Wait a minute... What year is it? I'm a pretty grounded individual, so I'm certain that it is 2022. Not 1950. Last week, I had some ugly comments and emojis splattered on one of my social media business pages. #1: "I don't want a retarded kid in a class with my kid." #2: 5 lines of alternating thumbs down and vomit face emojis My first response was "this is ridiculous", and then there was anger and disgust. Of course, in my anger and disgust, I deleted both of the posts, but in hind sight, I wish I had left them up to engage in some dialogue. I also wish I had left them up so that others could see the continued ugliness when it comes to people with disabilities and differences. There is so much ignorance in comments and emojis like this. While many of us appear to go through life smoothly and without much effort, these are true: We are ALL differently abled. We ALL have strengths and struggles. We ALL experience life differently. As humans, when will we realize this? Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity. -Dr. Martin Luther King, Jr. Everyone, every person, every child has a place in this world. And we all grow when we have a sense of belonging. It's time to stop the ignorance, hate, and exclusive mindset. We all belong. CLICK HERE

With all of the demands, expectations and standards thrown at children, I wonder if this is still an active expression. Growing up, this is all we did as kids. Playing in the woods. Playing in the front yard. Playing with more toys and "things" than we knew what to do with. And we played with each other. All the time, until our moms called us inside. With every kid in the neighborhood because that is just what we did. As kids. We even played in school. WHAT?! Yes, even there. In the neighborhood or at school, play was how we made sense of the world around us, how we solved conflicts, and how we created some of the best pillow/outdoor cushion cover forts around. We learned through it all. Of course, we know that school is primarily where learning takes place. Learning doesn't start there, but that's another conversation. Merriam Webster defines school as "an institution for the teaching of children". Not the best visual for learning... an institution... but let's consider the "teaching of children". Or better yet, let's consider the learning of children. Yes! That. How do children learn? Through play. Play forms the foundations for literacy provides opportunity for self-regulation and problem-solving gives children a chance to "work" cooperatively and collaboratively whether outside playing on the playground or inside using legos or blocks helps children explore their world on their own without interruption from adults provides child-centered learning supports the development of fingers and hands, so they have the grip strength and fine motor control to hold a writing implement (when ready!) And the list goes on and on... Educational standards today are unrealistic. We are pushing too hard and too fast. Children are not meant to sit all day in the "blue plastic chair". Or conform to unrealistic expectations for hall way walking ("Marshmallows in your mouth, hands behind your back.") Children are missing out on critical development that is strengthened through play. Through hands-on learning. Through engagement with friends. Play provides those crucial foundation skills (listed above) and, without them, leave children with gaps and deficits in processing, learning and engaging. What's more important... Meeting standards with rigor sitting all day? Being forced to hold a pencil? Conforming to what "everyone else is doing"? OR Supporting child-centered learning, engagement and development through play? I hope you picked #2. Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play; they will find that what they have mastered is child's play. -Carl Orff Inclusiveology is all things inclusion. After all, inclusiveology means the study of being inclusive. CLICK HERE to learn more.

NO! Not that kind of flip... Flipped learning. Never heard of it? Flipped learning can be a game changer for children that need more time to build background knowledge, process new information, and increase truly active engagement during the school day. So... What is flipped learning? Also known as a flipped classroom, it is an approach to instruction that has students initially interacting with new material in their own individual space. Students might read articles, identify information, or watch videos of a new concept at their own pace. Time in the classroom is then spent on active engagement, completing higher level tasks, and deepening knowledge. The teacher, in this case, is more of a guide as students do the work through projects and tasks that focus more on collaboration and peer support. Teachers are able to work with smaller groups of students at a time, complete ongoing assessments that directly relate to the project or task, and provide support in the form of reteaching/reviewing concepts for students that need it. In traditional learning, new concepts are introduced in the classroom, often with teachers "telling" students new information. Homework is then given, leaving students to process and grapple with new information by themselves. What happens when a student "doesn't get it"? Or the homework is incorrect? For students that need additional support for processing, this traditional approach might not work. If we think of flipped learning as an opportunity to build the background knowledge and absorb new information at an individual pace, the engagement with this new information happens in the classroom with the support of the teacher to clarify, reframe, and support. How does flipped learning benefit students with disabilities and learning differences? naturally provides extended time for learning new information new information can be read multiple times, as needed passages, articles and stories can be heard using assistive technology (found on computers and tablets) to support with comprehension students can break learning into smaller chunks Students with disabilities and learning differences need opportunities to learn new information in a way that makes sense for them. Inclusiveology helps with that. CLICK HERE

As someone who truly appreciates a good #2 pencil, the traditional pencil is my tool of choice when I am writing and has been since I was a child. As it is for millions of children all over the world. But what do you do when a child is an emergent writer? They might not yet be ready for a traditional pencil. If that is the case, it is time to consider how we define the word pencil. A pencil is a tool that helps EVERY child express themselves. In keeping with the idea of a traditional pencil, a child might use: a marker a crayon a traditional pencil with a supportive pencil grip a jumbo pencil But if these are not yet accessible for a child, it's time to consider an alternative pencil. Partner Assisted Scanning: scan for letters or words to use in composing a writing sample An AAC device: use to craft sentences, identify a topic, or share ideas with a verbal output. An image may be used to represent meaning and lead to conversations about what a child "has to say". A keyboard: use to find letters or words that represent thoughts and ideas Magnetic or tile letters: use to find the initial sound of a word or to craft words. When used with a photo or an image, meaning can be attached to what they are expressing. Writing is an expressive medium, and every one has something to say. EVERY ONE. So why not think "outside the box" to make writing accessible for all? While I'm a fan of #2 pencils, I absolutely believe that all of us are writers. We just have to find the best tool. Inclusiveology is an educational program that supports school communities with the nine essential elements of meaningful inclusion. To find out more about how to make your learning environment accessible for all CLICK HERE.

You actually do know WHAT to do. As an educator, you know what inclusion is. You can define it and talk about it. You can even say "We are inclusive." Or "All means all." Even though you know it really doesn't... And you can have the best of intentions when it comes to the WHAT because as an educator, you love children and want all of them to achieve, grow and become thriving members of society. But this is a time when the best of intentions are not enough. You have to have a deeper understanding of the HOW and the WHY. So HOW do you support every child in achieving, growing and thriving? HOW you support every child starts with: mindsets that enforce the idea that every child is capable of achieving regardless of learning difference, ability or learning style collaboration amongst educators and school staff to maximize supports for children that need additional supports strategy toolboxes that encourage flexible instruction, engagement and expression And this is just for starters. WHY do you need to support inclusive education? I could simply say that it feels terrible to not be included. To be left out. To always be the "one" that isn't making gains. To be the kiddo that "just doesn't get it". To be "called out" by their teacher. But it's more than that. As an educator, you are in the business of teaching children. You don't get to pick and choose who achieves and who doesn't. It's your business to ensure that every child achieves, is included, and feels like they are an important part of your class. What's your WHY for including every child? When you can begin to connect the WHAT to the HOW and WHY, it is then that you can approach inclusive education in a way that is meaningful for every child. Inclusiveology support inclusive education with professional development and coaching in nine essential elements of meaningful inclusion. CLICK HERE to learn more.

Creating a sense of belonging makes all the difference. Every child wants to belong to their school community. In school communities, that sense of belonging starts at the top. When school leadership values, respects, and appreciates educators, plant operators and every other person on campus, this supports a positive sense of belonging. This can take the form of a simple and sincere thank you, finding creative ways to celebrate small victories, or an offer to teach in your classroom while you take an emergency phone call. As an educator, my greatest example of belonging started on my first day at a new school. I transferred there to start the "next chapter" and was given a goodie bag by the principal. In it was all of the "stuff" that made you feel like you were part of a team: a coffee mug, a travel cup, a school t-shirt. All with the school name and mascot. But, the best part of the goodie bag was at the bottom. There was a royal blue fleece blanket, embroidered with the name of the school and the mascot, and a note pinned to it: "We want you to feel snuggled in. We're happy you're here!" True story... When that sense of belonging is felt by educators, office staff, and the ladies in the cafeteria, it trickles down to children. Children see their teachers valued and respected whether we consider that or not. Teachers who feel a sense of belonging are more likely to create that culture in their classrooms. When children feel a sense of belonging and feel included, they are more likely to: have positive relationships with friends as well as teachers value learning be honest and share feelings take risks, even if they might make a mistake work more collaboratively with peers take feedback and grow from it feel safe Regardless of who were are, we appreciate feeling a sense of belonging and feeling included. It makes us feel safe and content and wanted. And snuggled! In case you were wondering, I still have the blue fleece blanket... Diversity is a fact. Equity is a choice. Inclusion is an action. Belonging is the outcome. -Arthur Chan Inclusive is a program that supports inclusion and creates a sense of belonging through a better understanding of inclusive practices and coaching. CLICK HERE to find out more.

Take a page from this little guy's playbook to live your best life! THIS is The Midnight Rider. The Midnight Rider is a 12 1/2 year old pug with the best possible outlook on life. He came to me only 2 1/2 years ago after living a wonderful life with a lady who unfortunately passed away. He came into a local rescue, I fell in love, and that's that. But not really... You know that there's always more to the story when it comes to pugs. The Midnight Rider is a spunky little guy with no hearing and 2 luxating patellas on his hind legs. But, do not feel sorry for him! While watching for visual cues on what's happening next, waiting for treats to fall from the sky, and getting around just fine in his safe and cozy environment, he has given me lessons to consider as I go about my days. Here's some tips from the pages of The Midnight Rider Mindset: There is always fun to be had. It doesn't matter if you can't hear excitement around you; you can feel it! Always find a buddy to lean on... and if you can snuggle with them, all the better. There is always someone that can help you... if you let them know you need help .Being kind is one of the most fun ways to be! So many people are kind right back. Be silly whenever you feel like it! It might put you in a better mood. Love your life. There is magic in it around all the different corners. And finally... There are second chances in life. If you get one, take it. See how happy I am? Mindset is everything!! We are free to shift our mindset whenever we need to. To a growth mindset: How can I improve this? I am learning so much as a try to figure this out! If I keep practicing, I will get better. I can do anything I put my mind to. To an inclusive mindset: I want everyone to feel a part of our group. People are valuable and contribute to the greater good. I can do something in a different way than someone else, and that's okay! I can support others in growing their independence in my school community. Everyone can achieve when given the right tools and supports. Find out how Inclusiveology supports an inclusive mindset so everyone can grow, achieve, and be successful.

Never underestimate the possibilities and potential... regardless of ability. This is Margie. Margie is my 13 year old, one-eyed foster pug with a physical disability. And she is in charge of her world. Margie came to me about a month ago in horrible condition after being dumped at the shelter. She had ear infections, rotten teeth, 2 large masses, and such severe arthritis that she was not mobile, except for 5 steps or so. Then she would collapse... So... Margie and I got to work. She received supplements and injections to ease the pain of arthritis. Her ear infections were cleared up and masses removed. My girl Margie even had a dental leaving her with 6 shiny clean teeth! My and Margie's most important physical work centered around the use of a wheelchair. We used a quad wheelchair (with 4 wheels and a thick belly strap to support her torso) to build strength, walking stamina, and range of motion in her legs. Margie and I worked 5-10 minutes a day in her wheelchair, and that short practice was a game-changer for her independence and confidence. Margie can now walk down the street without the wheelchair, greeting neighbors, getting loads of attention from the kids in the neighborhood, and simply being happy. Just being a pug!! After just a short time, Margie is living her best life. And why? She had someone that never underestimated her potential and possibility for greatness. I fostered her independence and growth with so much love. Margie might have a disability, but she is in charge of her world. She is Marge and in charge... and I just love her. If we can support pugs with disabilities with love and believe in their possibilities and potential, imagine how amazing it would be if we could do that for every child regardless of their disability? Every child has potential for greatness, independence and massive achievement. Find out how Inclusiveology helps every child regardless of disability be the best they can be! Just like Margie...

Tired of the same ol' assessments that don't give you enough information? Or so much information that it's impossible to trudge through it all? The purpose of a formative assessment is to give you information on learning, skill acquisition and achievement at the end of a unit of study, concept or project. It can help determine areas of strength and those that need further concentration. In this way, we can adjust our teaching accordingly. And yes, be more flexible! With that in mind, assessments do not have to be paper/pencil. They do not have to be boring and repetitious or come in the form of a quiz or test. That's far too formal, don't you think? Imagine assessing your students in a way that was meaningful to them? In a way that kept them engaged? In a way that reflected what they truly have learned? It's possible, of course, but you must get "out of the box". Not all of your students live there. So try some of these fun, formative assessments next time you want to gather information on strengths and those areas that need a bit more focus. Thought Bubbles Students can create their own thought bubble to capture what they have learned in writing, using drawings or online photos and images. Visualize It Read a piece of text without showing the illustration. Have students draw a picture or find an image onlinUe that represents what you read. Three Things You Need to Know Students write 3 learned details of a topic from an article or other passage on an index card or stickie note. Activity: As music plays, students walk around room. When music stops, students share their details learned with a partner. Continue 3-4 times until students have shared with multiple others. Technology-based Assessment Activities Create questions on Kahoot to determine knowledge. It's free! Use Padlet (or other online board) to collaborate and share knowledge and provide feedback). Use Flubaroo to create self-marking quizzes that students can use to check for their own understanding. There are hundreds of different ways to formatively assess learning and skill acquisition. Since formative assessments are done frequently, mix it up and have FUN with it! Leave the day to day formality to the others. Your students will thank you. For more information about innovative assessments and ways to reach every child in your school community through inclusive practices, CLICK HERE

During a recent presentation to a group of non-educators, a member said just that. "I don't know anyone with a disability." You might have to read that twice to let that sink in and wrap your mind around that statement. First of all... unless you are living under a rock or have isolated yourself from the rest of humankind, you more than likely know someone with a disability. I'm 99% sure that you do. People with disabilities, learning differences, differing abilities, or however you want to say it are everywhere. FACT: One billion people or 15% of the global population have a disability. FACT: That is the largest "minority" population in the world. Are all disabilities visible? NO! Does everyone with a disability use a wheelchair? NO! Disabilities come in a wide variety: The point is... does it matter? People with disabilities don't wear a t-shirt or announce their sign to announce their difference. If that were the case, we would all have to wear our own custom t-shirt and design. We are all so very different. And that is a beautiful thing... For more information on how Inclusiveology can support differing abilities, CLICK HERE

I am not an auditory learner. I know this about myself, so I am able to compensate by writing things down and making sure that I am watching the speaker, powerpoint, or whatever else is available to me visually. Hey, guess what? You have students that need that type of support, too! In many of today's classrooms, instruction is delivered in much the same way that it has been for decades. Teachers have a manual, a script, a module, or a guide that tells them exactly what to teach. These tools do not always inform on HOW to teach it or HOW your students will engage and process. This is a problem when all of your students do not learn or process information in the same way. Or have the same learning style... Or have the same engagement style... Some students might need to see what is being taught or what they are engaging in, so why not add some visual supports? Visual supports are great for students who: do not always understand what is being said have a shorter attention span do not process auditory information in a timely manner do not have communication skills that are appropriate to their age/grade level have difficulty focusing are still building comprehension skills How do students benefit from the use of visuals in learning? During initial instruction and engagement: To increase focus and processing of content being presented Example: Teacher is engaging students in learning about the Outer Planets in the Solar System. 1. Provide students with pompoms or styrofoam balls that represent each of the planets. 2. Provide students with a graphic organizer to collect information about each planet or provide images to show the distance between each planet and the sun. To increase independence Example: Provide a student with a checklist of tasks to be completed upon entering/leaving the classroom or when transitioning to another space in the classroom. This might alleviate the need to repeatedly ask "what to do" during routine processes. To improve time management and organization Example: Provide a visual timer. A visual timer (i.e. Time Timer) can be purchased from educational stores or found online. Many of those found online are free and may be adjusted to meet your students needs. To support comprehension Example: If a student is reading significantly below grade level, there are supports that can be used to support comprehension and content integration. By providing visuals in the form of photos or images, students may comprehend sequence, problem/solution, etc. more independently. Photos and images may be found on various search engines or through a visual supports program (i.e. Lesson Pix, Symbolstix). There are endless tools and supports that may be used to increase engagement, focus, and organization. These ideas are just the tip of the iceberg. For more information and to dig deeper into specific visual support needs for your students, you need Inclusiveology. Inclusiveology supports all things inclusive. CLICK HERE The brain processes visual information 60,000 times faster than text. - 3M, 2001

If they already know the word, why do you keep teaching it?! High frequency words are those that are most common and can be recognized by sight. When teaching high frequency words, it is important that instruction is based on individual student need. Not all children learn the same words at the same rate, in the same way, or with the same rate of progress. So... you more than likely will have students in the same group with different word needs. That's OK! Hence, the need for differentiation. Differentiated instruction is designed to meet the needs of individual students. Like Specially Designed Instruction... (see what I did there?) It all comes back to SDI... When you are considering HOW you are going to provide high frequency word instruction, gone are the days of flash cards. DO NOT do that! Instead, we can use word cards in a more productive, flexible way to create recognition of the word using visual imagery. Here's the HOW: First, determine the high frequency words that the student already knows. You can use the Fry or Dolch word list/assessment, as these are both commonly available. Next, identify the words that are not recognized immediately. Remember, high frequency words are quick! You can color code/symbol code the assessment to easily identify words that are fast (almost mastered), medium (working on it), and slow (the word is either new or unfamiliar). Words should be written individually on index-type cards, in lower case, bold letters. Neatness matters. Organize the words into 3 piles: those that can be said fast, medium, and slow. Do some symbol imagery exercises with each word to ensure that the student has visual memory of the word. An example of a routine to reinforce symbol imagery includes: Teacher (T) holds up the word card and says "This word is like". T says, "What word is this?" Student (S) says like. T says, "Yes, the word is like". (T covers the word with her hand.) T says, "What letters did you see in the word like? S says, l-i-k-e. If S does not say all letters, T will uncover the word, S sees it again, and is able to say all letters. T provides corrective feedback until the word is correct. Student "air writes" the word in the sky just above the eye line so the eyes track up to write the word as he says the letters. OR Student writes the word on the table with a finger, saying the letters as he writes. T can also provide additional challenges by asking for deletions and substitutions. (These more challenging skills would not be appropriate for slow and unfamiliar words). T shows, then covers the word. "What is the second sound in like?" S says /i/. Keeping the word covered, T says "Say like. Now say like, but instead of /l/, say /b/. (S says bike.) The goal with all high frequency word instruction is to move students' word knowledge from slow and unfamiliar to fast and mastered. Words should be reinforced with repetition, word games, and independent or partner practice. This is most effectively done with a word routine that includes imagery so that students can commit the word to visual memory. Routines including imagery also provide engagement that you are not getting from flash cards. (No flash cards!) The MOST important thing to remember, is that children learn words so that they can read. And the more words they know, the better. So stop teaching them words they already know, and differentiate already!! Inclusiveology supports school communities with SDI, differentiating instruction and all things inclusive. Want more info?