Think Inclusive MCIE

About the Guest(s): Dr. Emily King is a licensed psychologist with a background in school psychology and a passion for supporting neurodivergent individuals. Her professional history includes working as a school psychologist and providing consultation services for educators and parents. Dr. King focuses on understanding and supporting diverse learners' emotional experiences, utilizing her expertise to equip educators with the knowledge and tools to foster inclusive learning environments. She is also an advocate for parent-teacher collaboration, aiming to improve the education system for neurodiverse students.
Episode Summary: In this enlightening episode of the Think Inclusive podcast, host Tim Villegas invites Dr. Emily King to delve into the shifting landscape of educational support for behavior in schools. The conversation offers a compelling snapshot of the evolution that has occurred from a deficit framework towards a more inclusive and neurodiversity-affirming approach in classrooms. Vital concepts such as emotional regulation, behavior prevention, and the influence of neuroscience on understanding student behavior underpin the discussion, offering a rich tapestry of insights into modern educational practices.
Dr. King shares her personal journey through the field of school psychology, touching on how her own experiences as a parent and educator have shaped her philosophies on student behavior and discipline. With a significant shift towards understanding anxious behaviors and patterns, the episode uncovers strategies educators can utilize to anticipate and mitigate disruptive behaviors through rooted comprehension of each child's unique needs. Listeners will be guided through the nuances of functional behavior assessments and behavior intervention plans, highlighting the importance of adapting to learners' abilities for effective teaching.
Transcript: https://otter.ai/u/WwJu-DxoZpu8AwjwPp830QTjd0s
Key Takeaways:
The transition from a deficit model to a more compassionate, neurodiversity-focused approach has reshaped support for student behavior.Functional behavior assessments and intervention plans need to align with the child's developmental stage for them to be successful.Preventing disruptive behaviors involves understanding the underlying motives and patterns rather than focusing solely on the behaviors themselves.Educators must strive to create classroom environments where students feel safe learning, expressing themselves, and navigating challenges.Embracing inclusive educational practices calls for training programs that prepare teachers to support an increasingly neurodiverse student population.
Resources:
Dr. Emily King's website: https://www.learnwithdremily.com/
Emily's Substack: https://learnwithdremily.substack.com/
The optimum context for learning; drawing on neuroscience to inform best practice in the classroom: https://explore.bps.org.uk/content/bpsecp/33/1/75
Thanks to DCMP for being our sponsor this week: https://dcmp.org/
MCIE Summer Institute: https://secure.givelively.org/event/maryland-coalition-for-inclusive-education-inc/mcie-summer-institute-2024

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About the Guest(s): Will Parker hosts "Principal Matters: The School Leaders Podcast." With a rich background in education spanning over three decades, Will Parker has established himself as a seasoned educator and an influential voice in school leadership. Having served as a high school administrator for over 13 years and then as an executive director for a state Principals association, Parker boasts an extensive understanding of the challenges and triumphs within educational leadership. In his current role, he dedicates himself full-time to Principal Matters LLC, offering consulting services to principals and leaders across schools in the United States and internationally. His podcast has reached an impressive milestone, boasting 1.4 million downloads and nearly 400 episodes.
Episode Summary: In this insightful episode of the Think Inclusive podcast, host Tim Villegas welcomes Will Parker, a seasoned educator and podcaster, to delve into the nuanced world of school leadership and the pressing issues facing principals today. Addressing the current climate in educational leadership, Parker brings to light the arduousness of a principal’s role, especially in the aftermath of the COVID-19 pandemic.
The conversation begins with Parker highlighting the findings of a survey by the National Association of Secondary School Principals, revealing the staggering stress levels and mental health needs among school leaders. He highlights the complexities of managing safety, inclusivity, and the school environment amidst heightened scrutiny. As the dialogue progresses, they touch on the fundamental importance of inclusion not only for students but also for educators, illustrating how dignity and equitable access in education are central tenets of Parker's ethos. Showcasing real-world experiences, Parker shares poignant narratives reflective of the transformative power of empathetic leadership in schools.
Transcript: https://otter.ai/u/K1jQrg_5VWcDKVxWpRWgaQ6Y1Ro
Key Takeaways:
A significant number of school leaders consider career changes due to high-stress levels and confrontations, which sheds light on the current crisis in leadership within the education sector.Inclusion is vital to the fabric of educational environments, emphasizing the human right to education for all children, irrespective of background or ability.Leadership involves a keen understanding of the individuals you serve, requiring differentiation in teaching, disciplinary approaches, and communication.The episode addresses the necessity for educators and leaders to uphold principles of diversity, equity, and inclusion amidst politically charged environments, emphasizing demonstrating unwavering love and support for students.Imaginative thinking and empathetic engagement are foundational strategies for school leaders to support teachers and nurture a successful learning environment, especially regarding inclusion.
Resources:
Principal Matters with William D. Parker: https://williamdparker.com/
NASSP Survey of Principals and Students Reveals the Extent of Challenges Facing Schools: https://www.nassp.org/news/nassp-survey-of-principals-and-students-reveals-the-extent-of-challenges-facing-schools/
Thank you to our sponsor, DCMP: https://dcmp.org/
MCIE: https://www.mcie.org/

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About the Guest(s): Meredith Villines has 20+ years of working in early care and education and is currently at the Oregon Department of Education in the Office of Enhancing Student Opportunities. Meredith’s primary roles have been a classroom teacher in inclusive childcare and preschools, lead teacher in an Early Childhood Special Education classroom, Itinerant Special Early Childhood Education Teacher and Home Visitor, behavior specialist, trainer, and part-time faculty at Portland Community College.
For the past 16 years, Autumn Belloni has focused intensively on working with children from birth to age five and their families and collaborating with staff and community providers who serve this population. Autumn serves as the Director of the Early Intervention/Early Childhood Special Education Program for the Linn, Benton, Lincoln Education Service District. In this role, she oversees and guides various aspects of special education and inclusive practices, leveraging her background as a speech/language pathologist and lead teacher in Early Childhood Special Education settings.
Episode Summary: Meredith Villines and Autumn Belloni uncover the strides Oregon has taken toward setting a standard for inclusivity in early education, highlighting the shared belief in the importance of inclusive education right from the onset of a child's educational journey. Autumn and Meredith delve into Oregon's program structure, explaining how nine regions collaborate to provide seamless services for children birth through five and the supportive role of the Oregon Department of Education in fostering these initiatives. They also share valuable revelations on the impact of inclusive settings on children's learning and development, emphasizing the resultant gain in language skills, peer relationships, and teacher growth when children with disabilities are included in general education classrooms.
Transcript: https://otter.ai/u/quZESXyivM-ZWkldeBuUiOaGNw4
Key Takeaways:
Early childhood inclusion in Oregon is experiencing a dynamic shift, pushing the boundaries of traditional special education practices to foster a more inclusive environment for all young learners.Both speakers stress that inclusive education benefits not just the children experiencing disabilities, but also their typically developing peers, families, and the broader community.The Oregon Department of Education has been pivotal in providing direction and support for inclusion initiatives, further enhancing the efficacy of programs at the community level.The partnership between Oregon and the Early Childhood Technical Assistance (ECTA) Center to implement inclusive practices is a notable example of how collaborative efforts can result in significant progress.Personal stories and experiences shared by the guests underscore the real-life impact of inclusion policies on children and their families, cementing the argument for inclusive education.
Resources:
Oregon Early Childhood Inclusion: https://www.oregon.gov/ode/students-and-family/specialeducation/earlyintervention/pages/oeci.aspx
Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs: https://sites.ed.gov/idea/files/policy-statement-on-inclusion-11-28-2023.pdf
MCIE: https://mcie.org

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About the Guest(s): Christina Kasprzak and Dr. Megan Vinh are the Co-Directors of the Early Childhood Technical Assistance Center (ECTA). Christina brings her expertise in leading initiatives to develop equitable and sustainable state systems for children with disabilities and their families. Her personal connection to the cause comes from a family that valued community and respect for all, emphasizing the importance of education in life. Dr. Megan Vinh's drive is equally personal, vaulting from family experiences into a professional passion for inclusion as a human right. She co-directs not just ECTA, but also the STEM Innovation for Inclusion in Early Education (STEMIE) center, championing proactive and inclusive STEM learning for young children.
Editorial Note: Christina Kasprzak is Director of the Trohanis TA Projects at FPG. She serves as Co-Director of the Early Childhood Technical Assistance Center (ECTA) and co-leads the FPG subcontract for The Center for IDEA Early Childhood Data Systems (DaSy). The DaSy Center dasycenter.org, led by Grace Kelley at SRI International, supports early intervention and early childhood special education state programs in building high quality data systems and using data to improve results for young children with disabilities and their families.
Episode Summary: Christina and Megan discuss their role in shaping inclusive educational systems for early childhood. The episode begins with an exploration into the work ECTA does in supporting state administrators and educators. With a heartwarming emphasis on equitable access, these leaders exemplify the importance of building an all-embracing infrastructure from policy to practice.
Christina and Megan delve into the tools and resources provided by ECTA that supports practitioners and families directly, such as the DEC recommended practices guides and family-friendly video materials. As they reveal challenges in creating inclusive systems, including the need for de-siloing state departments, they reaffirm the proven benefits of inclusion for children both with and without disabilities.
Transcript: https://otter.ai/u/Vz2ZPx3GpJO_iB8HGeqX51SI9e4
Key Takeaways:
ECTA predominantly supports state administrators in improving early intervention and preschool special education programs, advocating for all-encompassing and effective practices.Both guests emphasize the profound personal and professional belief in the power and necessity of inclusive education for every child.Christina and Megan discuss the practical tools ECTA offers, which are popular with professionals and families.Inclusion benefits all children, and dismantling myths around it is essential to its advocacy and implementation.The guests point out that everyone has a role to play in advocating for inclusion, and change is possible when people at every level of the system lead from their positions.
Resources:
ECTA Center: https://ectacenter.org/
Practice Improvement Tools: https://ectacenter.org/decrp/
Indicators of High-Quality Inclusion: https://ectacenter.org/topics/inclusion/indicators.asp
State Examples for Inclusion: https://ectacenter.org/topics/inclusion/stateexamples.asp
MCIE: https://www.mcie.org/

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About the Guest(s): Allie Tasche is an advocate and leader in the field of inclusive education. With over a decade of experience that includes six years as a classroom educator followed by various coaching and administrative leadership roles, Allie has specialized in systems-level practices for educational equity. Her background includes working in summer camps, group homes, classrooms, and school districts, all with a focus on disability justice and inclusion. Allie has also served as a board member of her local Autism Society, Greater Wisconsin, and currently plays a crucial role within the national team of the Autism Society as the leader of national programs for an affiliate network.
Episode Summary: This episode of the Think Inclusive podcast features a fascinating conversation with Allie Tasche, an impassioned advocate for inclusive education and a key player at the Autism Society. The episode delves into Allie's personal journey, the significance of inclusion in education, and the Autism Society's effort to empower communities. Tim Villegas, the host, and Allie discuss her formative experiences and dedication to creating an inclusive environment, stemming from her family background and firsthand encounters with disability service fields. Allie highlights key insights on the Autism Society's initiatives and strategies for promoting acceptance over awareness.
Transcript: https://otter.ai/u/IVFhGZyI4mI53yBCPUyR74pLyNA
Key Takeaways:
Inclusive education is deeply personal and vital for Allie Tasche, inspired by her family's history and experiences that sparked a commitment to disability justice.The Autism Society has progressed from an old brand that no longer represented its values to a new interconnected threads logo symbolizing the autism community's diversity and strength.Inclusive practices in schools are crucial for building a foundation for a more inclusive society across various community settings.Educators play an essential role in modeling and implementing inclusive practices beyond the classroom environment, influencing other sectors of the community.The Autism Society's National Programs team, led by Allie, is dedicated to filling community gaps by highlighting intersectionality and creating connections through programs, resources, and services.
Resources:
The Autism Society: https://autismsociety.org/Eric Carter's Ten Dimensions of Belonging: https://promotingprogress.org/sites/default/files/2022-02/Fostering_Belonging_Handout.pdfShelly Moore's Five P's: https://youtu.be/u7FWSMekshcPaul Gorski's Fix Injustice Not Kids Principle: https://www.ascd.org/books/fix-injustice-not-kids
MCIE: https://www.mcie.org

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About the Guest(s): Dr. Jodi Asbell-Clarke is an esteemed figure in the STEM (Science, Technology, Engineering, Mathematics) community, particularly in the realm of game-based learning. With a background enriched by working on the space shuttle program for its first 25 missions, she has been pivotal in linking computational thinking and neurodiversity, offering unique insights into the talents that neurodivergent learners bring to STEM problem-solving. Asbell-Clarke holds a wealth of experience and has dedicated her career to advancing equity and opportunities in STEM education through innovative methods such as educational gaming. She is a key member of the Educational Gaming Environments group (Edge) at TERC, a non-profit dedicated to STEM education.
Episode Summary: Join us on the Think Inclusive Podcast as we delve into the fascinating intersection of STEM education, game-based learning, and neurodiversity with our guest, Jodi Asbell-Clarke. With an intriguing blend of personal anecdotes and professional insights, this episode offers a deep dive into the ways educators can foster inclusive STEM classrooms that empower all learners, including those who are neurodivergent.
Asbell-Clarke shares her journey from being a student with a keen interest in math, thanks to a dedicated teacher, to her work on groundbreaking educational games that unlock the potential of neurodivergent learners. This conversation traverses topics from computational thinking to the transformative educational power of project-based learning, presenting novel approaches to teaching that emphasize inclusivity, differentiation, and executive function support.
Transcript: https://otter.ai/u/YwCjtk2WqRqgjOS9E-llrBEiskc
Key Takeaways:
The link between computational thinking skills and the natural talents of neurodivergent learners can create strong competencies in STEM fields.Game-based learning can serve as a gateway to STEM for students who may not traditionally engage with these subjects, leading to improved learning outcomes.Including neurodiversity in STEM education is not about remediation but rather about leveraging individual strengths to foster a community of skilled problem-solvers.Differentiated instruction and multiple entry points into learning activities can help address the diverse needs of students in a STEM classroom.Project-based learning and games like Portal offer powerful frameworks for engrossing students in STEM education while nurturing critical thinking skills.Resources:
Educational Gaming Environments group (Edge): https://www.terc.edu/edge/Zoombinis game: Available in the App StoreJodi Asbell-Clarke's book: https://www.routledge.com/Reaching-and-Teaching-Neurodivergent-Learners-in-STEM-Strategies-for-Embracing-Uniquely-Talented-Problem-Solvers/Asbell-Clarke/p/book/9781032562476Education Week Article: https://www.edweek.org/teaching-learning/inside-a-school-that-doesnt-single-out-students-with-special-needs/2024/04
Thank you to our sponsor for this week and the month of April: https://autismsociety.org/
MCIE: https://www.mcie.org/

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