Community.

Who wouldn't want a confident child? A child who feels good about their choices, their ability to make decisions, and have some freedom in growing as both a human and a learner. Ultimately, children who are confident are also empowered. They can start to connect to their community as a whole and the world at large. They can begin to see their place and their influence as they get older. While parents are the very first influencers on a child's sense of empowerment, the school environment and teachers holds a close second. At school, children will, hopefully: learn resiliency in working through complex tasks and challenges continue to develop a positive sense of character that will set them up for success learn to make decisions in the best interest of their authentic learning learn more about how they learn and what tools support their engagement and success learn more about their interests and have opportunities to explore them and dig deeper in ways that make sense Let children be open to the incredible possibilities of who they are authentically as members of your community and the world as a whole. Let every child feel empowered as a little human. When we can include children in their educational choices, we encourage confidence and a greater sense of self. When they can see themselves as members of the world, they have the capacity for great change. Don't we all want that for our children? If you wholeheartedly agree with the necessity to empower your child regardless of learning difference or disability, join me for coaching in The Empowered Parent! CLICK the image to LEARN MORE!

We've heard "it takes a village", but that's not the entire phrase. "It takes a village to raise a child" originated in Africa and embodies the spirit and importance of community when raising a child. The idea behind this is the community, in conjunction with parents, support the child with positive interactions, encouragement, and safe, healthy environments. The child, essentially, is "raised up" by the whole community. Let's give some thought on how that might look in our current communities. If our communities are the village, then we, the people of the community, are the villagers. So, who are the villagers? neighbors teachers and other school personnel your child's karate teacher, ballet teacher, or troop leader your friends and family These might be your "primary villagers". They are some of the obvious choices of people who have the best interest of your child in mind: that encourage them with positive words when they are frustrated, that are nurturing when tears flow, or are on the front lines of the cheering section when your child receives an award, makes the team or gets their first job. I hope that these "primary" villagers fill your child with love, encouragement, and positivity! But if we are to truly consider that "it takes a village to raise a child", are there other villagers, let's call them "secondary villagers", that have a positive impact on your child? the school crossing guard the check out person at your local library the woman that works in the produce department at the grocery store you frequent the mail carrier Every child has the opportunity to grow, engage, and learn when they are surrounded by villagers in the community that give them what they need to feel and be successful. Who else is supporting your child with positive, encouraging words and actions, and love? Who is an essential part of your village? If you are the parent of a child with a disability or learning difference, and want to find a village for encouragement and support, look no further. Inclusiveology supports with coaching to ensure that every child is included in learning with the right tools for accessibility, engagement, and flexibility. CLICK HERE New parent cohorts start the week of 10/3!!

I recent asked the question on social media, "How do you define inclusion?" The responses were thought-provoking. Of the 48 responses I received, only 2 made reference to children with disabilities. Most used the word "all". As in "all children" and "all people". Here are some of the responses that really resonated with me: "true membership" "Where everyone feels included and we ask what someone may need to feel like they belong." "unconditional acceptance" "All are included, and all have a voice and are heard." Regardless of how we define inclusion, the most important consideration is that every child, every human has a place in this world. Every child is different and brings something special to the table. When we include every child, we are creating supportive communities. We are ensuring that every child understands their value, their purpose, and their belonging in the world. Every child is different. Every child learns when given the chance to engage in ways that make sense to them. When we start considering the beautiful differences of every child, we can give them what they need to be successful. What's the best way to be inclusive? Just decide that you want to. Inclusiveology offers coaching and consulting services for parents and school communities to ensure that every child has an opportunity to learn in an inclusive space.

This is somewhat of a rhetorical question because "we" (those of us who are actively engaged with children presently) do not seem to be actively making decisions that impact our community and country as a whole. Especially about belonging, inclusion, and equity in education. For EVERY child. Not just the ones who: score above average on standardized tests that help boost the school grade are reading at grade level have the benefit of a good night's sleep and a healthy breakfast fit the mold of what should be society has deemed as "normal" This statement resonates with me. Imagine a world where we truly believe that everyone belongs and contributes something of value? What are we NOT learning and how are we NOT growing because "we" as a society can be close-minded? Short and sweet this week, but carries a hefty message... Let's support every child for what they bring to the table: www.inclusiveology.com

In 2019, 44 states reported special education teacher shortages to the federal government. This school year, that number jumped to 48 (NPR: All Things Considered, April 2022). Let that sink in... Forty-eight states have a shortage of special education teachers. Those teachers that, historically, are specially trained in instructional strategies and tools that support the learning and growth of children with disabilities and learning differences. This begs the question: If there is a shortage of special educators in 48 states, who is teaching your child? Who is providing those supports and specially designed instruction? Who is the expert on special education on your child's school campus? No one?! A person with no or limited qualifications? (Warm bodies DO NOT make great teachers...) Unfortunately, it's entirely possible. And THAT is very concerning. It should be most concerning if you are a parent. As a parent of a child with a disability, you know that your child needs might be slightly or very different from that of his/her peers. Does your child need: Specially designed instruction? Accommodations or modifications to instruction? Assistive technology to engage in grade level content? Supports for transitions, processes, and routines And we know, these needs often do not end with the abbreviated above list. So, as parents, and even as a community member, what do we do? Get empowered. Know what helps your child learn, engage and be confident. If your child is not reading at grade level yet, know that there is assistive technology in the classroom that can support this. If he needs a visual schedule or his own set of procedures for a task, know that those can be created for him. If your child needs to organize his thoughts prior to writing, he can use a graphic organizer or can have some oral practice with a partner. Does she needs instructional modifications because she has an intellectual/cognitive disability? She can have those! Unfortunately, we are experiencing teacher shortages everywhere. Ideally, general education teachers would have the strategies and tools that they need to support children with disabilities, but that is not always the case. I read in an article that "in the meantime, schools and families will have to make do." No. Not ok. Parents, get empowered, build your knowledge, so you can empower your children. For more information on how to make learning accessible, supportive, and engaging for children with disabilities and learning differences, reach out and book a consultation: https://calendly.com/djnicholson/30min or a strategy session: https://calendly.com/djnicholson/15minstrategysession Inclusiveology: Including Every Child in Learning The Academic Inclusion Network Read the article here: Students with Disabilities Have a Right to Qualified Teachers- but There's a Shortage

I volunteer with a pug rescue organization and foster pugs in my home. Most of the pugs that come through my home are seniors, and many of them have disabilities or challenges that need extra support. Bennie the pug came to live with me a few weeks ago. He is deaf. He is almost completely blind. He is diabetic. And... he is 12. Not super old, but he's had his share of challenges in life, for sure. One of Bennie's favorite activities is going for walks. Simple enough... a slow walk around the circle, stop to enjoy the weather, and simply take our time. NO!!! Bennie is a POWER WALKER. Like full-steam ahead, everyone get out of the way, sprinting towards the finish line kind of a guy. And I, as his foster mama, am keeping up with him! Some takeaways from my little friend, Bennie... Never underestimate someone's drive and energy to go after what they want. Be supportive of others when they decide to "go for it"! If you think you can, you can. Feel confident even if it seems hard. Trust that if you can't do it by yourself, someone will be there to guide you! But most importantly, always presume competence. Presume that the possible really is possible. Even though Bennie has multiple disabilities, he does not let that slow him down. EVER. A lack of an ability does not define who we are. Or even who our pets are. Bennie is an empowered, confident, and cuddly little pug. He does not see himself as a pug with a disability... He has superpowers. I'm just tryin' to keep up... Keep up with us and the work we do (with superpower kiddos!) at Inclusiveology!

Don't let the image fool you... an athlete I am not! But I have always had high expectations for my students, so that makes them (and ME!) winners! I taught for a few years at a program for students who were at risk for dropping out of school. One of my favorite groups that I worked with was a group of 5 eighth graders who were each reading a couple of grade levels below. At our group on Monday, I gave them a high-interest article to read that was on grade level. Marcus took one look at it and exclaimed, "I can't read this! You trippin'!" "No, not trippin'... I promise, we can do this!" was my response to a doubtful Marcus and the rest of my crew. How did we "do this"? With text to speech so they could listen to the article as they read it By pre-teaching vocabulary so there was familiarity when they came across those words in text By supporting conversation about the content By supporting partner work, if needed In a nutshell, we "did this" by providing them with the supports that they needed in order to engage in content. Pretty smart, huh? How frustrating would it have been to give them an article that was not accessible??? On Wednesday, when Marcus was leaving group, he turned to me from the office door. "Thanks, Miss." "You're welcome! What are you thanking me for?" "For holding us to high expectations. No one really does that." And with that, he was out... Totally made me feel like a winner... For every child to be successful, we have to provide supports to make learning accessible. Find out how we can help at:

Under the table... like all the way under... so that the underside of the table protects you like an umbrella. Under the table was where Jamar, one of my second graders, felt safe. Jamar had an aversion to reading. Not just an "I don't want to read" or "I don't like the story", but a "get far away from here so no one sees me" kind of aversion. So to get away, Jamar went to his safe place: under the table. After a few days of Jamar retreating under the table and being absolutely adamant that he was not coming out, I decided to join him. So there I went... under the table. Over the next few weeks, Jamar and I would meet under the table once a day to foster his love of reading and connect. Eventually, he came out of the safety of underneath the table and found another safe space in our reading corner. This brings me to the importance of flexible seating and flexible spaces. Did it really matter that he was not sitting in a chair? Displaying the same reading behaviors as everyone else? No, it did not. What mattered was connection. What mattered was meeting him where he felt the safest, and moving forward from there. Jamar became a reader, but in his own time, in his own way, and beginning in his own safe space. I don't know if his intention was to be under the table and dreaming, but he allowed me to join him there. And as a teacher, that is pretty dreamy... Find out how we can support you with flexible spaces and specially designed instruction for reading. Visit us at:

While I do have a penchant for Dixon Ticonderoga #2 yellow pencils, there is a close second. Thick, super high-quality colored pencils. I received my first pack of these from an Art teacher friend of mine, and I have never looked back. But I did have a moment where I thought I would have to temporarily give them up... A couple of years ago, I attended a training as a participant; I don't particularly remember what the content was, but that is besides the point. As I took my handout out of my folder, the trainer walked the room handing out highlighters. When she reached our table, I politely said, "No thank you, I'm all set." in response to her offering. After all, I had my favorite thick, super high-quality colored pencils... in yellow and orange. I was ready to go. "I'm going to need you to use a highlighter to highlight your handout." And then she placed a yellow highlighter right there on top of my handout! "No thank you, I'm all set." I then added: "I do not like the feel of highlighters or the sound that they make on my paper, so I am not going to use one. I'm going to use my yellow and orange colored pencils that better meet my needs." Side bar: I had some sensory issues with the highlighter. My point is, does it really matter how I define/draw attention to relevant information in my handout?!? NO!! So, why do we insist on doing this with children? Do they all have to do everything exactly the same way? NO!! Here are some options: Use a highlighter Use a colored pencil Use a regular pencil Use a crayon Use a voice memo on a device to record important information Use speech to text to input information into a computer or other device You get my drift. We must get to the point where we can authentically honor differences in learning, expression and engagement. We are not all the same, so why should our tools and supports be? We help with tools and supports at www.inclusiveology.com

Science was never my strong suit, even in high school. But as a teacher, we gotta do, what we gotta do, right?! I was all set for my Science lesson on the Sun and Moon. Getting ready to teach a group of Kindergarten and 1st grade students with cognitive differences, I was completely prepared... great plan, video, visual supports for academic engagement, communication devices ready, opportunity for practical application outside. It was the first day of this lesson, and I was keeping it very simple and concrete: We can see the sun during the day, and we can see the moon at night. My kiddos were engaged, loved the opportunity to be outside, etc. Then from one of my 1st graders, this question: "Ms. DJ, What is that?" She is now pointing up to the sky, and what does she see? The moon. And it's daytime. Needless to say, while my initial intention was to keep in simple and concrete, my little friend needed more than that. It became a beautiful opportunity for enrichment, digging a bit deeper, and growing her experience with Science. NEVER underestimate the learning and capabilities of a child. Inclusiveology... we can help you with that... www.inclusiveology.com

In addition to creating relevant goals to increase achievement for students with disabilities, we also provide accommodations for learning and assessment as a support to ensure accessibility and success. Oscar was a funny, smart and witty 5th grader who just happened to have cerebral palsy. Or, as he used to say, "I have CP. That's what the cool kids call it." By the time Oscar was in 5th grade, he was an avid reader. He read novels: the entire Harry Potter series, The Lion, The Witch and The Wardrobe. Books like that. He did not need specially designed instruction for reading, but he did have an accommodation for small group assessment with extended time. When I went to his 5th grade classroom to get him for testing, he simply stated, "Do I have to go with you?" He followed up his question with his own "data" to support that he could stay in the classroom and would not need extended time because there was no writing on this particular assessment. Needless to say, the IEP reconvened with its own set of data clearly indicating that Oscar no longer needed small group assessment or extended time for learning tasks/assessments that did not involve writing. I must say that Oscar advocated for himself... Like a "cool kid" boss.