Which one? What was once a catchy little ditty (think Frank Sinatra) to hum to yourself is now an option on how you view inclusion. Crazy, right?! I read and hear often that schools are "doing inclusion", and I'm not really sure what they mean by that. Does it mean that children are... included on the playground or at lunch but nowhere else? included in music and art but with no accommodations, modifications or support? in the general education classroom, but are expected to do the same work in the same way at the same time? "participating", but otherwise not engaged? If we're going to use the phrase "doing inclusion", we have to be clear about what that will look like. Because we can't "do" inclusion without action. What do our actions look like? Engagement. How do we engage in conversations about meeting the needs of every child? Are we supporting each other in a way that can translate to the classroom? When adults engage in conversations openly and honestly, there might just be the mindset shift needed. When the mindset shifts and deeper understanding and knowledge is available, real engagement can happen in the classroom for every child. Encouragement. Encouragement to "think outside the box" and try a new strategy or use a new assistive technology tool. Encouragement without punishment or negative consequence. Children need encouragement to learn in a way that is meaningful, use new tools and experience the social and learning power of belonging to their peer groups. Involvement. When adults are involved in creating an inclusive community, there is ownership. It is not a mandate. Both adults and children grow from being involved in community changes. When children are involved with their peers, friendships are built. Supports come naturally because relationships have been nurtured through learning, engagement and social opportunities. So when we are able to "do" these three actions, we are able to celebrate what each child brings to the proverbial table: their differences, their strength, and their magic. In doing this, the feeling shifts from something we are "doing" to something we are "being". It feels like we are being inclusive. It feels like belonging. We long to belong, and belonging and caring anchors our sense of place in the universe. -Patricia Churchland Regardless of difference, ability, strengths, or limitations, each of us has a place in the universe. And, in school, so it must be for children... Here's some Frank just for fun... "do-be-do-be-do"... CLICK HERE to schedule a time to talk about more inclusive opportunities for your child or school.

So many websites. So many people in the photos. But who decides who is seen in the photos? Who decides who is represented in these photos? Because according to a recent article that was shared with me, we, as a society, are having an issue with representation and inclusion. The article shared was https://www.websiteplanet.com/blog/government-websites-exclude-disabled-men-and-women-from-non-health-related-webpages/ , and it discusses how people with disabilities are almost non-existent on government and stock-photos websites, and when they are represented, they are not represented as whole individuals, but are only showed for their disability. I decided to do some image research on the site that I use most often for stock photos, and here's what I found: Each of these photos is "labeled" (contains alternative text) as something other than a person with a disability. This is a positive! A team meeting A girl who is a para-athelete A man using a tablet Reading an e-book A young girl painting BUT... All of these photos were found when I did a search for disability, or wheelchair, or amputee, or learning difference. I could not find a photo of a person with a disability when I searched "picnic", "restaurant", or "happy couple. While this sampling of photos does capture the people in them in a positive light, it further emphasizes that people are often seen for their disability rather than a whole individual. As you go about your website visits, and even as you see ads on television, be mindful of who is being represented. All people need representation. They need to see themselves. To end on a positive, thank you to Target for consistent representation of children and adults with disabilities! Target is not the only company. Slow and steady... we are making progress. For more information on how to create and nurture an inclusive school community, visit INCLUSIVEOLOGY Inclusion works when you have all of the pieces!

The concept of inclusion refers to the practice of providing all students, including those with disabilities, with equitable access to educational opportunities and supports within a general education setting. Inclusion is not only a legal requirement, but it is also a moral and ethical imperative to ensure that all children receive a quality education, regardless of their ability or disability status. There are several benefits of inclusion for children with disabilities in elementary schools. First, inclusion provides children with disabilities with the opportunity to learn alongside their peers without disabilities. This can help to break down stigmas and stereotypes, and promote a more accepting and diverse learning environment. Additionally, inclusion can help to improve social skills and self-esteem, as children with disabilities have the opportunity to interact with their peers and develop friendships. In order to ensure that inclusion is successful in elementary schools, there are several key strategies that educators and schools can implement. First, it is important to provide appropriate accommodations and supports for children with disabilities, such as assistive technology, adapted materials, and individualized instruction. Second, it is crucial to provide ongoing professional development and training for teachers and staff on inclusive practices and strategies. Third, schools can foster a culture of inclusivity by promoting acceptance, tolerance, and respect for diversity. One of the biggest challenges facing inclusion in elementary schools is the lack of resources and staffing. Many schools struggle to provide the necessary accommodations and supports for children with disabilities, and may not have the staff or expertise needed to implement inclusive practices effectively. Another challenge is the need for increased parent and community involvement in supporting inclusion. Parents can play a key role in advocating for their child's needs and working with schools to ensure that their child is receiving the appropriate accommodations and supports. Additionally, community organizations and advocates can help to raise awareness about the importance of inclusion and provide resources and support for schools and families. Inclusion for children with disabilities in elementary schools is critical to ensuring that all children receive a quality education and have the opportunity to reach their full potential. While there are challenges to implementing inclusive practices, there are also many benefits, and with the right supports and strategies, inclusion can be successful in promoting a more diverse, accepting, and equitable learning environment. Inclusion is the consideration of every child's learning through accessibility, equity, and authenticity. DJ Nicholson, Inclusiveology Inclusiveology is the study of inclusion. Ask how we can help.

I remember being a kid in the back of the family station wagon on the way to White Sands Beach on the Connecticut shore. My grandparents had a beach house there, and for at least 2 weeks every summer, we would pack up the station wagon with all of our gear and head to the shore. It was just about a 2 hour drive, but to me, as a six-year old, I had little to no concept of time. And so, the ever-so-popular questions, "Are we there yet?", "When are we going to be there?" would start about a hour into the trip. "Stop asking! No, we're not there yet!" my mom would bellow (yes, bellow described the tone) from the drivers seat. And I would go back to being quiet... until it was time to ask again. In hindsight, how could these pestering questions have been avoided to ensure that my mother would not completely lose her mind? I could have been given opportunities to monitor the passage of time. a watch perhaps to watch "when the big hand is on the 12" a game to observe certain landmarks along the way a timer to observe the countdown of the minutes Sidebar: Even though it was the mid 1970s, there were some rudimentary tools that would have helped me in my own monitoring. I can't help but think how much less aggravated my mom would have been. We can support kids with the passage of time in the classroom as well. When we give kids opportunities to monitor time or give them information that they need to stay focused and attentive, it can help to alleviate anxiety, lack of concentration, and an overall concern about the unknown. Here are a few tools to have on hand. Visual timers (i.e. sand timers, the timer on a phone, a stop watch) Visual schedules of what's to come next Established routines throughout the day As with most new experiences, kids need to be explicitly taught how to use these tools to build independence and focus. This can be a game-changer. And really... questions like "Are we there yet?" get old quick! Right, Mom?!?!? Find out more at :

COFFEE! Every morning, coffee is a must have. It is part of my morning routine, some of it consumed doing a crossword puzzle, some of it working in my home office. My challenge now that I have broken my foot, is how to carry coffee from the coffee maker to my desired space. Now that I am using a knee scooter (an absolute game changer in terms of independence), I can’t carry coffee like I normally would, because it would slosh everywhere and make a mess. Enter the glass container with a lid, screw top and a handle! Perfect! I put all of my coffee in my glass container, grab a favorite coffee mug, and put both of those in the handy basket attached to my knee scooter. It’s a total win!  By making a couple of simple adjustments, making and having coffee is now completely accessible. And sometimes it is about just that: making some simple adjustments. Same thing goes for kiddos in school. When we make those simple adjustments, learning becomes accessible, and kids become more independent. Now THAT is a total win! ✨☕️✨ #Accessibility #Independence #Inclusive #Disabilities #Inclusiveology #Coffee #HomeOffice  Inclusiveology supports all things accessible and engaging for children with disabilities. Find out how!! www.inclusiveology.com

Parenting is already a challenging job, but when you are a parent of a child with a disability, it can feel even more overwhelming. Navigating the educational systems can be complex and isolating. This is where the importance of community support comes in. Having a supportive community can make a significant difference in the lives of parents of children with disabilities. Why is community support so crucial for parents of children with disabilities? What are the benefits? Understanding: Having a community of people who understand the unique challenges and experiences of parenting a child with a disability can be invaluable. It provides a safe space for parents to share their concerns, ask questions, and seek advice from others who have been through similar experiences. This can help to alleviate feelings of isolation and provide a sense of belonging. Emotional support: Parenting a child with a disability can be emotionally challenging. Community support can provide parents with a safe and supportive environment to express their feelings and receive validation and empathy. It can also provide an opportunity for parents to learn coping strategies and build resilience. Information and resources: A community of support can provide parents with information and resources related to their child's disability. This can include information about available services and educational resources. It can also provide access to support groups, workshops, and training opportunities. Advocacy: A community of support can be a powerful advocate for the needs and rights of children with disabilities and their families. By working together, parents can advocate for improved services, increased funding, and policy changes that benefit their children and families. Connection: A community of support can provide opportunities for children with disabilities and their families to connect with others in their community. This can help to break down barriers and promote a more inclusive and accepting society. Community support is crucial for parents of children with disabilities. It can provide understanding, emotional support, information and resources, advocacy, and connection. By building and fostering supportive communities, we can help to improve the lives of children with disabilities and their families, promote inclusion and acceptance, and create a more equitable society. Join us in a Learning Pod for support, community, and ALL OF THE ABOVE!!

How do we ever decide that a child does not belong at a school? The sad fact is that it still happens all the time. "There is another place for him to go." "There are classes for kids like him." "There are programs that can better meet his needs." And often, these determinations are made before even TRYING to meet the child's need in the current location. In this "teachable moment", an administrator has decided that a child needs to "go somewhere else". Same child, but now a new exceptionality. A new exceptionality does not change the location of instruction, but does adjust the supports. Accommodations may become modifications, classroom assistive technology might be adjusted. It's still the same child. Have a listen... Parents, take this assessment to ensure that your child is getting what they need. Do the class supports match the IEP? Is learning engaging? Are they able to show what they know in a way that makes sense? Are they able to access grade level material?

Advocating for inclusion for a child with a disability can be a challenging and complex process, but it is crucial to ensure that your child receives a quality education and has access to the same opportunities as their peers. As a parent, you are your child's best advocate, and there are several steps you can take to promote inclusion in your child's school and community. Know your rights: As a parent of a child with a disability, it is important to know your legal rights under the Individuals with Disabilities Education Act (IDEA). This includes your child's right to a free appropriate public education (FAPE) in the least restrictive environment (LRE), which means that there needs to be consideration for learning in a general education classroom with appropriate accommodations and supports. Build relationships: Building positive relationships with your child's teachers, school administrators, and support staff is crucial to advocating for inclusion. Take the time to get to know these individuals and communicate regularly to ensure that your child's needs are being met. Be an active participant: Attend school meetings and actively participate in your child's Individualized Education Program (IEP) or 504 plan meetings. Make sure that your child's goals and accommodations are aligned with the principles of inclusion and are designed to promote their success in a general education classroom. Educate others: Educate yourself and others about the benefits of inclusion and how it can benefit all students, not just those with disabilities. Advocate for teacher training and professional development on inclusive practices, and encourage your school and community to promote a culture of acceptance and diversity. Seek support: Connect with other parents and organizations that support inclusion and disability rights. Seek out resources and support networks that can help you navigate the advocacy process and provide guidance on your child's rights and options. Document everything: Keep detailed records of all meetings, communications, and decisions related to your child's education. This can help you track progress, identify areas of concern, and provide documentation if legal action is needed. Advocating for inclusion for your child with a disability can be a challenging and ongoing process, but it is also a critical one. By taking an active role in your child's education, building positive relationships with school staff, and seeking support and resources, you can help to promote a more inclusive and equitable learning environment for all students. Inclusiveology supports parents with Learning Pods, a place for community, problem-solving, and collaboration. Join us!

As a teacher, wouldn't you like some autonomy when you're providing instruction? Especially if it's Specially Designed Instruction for Reading? Let's consider Scripted Instruction. Scripted Instruction is generally considered to be highly structured, time restricted, and provides educators with a word for word script what what to say during instruction. Many reading "programs" are scripted (I won't name program names, but they are probably in your schools being used right now!). They tend to move students forward lesson by lesson through skills in a pre-determined order, in a pre-determined time frame. But what happens when students have splinter skills? Or need additional practice on a specific skill? Or you have a group of students that need differentiation for varying skill gaps? Would you spend time teaching a skill that they have already mastered? NO! Would you move ahead in "the program" knowing that additional practice is needed in order to master a skill? NO! Would you teach every child the same skill even if some already have the skill mastered? NO! Specially Designed Instruction for students with reading skill gaps needs to be provided in a way that specifically addresses deficits. Sidebar: During my years as an Instructional Coach, I worked with several teachers that needed further explanation on WHY it was not necessary to teach every child in the small group the same high frequency word. We differentiate instruction so we are consistently moving forward with skills growth that meets the needs of individual children. So what is the best plan of action to address reading skill gaps and deficits? Instruction that is Explicit and Systematic. I've already shared why Scripted Instruction might not be the most beneficial for closing skill gaps, but how is Explicit and Systematic Instruction different? WHY could this be more meaningful in closing skill gaps? When instruction is Explicit, skills and concepts are explained in a clear and direct manner with a clear explanation with modeling of skill or concept. I do, we do, you do. Students have the benefit of seeing you model a specific skill, receives support and practice, and have an opportunity to master the skill independently. One skill at a time. Systematic Instruction is carefully thought out, builds on prior knowledge and moves from simple to complex. When we give students an opportunity to deepen the knowledge of previously learned skills, they can make connections to syllable and word concepts and generalize skills back to grade level content. Let's do more of that. For more information on Specially Designed Instruction: dj@inclusiveology.com

According to the US government website about IDEA , disability is "a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society". Our nation is committed to ensuring that children with disabilities have access to Free Appropriate Public Education (FAPE) so they have the same opportunities as those without. IDEA, or as it is now known, IDEIA, Individuals with Disabilities Education Improvement Act, is the federal law that protects the education of children with disabilities. There are also state laws that offer protection and "equal" opportunities, and those vary by state. IDEIA is designed to guide the decisions made at the state level. In IDEIA's most recently amendment by Congress in 2015, it states that: States are required to establish performance goals for students with disabilities that aligned with the goals of their peers without disabilities. Schools are required to report the progress of students with disabilities on standardized testing, and the law included provisions for improving graduation rates and dropout rates. From my experience, there are performance goals created and progress is reported. Great! I appreciate that there are changes made at the federal level and there is a greater sense of accountability for progress. BUT... Why is there still such a disparity in learning? It is not the lack of laws, regulations, state statutes, and whatever other "legalese" we might encounter. You know what it is? Lack of knowledge. Lack of training. Lack of proper staffing. How can we possibly expect an undervalued, undertrained and understaffed educational system meet the needs of every child, especially those with disabilities?! When we can give teachers what they need to be successful in the classroom, children will also be given the opportunity to be successful. When teachers have the tools they need to make informed decisions about supports, accommodations, and modifications, children will then have the tools that they need. And when we support teachers with knowledge, training and stable positive work environments, children will excel. For more information on how to support children with disabilities with tools, resources, and strategies that increase engagement, accessibility, and flexible learning, check out Inclusiveology

As a collective unit, they are are work in progress, but if you pay close attention, sometimes they show us and teach us what it means to be inclusive and accepting. For many children, their day starts at the bus stop. Doesn't always bring to mind harmony and joy does it?? But I saw something magical at the middle school bus stop. Each morning, I walk about 2 miles throughout my neighborhood. I am mostly lost in my thoughts of the organization of my day, my "to do" list, and problem solving little things that come up throughout the week. If I am not tuned in to those, I am looking for wildlife, of which there is quite a bit. Alligators, turtles, deer, flocks of turkeys, wood storks, the occasional red tailed hawk, and a friendly salcuta tortoise (safely enclosed in a backyard, and she loves it when you scratch her shell). This one particular day, as I was passing by the middle school bus stop, I noticed something different. Usually, what I see on the days that my walk coincides with the bus arrival is this: 6-7 children, heads down, scrolling through their phones, pacing back and forth or standing quietly. There are both boys and girls, ages 11-14, some are neurotypical and some have autism. Side bar: The only reason I know that 2 students have autism is because I did some work in their classroom when they attended the local elementary school. On this day, however, the atmosphere was very different. There was banter. There was laughter. Jokes and social chats and not a phone in sight. There was a light, happy quality to this little group, and I tried to be subtle as I walked past them. As they boarded the bus and continued to laugh and enjoy each others company, if only for a moment longer, I thought to myself, Isn't this awesome? What was awesome about it is this: All of these children respected each others' differences. No one was excluded from the conversation. There was no teasing or bullying. There was no name calling. But most importantly... There was inclusion. Natural social inclusion. So let's consider this: If middle school age children can be inclusive, why can't the rest of us? Sure, in some sectors of society and education, we are doing an amazing job with inclusion and making sure that every child is included and feels like a valued member of their community; there is an inclusive mindset. But in some areas, we have some serious work to do. And we know it. If I was able to capture this inclusive magic at a middle school bus stop, we can capture it anywhere. We just have to shift our mindset. Find out more about how to create inclusive communities and help your child be more engaged and successful in learning at www.inclusiveology.com

Since the onset of the pandemic, we have been hearing the phrase learning loss in regards to children's experiences in school. But does that phrase need to be reframed? I believe it does. Rather than considering learning loss, it needs to be reframed as missed learning. During the course of the pandemic, there were many opportunities for learning to truly be missed. Whether it was absences from school, teacher shortages, overcrowded classrooms, or too much time spent pushing through unrealistic expectations to "catch up", there was missed learning. This was the case for many students across the United States and across the globe. I would like to think that school systems are providing opportunities for teachers to address missed learning. Opportunities for review, small group instruction, and repeated practice of skills would benefit every child as we consider missed learning. However, for children with disabilities and learning differences missed learning looks different. Some of these children are experiencing missed learning on a daily basis. But HOW? There are limited resources and training opportunities to best support teachers and parents in best understanding how to help children with disabilities learn. If you are a parent, ask yourself: Is my child engaging in learning? Are they an active participant in what is happening in the classroom? Is my child given access to tools and materials that help him learn? If my child is not reading on grade level or not a reader yet or struggles with focus, how is he supported? Is my child ready to learn? Are they comfortable in their seat or space? Is this the best way for them to learn? If any of these questions seem "off" to you or the answer is a solid NO, then it is very possible that your child is experiencing missed learning every day! Is that ok with you? For more information on how to best support your child with engagement, accessibility and flexibility options in school so we can STOP THE MISSED LEARNING that happens every day, check out The Empowered Parent Coaching Program. Nothing is more expensive than a missed opportunity. H. Jackson Brown, Jr. CHECK US OUT!