Diversity, Equity, and Inclusion (DEI) are often misrepresented, but as inclusionists, we know the path to true inclusion has always faced challenges. In this edition of the Weeklyish, we share stories from fellow educators who are making a real impact through inclusive practices in public education.
Hello Inclusionists,
I love getting the weekend newspaper. I’ve loved it for different reasons over the years. In my early years, it was because there were color comics. When my wife and I were first married, it was because that was when we got coupons to shop for the week and the Sunday crossword puzzle. Nowadays, it is one of the few news sources that we get that is still printed, and I enjoy the slowness of perusing the paper and getting caught up on what is going on in my city.
I also enjoy reading the opinion columns. Most of the time, I don’t agree with them. But there is something quaint about seeing them in newsprint instead of on my phone.
Recently I came across a column called “Die DEI.” It’s just as bad as you think it is, but I’ll pull a choice quote just to increase your blood pressure a skosh.
“Diversity Equity and Inclusion (DEI) has become an unwritten law of the land. It involves a person being chosen for a position based on their diversity, equity, or lack of inclusion, not on the basis of education, training, experience, or ability. The school of thought has permeated our military, business community, schools, churches, and other arenas.” – Nelson Price in the Marietta Daily Journal
Yeah. I’m pretty sure 100% of the people involved with Diversity, Equity, and Inclusion initiatives would not define it this way. Which brings me to my main point.
Do words even mean anything anymore?
We inclusionists are often misunderstood when discussing inclusion in schools. Many people confuse “inclusion” with “inclusive placement.” However, simply placing a learner with a disability in a classroom with their typically developing peers does not guarantee authentic inclusion.
I think that is why I’ve been using the framing of “authentic inclusion.” And it’s a phrase that I remember using with my special education supervisor early in my teaching career.
But with this new round of assault on DEI, I’ve become increasingly despondent. So for this edition of the Weeklyish, I reached out to some fellow inclusionists in my network and asked for their input. Could they share an example from their experience illustrating that inclusion is worth pursuing in public education?
Their responses, which you’ll find below, remind us why this work is so important. And to support your own inclusion journey, we’re also diving into crucial resources: a podcast episode to understanding the Department of Education’s role in IDEA, and I’m excited to share the Inclusive Leadership Practices Starter Kit from Inclusion Today!
Here are their responses:
Loui Lord Nelson (Owner/The UDL Approach)
I was in grade school when 94-142 was passed, and I firmly believe that my learning was positively impacted because of inclusion. It was brand new, and my teachers believed that all learners should be together.
I recall one boy in particular. As a professional in education, I know that this student would have otherwise been institutionalized in the 70s. Instead, our teachers guided us to work alongside him as we did our friends. I benefited significantly.
During reading time, we occasionally had a reading buddy. When partnered with this student, I would read out loud because he couldn’t, but he always asked great questions. They weren’t the ones in the book. He made me a much more observant reader.
During gym class, I watched other students automatically pitch or roll the ball differently to him until one day in 4th grade he yelled, “I can do it just like you!” I realized that self-advocacy was a thing, and I was hooked.
For our annual rocket day, we had to use our fine motor skills to build rockets out of plastic tubes and balsa wood. Gluing balsa wood to plastic wasn’t easy. This student and his partner discovered innovative ways to prop the tube and the balsa wood fins using books, folded paper, and tape. We all adopted their ideas. Their innovative ideas helped us all.
During independent reading time, another student saw that this student was looking at a picture book and complained. The teacher immediately turned to the student reading the picture book and said, “Tell us about your story.” On the spot, he told us the story he was reading from his point of view. The teacher explained that reading is more than knowing what the words say; it’s like making a movie in your head. We were all making different movies. She wanted us to choose books that challenged us and offered to help. I realized that someone else’s independent reading had nothing to do with me; I needed to challenge myself.
This student shook us out of our patterns. Initially, he required us to enter every activity wondering how we could include him. Eventually, he was telling us how to include him. When we’re not thinking from another’s point of view, we are locked into our narrow zones of communication and action. Inclusion asks us to think from others’ points of view. It has the power to help us all think more deeply, understand self-advocacy, find innovative solutions, and challenge ourselves.
Stuart Hutchinson (Professional Learning Coordinator/MCIE)
With every new student, there is an opportunity to make a difference. As a principal of a middle school, I noticed this time and time again. Students would enroll from different school systems where they had been taught in a separate setting. Instead of assuming that the IEP should dictate the setting, our school provided the least restrictive environment for students.
Similar to any adult in an unfamiliar setting, the children would feel uncomfortable at first. They might act out or be shy. However, after the first month or so, the magic would start to happen. A smile would form on the face of the child as they interacted with their peers. Eating lunch together, playing games together, and walking in the halls together meant that they would enter the classroom as equal learners. They would find support from each other, adjust to their surroundings, and benefit from being included.
Best of all, this established a trajectory for the student to learn and live among their peers.
Kevin Schaefer (Director/Supporting Inclusive Practices (SIP) Project)
The Supporting Inclusive Practices (SIP) project priority is centering the voices of disabled youth and adults to speak to their lived educational experiences being “placed” in an exclusionary setting. These stories have been the greatest catalyst in changing mindsets, policies, and practices. The concept of ableism is foreign to most educators since it isn’t addressed often or openly, thus allowing systemic injustices to remain implicit.
Kayla Coburn (Inclusion Specialist/Inclusion Starts Now)
The class that was in my pilot program for inclusive groups, two years later, was playing kickball and automatically included students with disabilities in their kickball game with no adult prompting!
Alissa Rausch (Director/University of Denver)
Inclusion for very young children (birth to age 5) is supported by public education in several vital ways. Families of children with disabilities report significant challenges in finding care that affirms and represents their identity, including their culture and home language. Young children with disabilities often receive support across multiple natural settings, including the home, family childcare, community childcare, Head Start, and public preschool—all of which are inclusive. Public schools and local education agencies (LEAs) serve as a critical link, connecting children and families to these inclusive environments that foster development. LEAs provide direct services for children across the settings they would naturally be in if they did not have a disability. Additionally, LEAs can build on the existing capacity of primary caregivers and providers to support inclusion through coaching and consultation. LEAs are essential in providing young children with access to and positive experiences in inclusive settings, laying the foundation for inclusion and belonging in the broader community throughout their lives.
In rural areas, where access to childcare can be limited, young children with disabilities attend inclusive environments in family childcare homes with up to seven other young children. In these inclusive settings, caregivers offer flexible hours to accommodate families with non-traditional working hours and speak the child’s home language. LEA special education staff make monthly one-hour visits to family childcare homes to partner with caregivers in identifying accommodations and supports that increase the child’s engagement in daily activities. Additionally, every other week, LEA special education staff conduct virtual coaching visits to assist caregivers in building routines and structures that promote development and learning.
I’ve got two more, but they are too long to include in this newsletter, so I’m linking the posts.
- This blog post is about Jenna Rufo’s sister, Nina, with an intellectual disability, that shaped her life and career in education, inspiring her to advocate for better opportunities and inclusion for all learners.
- And this blog post from The North Star and Compass by a parent of an autistic toddler, and a multimodal communicator. They share why true inclusion is essential for the survival and recognition of humanity in marginalized children, ensuring they are seen and valued as integral members of the community from a young age.
You’ve probably heard me say this before, but we all need to tell our inclusion stories. It’s the only way we can reduce the damage of anti-DEI initiatives.
I’m so thankful you are part of this community. See y’all in a couple of weeks.
Tim Villegas
Director of Communications
Maryland Coalition for Inclusive Education
P.S. Mad and want to do something about it? You can take action here.
Understanding the role of the Department of Education in IDEA
Last week I interviewed Glenna Wright-Gallo the most recent assistant secretary in the Office of Special Education and Rehabilitative Services at the United States Department of Education under the previous administration. We talked about how important the U.S. Department of Education is for supporting inclusive education and special education services through federal funding and oversight.
Then we got into what might happen if the department were dismantled, and it really hit home how crucial it is to keep systems in place that ensure students with disabilities have access to a good education. Glenna shared some great insights on the current challenges and the need for reform. She also talked about practical steps educators can take to advocate for public education. It’s worth a listen.
Announcing the inclusive leadership practices starter kit by Inclusion Today!
Hey folks, I wanted to share something cool with you. There’s this initiative called Inclusion Today, which is a collaboration between a bunch of great organizations like The Described and Captioned Media Program (DCMP), Diverse Learners Cooperative (DLC), the Maryland Coalition for Inclusive Education (MCIE), and Blue Engine (BE). Their goal is to help school and district leaders change their practices to ensure all learners experience an equitable education.
If you sign the Inclusive Leadership Pledge, you’ll get access to some fantastic resources like the Inclusive Leadership Practices Toolkit and the Planning Tool. These resources focus on things like having an inclusive vision and mindset, strategic planning, effective collaboration, strong general education instruction, and making sure resources are allocated equitably.
It’s a great way to join a growing network of educators who are committed to promoting inclusive practices and driving positive change in education. I think it’s worth checking out!
Donate to MCIE to keep the work moving forward.
Since 1988, MCIE has equipped more than 200 schools in 25 school districts across the country to include children and youth who are at the greatest risk of exclusion.
Your gift directly impacts our ability to develop resources and support educators and families as they work to create authentic inclusive experiences for all learners that result in a sense of belonging, engagement with peers, friendships, and learning grade-level content.
Subscribe to the Weeklyish so you don’t miss an issue.
We post the Weeklyish on the first and third Mondays of every month. Our monthly newsletter, ‘What’s Up with MCIE?’ is sent on the last business day of the month. And our podcast, Think Inclusive, is published every Thursday on your favorite podcast platform and YouTube.
Tim Villegas is an internationally recognized expert in inclusive education who joined MCIE as the Director of Communications in 2020. He has appeared on over 20 podcasts, presented at numerous conferences, and launched the Think Inclusive blog and podcast. Tim founded the newsletter The Weeklyish in 2020 and produced the audio documentary series Inclusion Stories in 2023. Since joining MCIE in 2020, he has led their communications and marketing efforts, drawing on his 16 years of experience as a special education teacher and program specialist.