differences in general. At that age, young children are open to the truth that we differ in the way we accomplish things in life. When children are segregated, we’re doing a disservice to children with and without disabilities because they’re not learning a true picture of the world. Inclusion in early childhood gives children the full exposure to the range of what it means to be a human being. 

Tim Villegas: As you were talking, I’m thinking about scenarios where a family lives in a school district and the services provided for their child with a disability in preschool don’t offer an inclusive setting. The family is told their child will be cared for in a small group with highly trained staff and all the services their child needs. The family feels good about the decision to have their child go to a segregated, self-contained classroom. Why should that family advocate for something better? 

Jani Kozlowski: It’s easy to understand how a family would feel that way because having your child as a preschooler go off to school is emotional and scary. It’s understandable when they learn they could have a smaller classroom or specific services provided in a specific place. But after your child goes into school, they will continue to be segregated. It’s much easier to continue inclusion than it is to go from segregated back to inclusion. Inclusion sets the trajectory, but once labeled and identified for segregated placement, that continues. It’s important that families approach this vision for their child with a long-range view. Special education is a service, not a place. It’s about where the child can be most successful in the place they would be if they didn’t have a disability. Typically, that’s childcare, Head Start, or pre-K. It’s about what services are necessary for the child to be successful in that place. I can understand how parents might have anxiety about it, but it was important to me that my son be in a place where he would be if he didn’t have a disability. We don’t live in a segregated world. We live in an inclusive world, so it’s unfair for children to have that expectation and then get out into the world in an inclusive world. 

Tim Villegas: I’ve been reflecting on this. For inclusionists like you and me, we use the language of segregation because we know it sends a message. School districts aren’t calling their special education classrooms segregated classrooms. They’re self-contained or special education classes. We use it because that’s what’s actually happening. Families are receiving information that’s messaged and framed in a way that makes them feel good about the option. It’s important to call it what it is—a segregated placement. If you are segregated early, it determines your trajectory. More often than not, if you were in a segregated placement in preschool, you’ll be in one in kindergarten and so on. I was just at Walmart, and they have sensory-friendly hours on Friday mornings between eight and ten. We always say there aren’t special education grocery stores, but having an inclusive world means sometimes providing accommodations like sensory-friendly theaters or shopping hours. It’s about providing options and choices for families and individuals who may want to use those opportunities. It’s different from saying, “Because of your disability, you have to go to the grocery store during this time period.” 

Jani Kozlowski: Yes, exactly. It’s about providing choice, not mandating segregation. 

Tim Villegas: For families who want to advocate for inclusion, are there any strategies you would recommend? 

Jani Kozlowski: In early childhood, families need to understand the law and their rights. If they have an infant or toddler, they will be served by early intervention. Part C has different goals and eligibility requirements than Part B of IDEA for preschool. Families should become knowledgeable about their rights and what least restrictive environment looks like in early childhood. Fewer than half of preschool-aged children receive services in an inclusive early childhood setting. IDEA is clear that IEP teams must first consider the place the child would be if they didn’t have a disability and design services and supports to make the child successful there. Connecting with other families is crucial. The Office of Special Education Programs funds parent centers across the country. Families can go to parentcenterhub.org to find their state’s parent center. These programs often have mentoring initiatives and are run by people who have experience with special education. Preparing for the IEP meeting is also important. Families should think ahead about their child’s strengths, concerns, and the services and supports they believe would be most helpful. They should come ready to ask questions and share information. The IEP meeting is where decisions about placement will be made. 

Tim Villegas: Yes, the IEP meeting is critical. Having a vision for inclusion is important. If parents don’t have a vision, the default is often the school team’s vision. 

Jani Kozlowski: The school team often sees the disability, not the full range of who your child is. It’s important to share a vision for your child. 

Tim Villegas: How can parents work with educators and specialists to support their child in school? 

Jani Kozlowski: Building positive relationships between educators and families is crucial. Research shows that suspension and expulsion rates are lower when families have a good relationship with the teacher. Positive relationships make a big difference. It’s not always easy, especially with inclusion, but it’s important. I heard from many families about strategies they used to support relationships. My strategy was simple: compliments, presents, baked goods, and volunteering. Let me tell you a quick story. 

Tim Villegas: Of course, it’s a podcast. You can tell as many stories as you’d like. 

Jani Kozlowski: My son Ricky was adopted at 17 months old from an orphanage in Ukraine. He didn’t have the experiences he needed in those first 17 months. The caregivers were worried about health issues, so they kept everything sanitary. Toys were up on a high shelf, and the children didn’t have access to them. When we brought Ricky home, he wanted to explore the world through his senses, especially by putting things in his mouth. At home, it wasn’t a big deal, but it was an issue at preschool. One day, his teacher showed me a sink filled with soapy water and toys Ricky had put in his mouth since noon. I was embarrassed and didn’t know what to do. I called a friend in early intervention, and she suggested making a necklace with teething beads. Ricky wore the necklace to school, but his teacher handed it back to me in a plastic bag, saying it was nasty. I was crestfallen, but because we had a relationship, we problem-solved together. Ricky started wearing a bandana to school, which was absorbent. I brought a stack of bandanas for his teacher to swap out during the day. If it weren’t for that relationship, I would’ve been looking for another placement. Problem-solving together is powerful. 

Tim Villegas: Wow, thank you for sharing that. Relationships are powerful and cultivating them takes time. 

Jani Kozlowski: Yes, it does. Another challenge families face is when self-contained classrooms are the default. It’s tricky to advocate for inclusion, but resources like parent centers and CADRE can help. Having a team to join you in the IEP meeting can make a difference. It’s not always successful, but sharing your vision for your child can help. 

Tim Villegas: Can you talk a little about CADRE? 

Jani Kozlowski: CADRE helps families with dispute resolution and provides information. Families can get legal assistance through CADRE. We’ll put the link in the show notes. 

Tim Villegas: We’ll also put a link to the documentary “Forget Me Not.” We did a webinar with Olivier Bernier, showing parts of the film and having a Q&A. Olivier was a guest on Think Inclusive. We’ll put that link in the show notes. Any other ideas for families to overcome challenges? 

Jani Kozlowski: Keeping the long view in mind is important. Where you are now is just one point in your family’s journey. I kept a journal of funny and happy things Ricky said or did. It’s one of my cherished possessions. I only wrote the positive memories because I worried Ricky would read it as an adult. But looking back, the tough memories are important too. They show how far we’ve come. Parenting is about embracing the fact that our children are individuals. We have everything and nothing to do with how they grow and develop. It’s a powerful lesson. I spent so much time worrying about being a good mom, but looking back, I would’ve given myself more grace. It’s just a point in the journey, and we make the best decisions we can. 

Tim Villegas: We talked about parents having a vision for their children. It’s important to have a vision, but sometimes the outcome isn’t what we expected or even what’s best for our children. 

Jani Kozlowski: Yes, it’s a paradox. We want to have a vision, but we don’t know the outcome. It’s about identifying the child’s strengths and preferences and making those strengths as strong as they can be. It’s about finding joy in what they do and where they are. All children face challenges, and we have to do that for them. Children don’t have self-reflection, but when we affirm their strengths and preferences, they develop a healthy self-image. It’s especially important for children with disabilities. Meg Zucker’s book “Born Extraordinary” is powerful. She writes, “When the world takes one glance at you and reminds you of everything you aren’t, you need to rely on constant reinforcement at home to remind you of everything you are.” Presuming competence, respecting autonomy, and avoiding assumptions are key. Approach each situation with the mindset that your child is capable. They might surprise you. 

Tim Villegas: It’s hard to do in practice, but yes. A lot of educators listen to this podcast. Any final thoughts for our audience? 

Jani Kozlowski: It’s been fun to talk about the parent-educator relationship. When educators view parents as partners, it makes a big difference. Help me figure this out together. I’m the expert on home, you’re the expert on school. Let’s celebrate new achievements together. Educators are in a position to support families, nurture strengths, and help children connect socially. When I noticed children with the same preferences, I shared that with their families and made friendship matches. Families were grateful. For children with disabilities, making friends can be harder, and educators can play a big role in that. I hope educators share this book with families and let me know what they think. 

Tim Villegas: Where can people find your book? 

Jani Kozlowski: Links to the books are at everychildcanfly.com. They’re published by Gryphon House. “Empowering Your Child to Fly” will be available in audiobook soon. 

Tim Villegas: Did you record the audiobook? 

Jani Kozlowski: I did not. A very perky sounding lady recorded it. She’s like my soul sister. She made my jokes in the exact same way I would’ve made them. 

Tim Villegas: The book is called “Empowering Your Child to Fly: A Family’s Guide to Early Childhood Inclusion.” For those watching on YouTube, I’m holding the book up. It’s got wonderful artwork. Get one for your library and use it as a resource. Anything else you want to promote? 

Jani Kozlowski: Thank you for helping me share. If you go to everychildcanfly.com, I have a newsletter. It’s every other monthly-ish. You can sign up if you’re interested in staying in touch. 

Tim Villegas: The Weeklyish is coming back. By the time this airs, the Weeklyish should be in full publication mode again. We’re starting back in February. I’m very excited about that. It’s time for a mystery question. Are you ready? 

Jani Kozlowski: Yes. 

Tim Villegas: What words do you always struggle to spell correctly? 

Jani Kozlowski: I was a great speller in school. I was runner-up in the spelling bee. The word I got wrong was “pewter.” I didn’t know what it was. My mom was proud of me for doing well, even though I didn’t win. She gave me a little figurine made of pewter of a girl reading a book. It’s a sweet memory. 

Tim Villegas: The word I always struggle with is “restaurant.” I can never get it right. Another one is “beautiful.” Even though I generally know how it’s spelled, it’s hard for me. Fortunately, I have tools like spell check and Grammarly to help me be a better writer. 

Jani Kozlowski: Isn’t it wonderful? You don’t have to worry about it anymore. I struggle with words that have double letters, like two N’s or two T’s. Spell check is a favorite. 

Tim Villegas: Yes, I love spell check. Sometimes you spell a word so badly that spell check doesn’t know what you’re trying to say. I’ve been utilizing AI a lot more too. We have tools like ChatGPT and Copilot. I use them to help me be a better writer, suggest words, check grammar, and make my writing more creative. 

Jani Kozlowski: That’s an example of universal design and assistive technology that we all benefit from. Ability is a continuum, and we’re all good at some things and need support in others. One day, our world will be like spell check, where everyone has the tools they need, and we’re not categorizing people based on those needs. That’s my vision. 

Tim Villegas: That’s a beautiful vision. Jani Kozlowski, thank you so much for being on the Think Inclusive Podcast. This was so much fun. 

Jani Kozlowski: It was fun. It’s great to be with you again, Tim. Thank you so much for having me on and helping me share about the book. I appreciate it. 

Tim Villegas: That’s all the time we have for this episode of Think Inclusive. Now let’s roll the credits. Think Inclusive is brought to you by me, Tim Villegas. I handle the writing, editing, design, mixing, and mastering. This podcast is a proud production of the Maryland Coalition for Inclusive Education. Our original music is by Miles Kredich, with additional tunes by Melod.ie. A big shout out to our sponsor, IXL. Check them out at ixl.com/inclusive. We truly appreciate each and every one of you who tunes in. We’d love to hear how you’re using these episodes. Are they part of your teaching toolkit? Are you sharing them with school administrators? Drop me a line at tvillegas@mcie.org and let me know. And hey, if you’re still with us this far into the episode, it probably means that you love Think Inclusive and the work MCIE is doing. So can I ask a small favor? Help us keep the momentum going by donating at our website mcie.org. Just click the button at the top of the site and chip in five, ten, twenty dollars. It would mean the world to us and the children in the schools and districts we partner with. Thanks for your time and attention and remember, inclusion always works. 

Download the complete and unedited transcript here.