The educational landscape is changing whether you like it or not. Some inclusionists are taking matters into their own hands.
Hello Inclusionists,
Recently, I had the privilege to spend time with Chelsea Hutchings, parent of a child with Down syndrome and fierce advocate for inclusive education in Georgia.
Chelsea, who lives in Gwinnett County, experienced first-hand how schools often segregate children with disabilities into “specialized” classrooms with multiple ages and grade levels where it is nearly impossible to give students authentic access to the general curriculum they deserve.
As a former special educator, I understand the complexities of teaching grade-level standards in classrooms that contain students across six different grades (K-5). Our current infrastructure is not equipped to support children with extensive support needs adequately in general education, and districts often turn to creating disability-specific programs. What’s worse is that for many special educators, this is what they’ve been taught is the right way to support students. And for districts, the answer to support is to create more programs rather than include learners in general education by equipping educators.
In late February, I accompanied Chelsea to the Georgia State Capitol in Atlanta on one of her visits to meet with her state representatives. She spoke with Georgia State Senator Clint Dixon (the Chairman of Education and Youth) and shared her personal experience with her son, Theo, who was removed from his neighborhood school and placed in a separate class. This move led to regression in his social and educational development, highlighting the detrimental effects of segregation.
Chelsea shared that research has consistently shown that inclusive education benefits all students. Children with disabilities learn more, develop better social relationships, and are better prepared for life after school when they are included in general education classes with the necessary support. She explained that the best way to educate our students is to include them with their age-appropriate peers, rather than isolating them in specialized programs.
While I was there, I shared with Senator Dixon how MCIE has worked with various school districts across the country to implement successful inclusive models. One notable example is Cecil County Public Schools in Maryland, where our CEO, Dr. Carolyn Teigland, played a pivotal role in transforming the district from a segregated system to an inclusive one. Over the past two decades, Cecil County has achieved close to a 90% inclusion rate for students with disabilities, far surpassing the national average of 60%.
Senator Dixon was surprised to hear that Chelsea’s story about her son, Theo, is not an isolated incident. School districts often deny parents’ requests to keep their children in neighborhood schools.
Senator Dixon was surprised to hear that Chelsea’s story about her son, Theo, is not an isolated incident. School districts often deny parents’ requests to keep their children in neighborhood schools. For example, a child with Down syndrome in Georgia was denied the opportunity to attend the same school as her siblings because the special education director claimed no one at the school could teach the student. This is simply not true, as any special education teacher can be trained to work with children with extensive support needs.
We also discussed the financial implications of segregated settings. Segregated and regionalized programs cost more money, while inclusive practices are actually less expensive in the long run. The initial cost is in the training, but once implemented, inclusive practices are more sustainable and cost-effective.
Mr. Dixon shared his personal experience with a learning disability, dysgraphia, and how being separated in school caused him anxiety. He emphasized the importance of consistency for children and how moving them between schools can increase bullying and negatively impact their confidence. Clint’s story highlights the need for inclusive practices that provide stability and support for all students.
Just prior to the publication of this newsletter, Chelsea reached out to say, Senator Dixon, along with five other state senators, put forth a resolution creating a Senate Study Committee on Inclusive Educational Settings for Students with Disabilities.
Exciting right? What can you do in your state to move inclusive education forward?
Tim Villegas
Director of Communications
Maryland Coalition for Inclusive Education
P.S. For this edition, I’ve produced a bonus episode of Think Inclusive with an interview with Chelsea. Check it out here.
Battle fatigue: The fight for inclusive education with Dr. Priya Lalvani
In this recent episode of Think Inclusive, I dive into a compelling conversation with Dr. Priya Lalvani, a leading advocate for inclusive education. Dr. Lalvani shares her profound insights on the paradox of segregating students with disabilities to foster belonging and the systemic challenges parents face in advocating for their children’s rights. This episode is a must-listen for anyone passionate about genuine inclusion, as it explores the emotional toll of “battle fatigue” experienced by parents and offers practical solutions to overcome these barriers. Tune in to gain a deeper understanding of the fight for inclusive education and the steps we can take to create more inclusive spaces for all learners.
Creating neurodiversity affirming schools with Emily Kircher-Morris and Amanda Morin
In this episode of Think Inclusive, I explore the transformative world of neurodiversity in education with my guests Emily Kircher-Morris and Amanda Morin. We delve into thought-provoking insights from their book, “Neurodiversity Affirming Schools,” emphasizing strategies that create positive learning environments for all students by fostering an understanding of neurodiversity in schools. Amanda and Emily challenge traditional perspectives on behavior and education, introducing the concept of using identity-first language rather than person-first language to better support neurodivergent individuals. We address critical issues such as behavior management and the importance of co-regulation and mental health awareness among educators. This episode offers practical recommendations for educators striving to make impactful changes in their teaching practices. Tune in to discover how we can shift from ableism to inclusivity and create more neurodiversity-affirming schools.
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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.