Author name: Tim

Show Notes About the Guest(s): Bari Levin is a retired special educator with over 34 years of experience, predominantly working with middle school students with learning differences. She is actively involved with the I Am Able Foundation, focusing on storytelling to remove the stigma associated with neurodiversity. Bari co-leads the We All Learn Differently campaign […]

Show Notes About the Guest(s): Sam Drazin is the founder and Executive Director of Changing Perspectives, a nonprofit organization dedicated to fostering inclusive educational practices. A former elementary school teacher, Sam brings firsthand experience and a deep understanding of the challenges and opportunities in creating inclusive school environments. His organization works with schools nationwide and

Show Notes About the Guest(s): Loui Lord Nelson, an internationally recognized expert in Universal Design for Learning (UDL), is the author of the bestselling book, “Design and Deliver.” A former special education teacher, Loui is renowned for her work on UDL at various levels, including district, national, and international stages. She has been awarded her

Show Notes About the Guest(s): April Rehrig is the founder of Rise Educational Advocacy and Consulting, LLC. With over 20 years of experience as an elementary school teacher and school psychologist in Los Angeles, April is a licensed educational psychologist and a board-certified special education advocate. She has attended the prestigious COPAA SEAT 2.0 and

Think Inclusive is off this week as we prep for the homestretch to season 11.   This week, we have a feed drop for you from our friends at AMI.   It’s called The Pulse.  In this episode: Journalists Amy Silverman and Rebecca Montelion discuss ableism, journalism, and intellectual disability. They explore the importance of plain language

In this episode of the Think Inclusive podcast, Tim Villegas engages in an insightful conversation with Diane Strand, a passionate advocate for inclusive practices and the power of the arts in education and workforce development. The dialogue delves into Diane’s personal experiences with exclusion and inclusion, her journey in the creative industry, and her transformative work with JDS Creative Academy.

Dr. Emily King discusses the evolution of behavior support in education, emphasizing the importance of understanding the emotional experiences of students. She challenges the traditional deficit model and highlights the need for patterns and prevention strategies. Dr. King also addresses the silos between general and special education and offers practical advice for educators to create inclusive classrooms. She emphasizes the significance of building relationships with students, knowing their interests, and creating a safe and secure learning environment. Dr. King’s mission is to make school better for neurodivergent students and promote collaboration between parents and teachers.

In this insightful episode of the Think Inclusive podcast, host Tim Villegas welcomes Will Parker, a seasoned educator and podcaster, to delve into the nuanced world of school leadership and the pressing issues facing principals today. Addressing the current climate in educational leadership, Parker brings to light the arduousness of a principal’s role, especially in the aftermath of the COVID-19 pandemic.

Meredith Villines and Autumn Belloni uncover the strides Oregon has taken toward setting a standard for inclusivity in early education, highlighting the shared belief in the importance of inclusive education right from the onset of a child’s educational journey. Autumn and Meredith delve into Oregon’s program structure, explaining how nine regions collaborate to provide seamless services for children birth through five and the supportive role of the Oregon Department of Education in fostering these initiatives. They also share valuable revelations on the impact of inclusive settings on children’s learning and development, emphasizing the resultant gain in language skills, peer relationships, and teacher growth when children with disabilities are included in general education classrooms.