We're celebrating puppies! I am so blessed to be able to spend my professional life doing what means the most to me. One of my favorite elements of my professional life is the opportunity to coach in local schools supporting teachers that work with autistic kids. Yes, it’s considered work, but brings me great joy! This past week I was scheduled to go to a school where they were celebrating the 100th day of school. When I was a classroom teacher, this was absolutely one of my favorite days of the year. It was right up there with Dr. Seuss day! In an elementary classroom, the teacher was reviewing the calendar and daily schedule and talking about the hundredth day of school. She then asked her students, "What are we celebrating today?" "Puppies!" This exclamation came from a quiet little dude sitting towards the back of the room. Even on a day where I’m wearing my professional "coaches hat", I smiled huge and laughed and thought, this little kid is one of my people. I was reminded for the rest of that day that it is so important that we celebrate the things in life that mean the most to us. Could it be the hundredth day of school? Maybe. Could it be the fact that it’s the weekend and our weather is beautiful? Maybe. But am I celebrating puppies? Absolutely. Life gets hectic, and life can feel overwhelming. Take time every day to celebrate and enjoy what matters most to you. Wishing you a beautiful week ahead, filled with little celebrations. Here's photo of my almost 16 year old puppy that gets celebrated every day! How can Inclusiveology support and celebrate your autistic kiddo's learning and growth? CLICK HERE to schedule a time to chat.

"I know what he means." WHAT?! HOW?! Every child needs a voice. Every child. That means for a child with autism who does not have a voice that speaks or expresses like typical peers, there needs to be an alternate form of expression available. Not everyone uses their voice as a primary means of communication! Think about it... as humans, we have so many ways in which to interact with our world. We speak. We type. We text. We email. We point. We look. We even "tiktok, Instagram, Facebook and Snap Chat" our thoughts and ideas. If we use all of these forms of expression and engagement on a daily basis, it is equally important to offer children opportunities to engage in ways other than with their voice. side bar: I am not a Speech and Language Pathologist, so I will focus on classroom interaction and engagement. I have heard multiple times from teachers with whom I work and have coached, "I know what he means." with regards to a child that is not typically verbal or does not use their voice to express and engage in learning. So I must wonder... How do you know what he wants to say? Is he simply responding within the parameters of what was given? If we are determining the wants of a child with autisam within the limited confines of snack time (i.e. "Do you want goldfish or pretzels?"), we are missing hundred of opportunities every day to support productive engagement and learning. If you "know what he means", how can you move towards engaging in meaningful learning? Are you only working on expression during snack time? We have to move beyond goldfish and pretzels... Isn't there more to life and learning than that?! Here's an example: You are a 4th grade teacher, and your students are learning about how weather impacts Florida, an important topic as it is relevant and can be generalized daily, especially during hurricane season. Let's say that this lesson is focused on the effects of rain on humidity levels. When your students are ready to show what they have learned and express their knowledge, there should be other options other than a verbal/voiced response. pictures, images or illustrations depicting different kinds of rain/storm patterns that can be pointed to or sequenced videos about rain and storms in Florida in which students can pause and share key details an opportunity to go outside to experience a daily weather change or find an upcoming rainy weather change on a weather/radar app. When we consider the learning outcome of a lesson on how weather impacts Florida, the outcome is not how verbal and well-spoken a child is. The outcome is for him to show you, however that sounds or looks, what he's learned about the effects of rain on humidity levels. The reality is... a child does not need his voice to show you what he knows. Even if his instruction is modified, he can still show you. Show vs. tell. It's a shift in thinking, but it's needed if we ever want to move from "I know what he means" to "Guess what he showed me today!" In supporting a child in showing what he knows, we are also presuming competence. For support for your child with non-verbal engagement in learning and presuming competence, check out what we offer at: www.inclusiveology.com BECAUSE... EVERY CHILD DESERVES TO BE INCLUDED IN LEARNING.

My authentic "WHY"... Thanks for watching and listening! Please reach out for a free consultation to see how I can best support you and your child on their educational journey. CLICK HERE to grab a spot on my calendar. See you soon~ DJ

Parents, This guide is for you to share with teachers! Inclusive classrooms are designed to be supportive of all children. One key aspect is fostering self-regulation skills. These skills empower children to manage their emotions, behaviors, and attention effectively. Here are some simple practical strategies for teachers to support self-regulation in kids with autism within a general education setting. Clear and Predictable Routines Children with autism often thrive in structured environments. Establishing clear and predictable routines helps create a sense of stability. Display visual schedules to outline daily activities, transitions, and breaks. For so many kids on the autism spectrum, consistency provides a comforting framework for self-regulation. Visual Supports Visual aids are powerful tools for communication and understanding. Use visual supports like charts, diagrams, or social stories to explain expectations, rules, and upcoming events. Visual cues help children with autism process information and anticipate what comes next, reducing anxiety and promoting self-regulation. Visual supports are also great for engaging in learning and to "show what they know"! Sensory Breaks Sensory processing challenges are common in autism. Designate a quiet, sensory-friendly space where children can take breaks when needed. Provide sensory tools like fidget toys, weighted blankets, or noise-canceling headphones. These tools can assist in self-regulation by allowing students to manage sensory input. Explicit Social Skills Instruction Teach social skills explicitly through modeling and role-playing. Break down social interactions into simple steps and reinforce positive behaviors. This helps kids with autism navigate social situations, reducing stress and promoting self-regulation. Collaborate with Support Staff Effective collaboration with support staff, such as special education teachers or aides, is crucial. Work together to implement individualized strategies and interventions that address specific needs. Regular communication ensures a consistent approach to supporting self-regulation. And of course, collaboration is key to a cooperative IEP! Use Positive Reinforcement Positive reinforcement is a powerful motivator for all students. Acknowledge and reward desired behaviors to encourage self-regulation. This can be as simple as verbal praise, stickers, or a designated reward system. Positive reinforcement fosters a positive learning environment. For all kids, the more positive, the better! Break Tasks into Manageable Steps Breaking tasks into smaller, "digestible bites" helps children with autism feel a sense of accomplishment. Provide clear instructions, and check for understanding throughout the task. This approach promotes self-regulation by preventing overwhelm and promoting success. Creating an inclusive classroom that supports self-regulation for kids with autism is achievable through thoughtful strategies and a collaborative approach. By incorporating clear routines, visual supports, sensory breaks, social skills instruction, collaboration with support staff, positive reinforcement, and breaking tasks into manageable steps, teachers can empower all students to thrive in a general education setting. Remember, every child is unique, so flexibility and ongoing communication are key to adapting strategies to individual needs. Have questions? Need to take a deeper look at classroom supports? CLICK HERE to schedule a free consultation.

Listen to it HERE! Parenting a child with autism comes with its unique set of challenges, and navigating the educational system is often one of them. If your child has been diagnosed with autism, he/she likely has an Individualized Education Program (IEP). Let’s take a look at why a collaborative IEP is crucial for your child's success in school and beyond. It’s so important to know what is in your child’s IEP!  An IEP is a personalized plan designed to meet the unique needs of students with disabilities, such as autism. It outlines specific goals, services, and accommodations tailored to help your child thrive academically and socially. Think of it as a roadmap for your child's educational journey. If this feels overwhelming, we can help you with that! There is so much power in collaboration, especially when you as a parent have the knowledge to be an integral part of the conversation at the IEP table. When it comes to crafting an effective IEP, collaboration is key. You, as a parent, are an essential member of the IEP team, along with teachers, special education professionals, and sometimes even your child. Working together ensures that everyone's insights and expertise are considered, leading to a plan that truly reflects your child's strengths, challenges, and aspirations. Here are some of the benefits of collaboration! Personalized Approach A collaborative IEP allows for a personalized approach to your child's education. By sharing your insights and observations, you contribute valuable information about your child's unique needs and strengths. This input helps create a plan that is tailored specifically to your child's abilities and goals. Shared Expertise As a parent, you know your child best. Teachers and special education professionals bring their own expertise to the table. By combining these insights, the IEP team can develop strategies that address both the academic and social aspects of your child's education. Consistency Across Settings Collaboration ensures consistency in your child's support systems. When everyone involved is on the same page, the strategies and accommodations outlined in the IEP can be implemented consistently at school, at home, and in any other settings your child may encounter. Building a Supportive Community A collaborative approach fosters a sense of community and understanding among all involved parties. This creates a supportive environment for your child to learn and grow, both academically and socially. If you as a parent need more community support, join us here! So, how can we ensure that the IEP will be collaborative?  We want kindness and support, not stress! Here are some tips for effective collaboration. Open Communication Keep the lines of communication open with the IEP team. Share your observations, concerns, and successes regularly. Attend Meetings Attend IEP meetings prepared and ready to actively participate. Your input is invaluable in shaping your child's educational plan. Set Clear Goals Work with the team to set clear, achievable goals for your child. These goals should reflect both academic and social-emotional milestones. Regularly Review and Revise An IEP should be regularly reviewed and revised. As your child progresses, adjustments to the plan may be necessary. Think of the IEP as a fluid document and can be amended and adjusted when needed. In the journey of supporting your autistic child's education, a collaborative IEP is a powerful tool. By actively participating in the process, you contribute to a plan that not only addresses your child's unique needs but also fosters a supportive community for their growth and success. IEPs don't have to be stressful! Come to the table with educational knowledge that reflects your child and share! Want to grow your educational knowledge? Grab a free consultation here.

Are a IEPs a bit... combative? Wonder what they are thinking on the other side of the table? Curious how you can create a world where THEY will WORK for you and your kiddo? These questions are answered on this video, "IEP Secrets From an Insider". Thanks Parenting AT HOME Autism Challenges in a Spirit of Love for such a powerful conversation! I offer coaching and support for parents of kiddos with autism and related disabilities to build their educational knowledge of what's possible for their child. Grab a time for us to chat in a free consultation HERE

Listen to it here: The Christmas Pencil: A Gift from Michael As the holiday season approaches each year, I think back to a Christmas memory that has stayed with me for 25 years! It's so simple:  a story of a gift wrapped in black and white newspaper and held together with masking tape—a Christmas pencil. Twenty-five years ago, during my early days as a teacher, a thoughtful student named Michael gave me a gift that would hold a special place in my heart. One day, Michael approached me with a small, unassuming package wrapped in newspaper, carefully sealed with masking tape. Little did I know that within that unpretentious wrapping was a very special gift. The pencil was well-loved and worn.  No sharpened pencil tip or useful eraser, but it was brightly colored with a “eraser-type” wreath on the top.  It was nothing fancy, glitzy or expensive, but it remains one of my favorite Christmas gifts from a student EVER. It was Michael’s favorite pencil.  And he chose to give it to me for Christmas. Over the years, many gifts have come and gone, but Michael’s Christmas pencil has retained its place of honor on my desk. Its presence in my pencil mug serves as a loving reminder of the genuine connections that can be forged with kids, the impact we have on them, and the love they have for us. Over the years, my career has shifted dramatically:  from the classroom, to a district Special Education coach and trainer, and now as a coach for parents of kids with autism and other neuro-diversities.  But I loved the connections that I made with “my kids”.  And boy, if you were one of “my kids”, you knew it! Michael’s Christmas pencil is one of my many reminders that it’s not the cost or the glitz of the gift; it’s the meaning behind it.  I can only believe that Michael gave me his favorite pencil because I was one of his “favorites”. During this holiday season, his Christmas pencil reminds me once again that the most meaningful gifts often come in unassuming packages, and the true magic of Christmas lies not in the extravagance of the present, but in the sincerity of the sentiment behind it. To all of you ~ Merry Christmas and Happy Holidays to you.  May you always be blessed with simple gifts.

As parents, we love to see the magic that happens when our kids step outside and engage with the world around them. For children with autism, outdoor play isn't just about fun—it's a doorway to a world of sensory experiences and learning opportunities. Let’s take a look at why outdoor play is especially crucial for kids with autism and how it can support their unique learning needs. Sensory, Sensory, Sensory! The outdoors is SO sensory! From the crunch of leaves on a hiking path to the warmth of sunlight felt on the playground, nature offers a diverse range of sensory experiences. For children with autism, who may experience sensory sensitivities, outdoor play provides a gentle and natural way to explore different textures, sounds, and sights, contributing to their sensory integration and regulation. Calming and Relaxing Nature has a calming effect on all of us, and for children with autism, who may face challenges with anxiety or overstimulation, the outdoor environment acts as a therapeutic space. The wide open spaces, breezes, and natural sounds can help to reduce stress and promote a sense of calm. Get Moving! Outdoor play naturally encourages physical activity, which is essential for the overall well-being of children (and for all of us!). Whether it's running, jumping, or playing sports, the movement involved in outdoor play helps in developing gross motor skills and coordination. Additionally, physical activity can be an effective outlet for excess energy, supporting a more focused and engaged state of mind. Doesn’t this sound so much more fun than an ipad?! Friends, Friends, 1, 2, 3,... Nature is “naturally” inclusive! The outdoors creates an inclusive and less structured environment that can be particularly beneficial for making friends, social interaction, and communication. Outdoor play activities, such as group games or nature walks, provide opportunities for children with autism to practice social skills in a relaxed setting. Nature offers us a place to increase our social connections with others. Support for Flexibility While routine is crucial for many children with autism, the outdoors offers a flexible setting that can complement structured routines. Nature's ever-changing elements provide a gentle way to introduce variety and adaptability, helping children with autism become more comfortable with change. Nature surprises us sometimes with a rain shower, a big gust of wind, or a chilly drop in temperature! New Exploration The outdoor environment is a natural classroom full of hands-on learning opportunities. From observing bugs to discovering different plant species, outdoor play encourages exploratory learning. This type of experiential education allows children with autism to engage with the world in a concrete and meaningful way, fostering a love for learning. Exploring the outside world can lead to more child-centered learning in the classroom! So… Get outside! Outdoor play is like a therapy session offered by Mother Nature herself for children with autism. It's a place where sensory exploration, social interaction, and learning come together and can be a pathway to growth, learning, and joy. Go get your coats!

Author’s note: I am not a fan of "labels". I have seen over the course of my years in special education, so many instances of pre-judging a child based on their "label". Children are not labels. Instead of "labeling", let's simply consider what they need to be successful. The word "label" will be captured in quotes throughout because I don't like them! But, this is a topic that needs continued attention... even though it's 2023... Special education "labels" and diagnoses have long been a double-edged sword. While these designations aim to provide support and tailored resources for students with unique learning needs, they can inadvertently create additional barriers that hinder the very inclusion and accessibility for children with disabilities. What are the impacts of special education "labels" in the classroom and how can they negatively shape expectations for learning? One of the primary challenges associated with special education labels is the "stigma" that often accompanies them. This "stigma" is often associated with antiquated mindsets and a belief that children with disabilities are incapable or "need too much". When a student is "labeled" with "learning disability", "attention deficit hyperactivity disorder (ADHD)," or a myriad of other disabilities, it can lead to preconceived notions and biases among educators, peers, and even the students themselves. Several years ago, I had a brief conversation with a teacher that went something like this: T: Ugh, I have another student with ADHD. DJ: Ok, let's take a look at what's in place and figure out what else he needs. T: He's got ADHD. He's hyper and never sits. I've had lots of kids just like him. DJ: Is he, though? Logan (name changed, of course) is a pretty unique individual! Let's see what HE needs. "Labels" and these narrow mindsets might unintentionally pigeonhole individuals, shaping perceptions of their capabilities and potential. Special education "labels" can inadvertently narrow expectations for students. Educators, influenced by these designations, may unintentionally lower academic standards or limit the scope of learning opportunities. This can result in a self-fulfilling prophecy, where students internalize the expectations set for them and struggle to surpass the perceived limitations of their label. While special education "labels" focus on identifying challenges and areas that require additional support, they often overshadow the unique strengths and talents that each child possesses. When you get to know kids as individuals, they are fun, unique, and most often will bring something amazing to the table. When the focus is on deficits, it can hinder the development and recognition of a student's individual abilities, potentially impeding the discovery of unconventional talents or areas where they excel. Special education supports and services are designed to address diverse learning needs, it is crucial to understand the impact of "labels" on the educational community. By understanding and addressing the unintended consequences of these "labels", educators ,, parents, and policymakers can work towards fostering a more inclusive and equitable learning environment. No more barriers. No more "labels". Instead, the focus is on strengths. Uniqueness. Giving every child what they need to be successful. If this were your child, wouldn't you want the best supports and services possible? And simply say, ,"no thank you!" to the label?! We help parents get classroom supports that bring out the best in your kiddo! Grab our free IEP starter guide right here!

Equity. It's a word seen often in the news and social media in conjunction with diversity, equity, and belonging. Some might say "it's trendy". Some might think "it's just a phase, it'll pass." But when it comes to providing children with equity to valuable educational experiences, it is neither trendy nor passing. Equity recognizes the needs of every child. As an individual being. To be a success. Because they all have different needs, right? Learn differently? Have different skills and strengths? But wait.. What's the difference between equity and equality? Equality gives every child the same. Regardless of circumstance, social sector, disability, or a myriad of other factors. Here are some examples of equality: Every child at Shady Hills Elementary School received a new laptop. Every child at Mountain Side Academy had the same amount of time to complete a quiz. Every child a Sunset School was given the same materials to create a project. Well... that sounds pretty good, right? Let's take a look at these situations through the lens of equity rather than equality. Remember... with equity, everyone gets what they need in order to be successful. Let's make these situations equitable! 1. Every child at Shady Hills Elementary School received a new laptop. Sandra, JaVonte, and Emilia do not have internet access in their homes. In order for this to be equitable, they need to have internet access. Without internet access, the new laptop means nothing. To make their new technology opportunities equitable, the families of these children are provided with low- or no-cost internet to make it meaningful. 2. Every child at Mountain Side Academy had the same amount of time to complete a quiz using paper and a pencil. Malik has an IEP which indicates extended time for quizzes and tests in order for him to be the most successful. For this quiz/assignment to be equitable, Malik is given an extra 10 minutes as indicated on his IEP. Wilson has motor deficits that impair his ability to hold a pencil. He knows the material, but needs a different way to show what he knows. To make this equitable for Wilson, he needs access to an alternate pencil. This might look like speech to text feature to dictate into a laptop/tablet or eye gaze support depending on his ability and what is indicated on his IEP. 3. Every child a Sunset School was assigned to a small group and given the same materials to create a project. Deandre has sensory concerns and needs alternate materials to use because the feel of felt is overwhelming to him. He will happily create the project to show what he knows, but he needs to use something else. Deandre was given the choice to use colored paper or fabric instead of felt. He is able to complete the project without the overwhelm. Rachel struggles with focus when she works in a group with other children. She works best either by herself or with a partner. Rachel, and several other children in her class, were given an option to work alone or with a partner; for Rachel, working alone supports what is indicated on her IEP. Not every child learns, engages or reacts the same. That is simply the nature of humans. When we provide equity in education, every child can be included in learning in a way that makes sense to them. For support in making sure that your child is getting an equitable education, CLICK HERE to learn more about how Inclusiveology supports parents in feeling empowered and knowledgeable about what's truly possible for their child. Regardless of learning difference or disability. The chalkboard is a bit outdated, but you get the gist...

1975 seems like a very long time ago. I was only seven years old. 1975 was the year children with disabilities came to my elementary school for the first time. They came from a local state-run institution (in the process of closing) and arrived at my school on the “short bus”. While I had a chance to play and interact with them on the playground, that was the only opportunity. They remained in their classroom and did not join us in the cafetorium or the library. We never saw them in the hallway. They were not part of our community. I firmly believe that it was in 1975 when I was seven that my passion for ensuring equity for kids with disabilities really started. It was then that the seed was planted. My educational journey has had many twists and turns from the time I was seven years old to my current “middle age”. I have been a student, an intern, an undergraduate student, a graduate student, a teacher, a trainer, and a coach. I have never lost sight of the desire to help kids with disabilities be the best that they can be. My greatest passion these days is ensuring that kids with disabilities have the most inclusive experience possible in school. In the last five years, I have witnessed some similarities between 1975 and 2023. Social and educational isolation. Exclusion from the lunchroom and field trips. Separate PE and recess times. Separate settings and classrooms for instruction. Barriers. Lack. And even the “short bus”. Friends, this is a forty-eight year span. Granted, there are many situations across the nation where education for kids with disabilities is very inclusive. IEP teams work collaboratively for the best interests of every child. Teachers are trained. Communities “feel” inclusive and rich in acceptance and belonging. Parents feel supported. But what if you are not lucky enough to live in one of these beautifully inclusive communities? What then? Parents, as your child's first teacher, you know your child the best. You sit at the IEP table with the knowledge that you need to ensure that your child has the best, most inclusive educational experience possible. KNOW WHAT IS POSSIBLE FOR YOUR CHILD. Never ever settle for less. For help with understanding what's TRULY POSSIBLE for your child, Inclusiveology offers FREE consultations with strategies and support to get you started. CLICK HERE to meet with us!

In an inclusive and diverse society, every child deserves access to quality education, regardless of their abilities or disabilities. However, the reality often falls short of this ideal, as many children with disabilities continue to face numerous educational barriers that hinder their full potential. Let’s take a look at the challenges that children with disabilities encounter in their educational journeys, and more importantly, consider some simple solutions that address HOW to create an inclusive and accessible educational system for all. Parents! You are a critical element in ensuring that your child is encountering a “barrier free” educational zone! Here are some of the challenges and possible supports (to get you started!): Limited Access to Specialized Support One of the primary challenges faced by children with disabilities is the limited access to specialized support. Many schools lack the resources, trained staff, and infrastructure necessary to cater to the unique needs of these students. Consequently, children with disabilities may struggle to keep up with their peers, which can result in a wide achievement gap. Stigma and Social Isolation Stigma and social isolation are pervasive issues for children with disabilities. They often encounter discrimination and prejudiced attitudes from both their peers and educators. This discrimination can lead to social isolation, affecting their self-esteem, mental health, and overall well-being. Inadequate Teacher Training While some teachers are well-equipped to support students with disabilities, many are not. Inadequate teacher training on special education and inclusive teaching practices can create a substantial barrier for children with disabilities. Proper training is crucial to ensure that teachers can adapt their teaching methods and provide necessary accommodations. Physical Inaccessibility Schools that are not physically accessible create significant obstacles for children with physical disabilities. Inadequate ramps, elevators, and accessible restrooms can make it difficult for these students to move around the school independently. This not only affects their physical well-being but also their sense of inclusion. Limited Access to Assistive Technology Assistive technology, such as screen readers, braille devices, and communication boards, can greatly enhance the learning experience for children with disabilities. However, limited access to such technology is a major barrier to their education. Proper funding and policies are needed to ensure that every child who requires assistive technology has access to it. This includes assistive technology as a classroom learning and engagement tool! Inflexible Curriculum The rigid nature of the curriculum in many educational systems can be challenging for children with disabilities. An inflexible curriculum that does not account for individual learning needs can lead to frustration and hinder educational progress. Customizing the curriculum to meet individual needs is vital. Lack of Awareness and Advocacy A significant educational barrier is the lack of awareness and advocacy for children with disabilities. It is essential for parents, educators, and communities to advocate for the rights and needs of children that need additional supports. More awareness campaigns are needed to foster understanding and empathy. In an inclusive society, it is our moral and ethical duty to ensure that all children have equal access to education, regardless of their abilities. Children with disabilities encounter numerous barriers in their educational journeys, from limited access to specialized support and stigma to physical inaccessibility and inflexible curricula. However, through awareness, advocacy, improved teacher training, and policy changes, we can begin to break down these barriers and create an educational system that truly caters to the diverse needs of all children. Every child has the capability to be included in learning. It is up to us to make that happen! We would love to help guide you on your journey. CLICK HERE to schedule a free consultation for strategies and ideas to use right away!