Empowering Inclusion: Advocates Share Stories and Strategies

Tim Villegas: Hi friends, it’s Tim Villegas. This is Think Inclusive. In today’s episode, we have the pleasure of speaking with two remarkable advocates for inclusion. First, we welcome Brilly Semenova, a passionate advocate who has been dedicated to supporting individuals with disabilities since her middle school days.

Brilly shares her journey of creating mentorship programs and providing resources to families, emphasizing the importance of self-advocacy and inclusive practices in education and beyond. Next, we are joined by Nisha Batra, an early childhood educator from Toronto, who brings her lived experience with a learning disability to the forefront of her advocacy.

Nisha discusses the significance of celebrating diversity and normalizing differences in the classroom, offering valuable insights on how educators can create truly inclusive environments. Together, Brilly and Nisha’s stories highlight the transformative power of inclusion and the ongoing efforts needed to ensure that every student feels valued and supported.

Thanks so much for being here with us today. We appreciate each and every one of you listening to or watching Think Inclusive, MCIE’s podcast that brings you conversations with people doing the work of inclusion in the real world. And 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.

Before we get into my conversation with Brilly and Nisha, 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. Well, that’s IXL. As students practice, IXL adapts to their 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. All right, after a short break, we’ll get into my conversation with Brilly Semenova and Nisha Batra. Catch you on the other side.

Tim Villegas: Brilly Semenova, welcome to the Think Inclusive Podcast.

Brilly Semenova: Thank you for having me, Tim. It’s a pleasure to be on your podcast today.

Tim Villegas: Brilly, will you remind me where you are in the world?

Brilly Semenova: I am in Maryland, based in the Baltimore area, but I serve families and individuals throughout the United States, providing resources and support, whether it’s education or helping families understand what resources are available to their child or an adult with disabilities and without disabilities. So I’m like a one-stop shop for the individual and the moment.

Tim Villegas: How did you get into this work?

Brilly Semenova: I started this when I was in middle school, going into high school. Even as a young child, I was very involved in afterschool activities and I was getting myself involved with activities that pertain to helping and serving others. So when I noticed what was happening in our education system and society, I wanted to do something that would make a miracle difference to help others. So I started developing projects and activities that would shine the light on letting those individuals with different abilities understand that they can contribute to our society by making any difference, even if it’s volunteering for an hour or during story time. Giving them the opportunities that will allow them to see their ability to show their community. So I started this from middle school.

Tim Villegas: And did you notice that your peers or yourself felt like you didn’t have an opportunity to give back in that way?

Brilly Semenova: For me, for instance, I am always a very dedicated, passionate, optimistic, positive individual. I will not let any circumstances, whether it’s physical limitation or whatever the circumstances may be, stop me. I would turn the word “no” to “yes,” even if it takes multiple terms or trials. Also, for me growing up as an individual with a physical limitation, I knew firsthand what some of the difficulties that these kids or individuals face when they don’t have the tools or supports they need to advocate for themselves. So I figured if I am struggling from a physical standpoint, trying to navigate these needs and trying to obtain the services from a physical standpoint, I can only imagine what it goes to other people. So I was basically a leader that always started different projects that make a difference.

Tim Villegas: In your experience, when you started, because you said you started in middle school, it sounds like you’ve always been passionate and wanted to be a leader in this space. Where do you feel like the biggest challenge was for people as far as being self-advocates? Where did you focus?

Brilly Semenova: The biggest challenge that I found for me is that there was no mentor, no programs available to young individuals to help them see the path, to guide them. Yes, we have guidance counselors and social workers, but there were no programs in schools that provided mentorship, guidance, and advocacy opportunities. We’re still struggling with it today, but back then, 20 years ago, there were no mentorship programs in schools or after schools. So I had to take it upon myself to start something like that.

Tim Villegas: Do you have an example that you could share of what that looked like when you started?

Brilly Semenova: Yes, absolutely. There was a day when I was staying after school doing an activity. When the activity was finishing up, I was walking in the hallway trying to get to my next destination. I noticed a student sitting in the hallway, kind of being lonely, and something told me in my mind that something was not right. I walked over to that student, even though I was running behind and needed to get to my next destination, and started asking if they were okay. They said they were just waiting, but something kept telling me that the student was not having a good day. So I stayed with the student, started talking, and introduced myself. As we were talking, her mom stopped by and said, “Oh my God, I finally see my child talking to someone, to more of her peers.” I explained to the mom what I do and offered to sit down with them after school one day to explain what resources are out in the community. The mom was very appreciative. I didn’t know that one connection would get my name out in the community. I wasn’t doing this for recognition; I was just giving back to the community because I would want someone to do the same thing for me. After a few months, the mom was able to get the necessary services for her child within six months, and she started spreading the word to the community. This is how it really started.

Tim Villegas: You were just trying to be a good person. Can we talk about your name for a second? I don’t remember if I asked you about this before. You go by Brilly, but is your full name Brilliant?

Brilly Semenova: Yes, my full name is Brilliant, but I go by Brilly because it’s easier for people to pronounce. A lot of times people ask if Brilliant is my name, and I say yes. People have a hard time believing that’s my name, so I changed it to Brilly to make it easier.

Tim Villegas: I don’t think I’ve ever met a Brilliant. It’s a very unique name. May I ask what inspired the name? Do you know the story behind it?

Brilly Semenova: Yes, I was named after my grandmother’s dad, whom I did not get to meet because he had already passed away when I was born. So I was named after my grandmother.

Tim Villegas: Oh, so your grandmother was named Brilliant?

Brilly Semenova: Yes.

Tim Villegas: Wow, that’s a great story. Thank you for sharing. Tell the listeners a little bit about what your advocacy looks like right now. You said how it started, so where are you now and what are your goals for advocacy right now?

Brilly Semenova: My advocacy is very unique. I help individuals, children, and adults. I focus on education, employment, social skills, resources, government benefits, and legal systems. I provide families with resources and connect them to the right people to understand what path to take. I also give speaking engagements and work with post-secondary education students to help them understand what services are available to them when they exit high school. I do a little bit of everything, and even though I’m based in one particular area, I serve families virtually and in person nationwide.

Tim Villegas: A lot of people that listen to this podcast are interested in inclusive education and inclusive practices, particularly families who are advocating for their children to be fully included in general education settings. Do you have a story or any success stories related to inclusion?

Brilly Semenova: Yes, absolutely. I go out to schools and organizations, providing tips and resources to teachers regardless of the student’s behavior. I believe that a student can accomplish anything they put their mind to, regardless of their circumstances. I am always about keeping the student in their inclusive classroom and not separating them into special education unless absolutely necessary. I develop temporary plans that students and teachers can use before having an IEP meeting to discuss and implement the plan.

Tim Villegas: So it sounds like you not only go to IEP meetings and consult with families, but you also consult with school districts as well.

Brilly Semenova: Absolutely. I consult with school districts, for-profits, and non-profits. I work on developing projects and bringing new ideas to engage students.

Tim Villegas: What are some projects you’re working on right now, without divulging any personal information?

Brilly Semenova: When the pandemic hit in December 2020, I was contacted by a career professional who works with high school seniors to help them transition to the next level, whether it’s post-secondary education or a career. He was looking for students, and my name came up. He couldn’t believe the challenges faced by individuals with disabilities. We started talking about developing a program and eventually started a nonprofit called Health Pedia. The purpose of this nonprofit is to help anyone at any given point of their specific situation. We have financial planners, mental health professionals, career planners—everything you need is at your fingertips. We serve everyone nationwide, and everything is provided virtually. We also started a new internship opportunity for young students, teaching them how to be leaders and get involved in their future careers.

Tim Villegas: Can you name the nonprofit again?

Brilly Semenova: Yes, it’s called Health Pedia, like Wikipedia, but for health. It’s based in New York, but we serve everyone nationwide.

Tim Villegas: Are you on the web?

Brilly Semenova: They are on the website, but I’m more behind the scenes.

Tim Villegas: Where can people find more information about you? Do you have a website?

Brilly Semenova: I do not have a website, but people can contact me by email or phone. They can reach me at 443-650-3999 or email me at brilly28@gmail.com.

Tim Villegas: We’ll make sure to put your contact information in the show notes. I think you have a LinkedIn page too?

Brilly Semenova: Yes, I’m also on LinkedIn, so people are welcome to reach out there as well. If they want me to do a public speaking engagement for a school or organization, they can reach out directly.

Tim Villegas: Brilly Semenova, thank you so much for being on the podcast. Looking forward to educators and families connecting with you.

Brilly Semenova: Thank you for having me. I look forward to connecting with you soon.

Tim Villegas: Nisha Batra, thank you for being on the Think Inclusive Podcast.

Nisha Batra: Thank you for having me. I’m delighted to be here.

Tim Villegas: Nisha, tell me a little bit about yourself. I know you’re an early childhood educator and you live in Canada, but just tell me and our audience a little bit about you.

Nisha Batra: My name is Nisha Batra. As Tim said, I am from Toronto, Ontario, in Canada. I am an early childhood educator, so that means I work with the youngest age group in school. I work with kindergarten students ranging from three and a half all the way up to six years old, which you can imagine is a wide developmental age span. I am also a big disability advocate. That’s part of the reason why I chose to be on Tim’s podcast because I really believe in the inclusion of all children. I myself have a learning disability, so I have vast lived experience of inclusion throughout different stages of my life. This being Learning Disabilities Awareness Month, I particularly enjoy getting various opportunities to come on and share my story.

Tim Villegas: Tell me more about your experience with inclusion for yourself. Can you give us an example?

Nisha Batra: Sure. As mentioned, I have a learning disability, which is an umbrella term I came to realize as an adult. My specific type of learning disability is a nonverbal learning disability. One of the things I’ve struggled with is the social-emotional aspect. Having a learning disability encompasses many things that you can’t see. There’s such a misconception that people think you don’t have a disability because it’s not physically obvious. But I do have my challenges. I’ve struggled with building friendships. Being in school was very challenging, from childhood all the way up to university. Building and sustaining friendships was one of the hardest things because I wanted people to understand who I was and treat me like everyone else. But because I was different, I always felt like I was on the outside looking in. I didn’t know how to get included. I would do a lot of things, especially when I was younger, to seek attention because I wanted to feel included.

Tim Villegas: We have a lot of educators that listen to this podcast. You said you did a few things to get attention and wanted to feel included. Do you have any advice for educators who may want to include students in their classrooms?

Nisha Batra: It’s very important to understand the needs of your children in the classroom. It’s also important to celebrate difference and diversity in the classroom because that sends a message that you are an inclusive environment. Inclusion doesn’t necessarily mean just disability-related; it includes cultural inclusion and socioeconomic factors. All children have the right to belong in the classroom. We need to normalize difference and celebrate it by reading diverse books, welcoming home languages, and making sure families feel welcome. Recognizing different abilities and not singling children out is crucial. Experiences are critical, and diverse materials in the classroom are essential. For example, I worked at a summer program where I brought in someone with a guide dog to show the children that we all have different abilities. Experiences like that broaden a child’s understanding of the world.

Tim Villegas: Have you experienced a truly inclusive early childhood system in Ontario?

Nisha Batra: In the school I work in, we have one teacher and one early childhood educator for kindergarten classes averaging around 25 students. We do have students with special needs, but we also have diagnostic kindergarten for children with very high needs who can’t be in a regular classroom. I know someone who is visually impaired and went to a school specifically for the blind. Transitioning to community college has been a massive adjustment for him because he’s used to small class sizes and an environment where all students are visually impaired. The work that organizations like yours do with school districts is important. Students shouldn’t have to be ready to be included; the environments need to be ready to accept them. Equipping teachers to include learners with various needs is crucial.

Tim Villegas: Absolutely. Full inclusion is the goal, but there’s still a lot of work to be done. Are we ready as teachers to let go of biases and welcome multiple needs into the classroom? Adequate support is essential for successful inclusion. Just putting students with disabilities in with students without disabilities doesn’t make inclusion; it’s about how we support them.

Nisha Batra: Exactly. Teachers nowadays have so much on their plates, and do they have the time, resources, and funding to make things inclusive? I saw an example on social media where educators adapted toys with switches to make them accessible. It’s a sign of things to come and a great example of what inclusive learning can look like.

Tim Villegas: What is your main message to educators?

Nisha Batra: Normalizing difference empowers everyone. We need to celebrate differences and the successes of all students. Henry Winkler’s quote, “The way you learn doesn’t describe how brilliant you are,” resonates with me. We judge people on what they look like, but we need to continue celebrating and welcoming diversity into our classrooms.

Tim Villegas: Is there a story that comes to mind from your experience as a teacher and advocate?

Nisha Batra: I have a strong connection with students who have disabilities because I want to make sure they are part of the classroom. I take the extra time to get to know them. Growing up with a disability, I always felt included with adults but struggled with peers. From university onwards, I felt more of a sense of belonging.

Tim Villegas: Before we get to the mystery question, is there anything else you want educators to take away from this conversation?

Nisha Batra: We need to normalize difference and watch the way we talk to students with disabilities. Students should all be spoken to in the same way unless there is a specific diagnosed need.

Tim Villegas: Great recommendations. Now, let’s get to the mystery question. I have a stack of cards with conversation starters. I’ll pick one, and we’ll both answer it. Does that sound okay?

Nisha Batra: That’s great.

Tim Villegas: Here’s a funny one: What is something weird you do before bedtime?

Nisha Batra: I don’t know. You go first.

Tim Villegas: I’ve been drinking tea before bed. I used to drink coffee, but now I drink herbal teas like lavender, chamomile, or peppermint. Sometimes I drink a tea with melatonin, which helps me sleep better but gives me strange dreams.

Nisha Batra: If I haven’t finished my water for the day, I drink it right before bed, which is the worst possible thing.

Tim Villegas: Thank you for sharing, Nisha. Nisha Batra, thank you so much for being on the Think Inclusive Podcast. We appreciate your time.

Nisha Batra: Thank you for having me. If anyone would like to follow me, I’m on Instagram at @TheSwanTransformation. The name was inspired by my grade two teacher who said my journey reminded her of the story of the ugly duckling. I’m looking forward to connecting with anyone interested.

Tim Villegas: Fantastic. If you enjoyed this conversation, please reach out to Nisha on social media.

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 are using our episodes. Are they part of your teaching toolkit? Are you sharing them with your 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 you love Think Inclusive and the work MCIE is doing. Can I ask you 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 $5, $10, $20. 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 version of the transcript here.