OT for Inclusive Occupations: Stories of Not Just Being Invited to the Party but Dancing

Savitha Sundar
  • 4.9 (29)
  • EDUCATION

This podcast is for school-based occupational therapists and other educators who are invested in creating a more inclusive world for their students.

  1. Season 5, Episode 1: “B.E.T.T.E.R Ed: Transforming Disability Awareness in Schools”

    1D AGO

    Season 5, Episode 1: “B.E.T.T.E.R Ed: Transforming Disability Awareness in Schools”

    In this kickoff to Season 5, Savitha Sundar welcomes Amrita Sareen-Tak and Kaya Duggan, the dynamic duo behind B.e.t.t.e.r Ed Guide, an initiative dedicated to transforming how schools approach disability awareness and inclusion. Drawing from their personal journeys as parents and advocates, Amrita and Kaya share how their experiences inspired them to create tailored workshops and immersive programs that foster inclusive mindsets in school communities—especially in independent (private) schools.The conversation explores: The meaning behind the BETTER acronym: Battle stigmas, Embracing differences, Transforming thinking, Teaching future leaders, Eliciting action, Recognizing strengths. Why disability must be recognized as a vital part of human diversity and identity. Practical strategies for integrating disability studies concepts across curricula and school culture. Real-life stories of inclusion, challenges, and progress in both public and private school settings. The power of student agency, universal design for learning, and the need for intentional efforts to foster belonging. Key Takeaways: Inclusion is a collective, ongoing process that benefits all students. Language, mindset, and intentional action are critical to dismantling ableism in schools. Empowering students and educators with disability studies frameworks leads to lasting change. Everyone—educators, parents, and students—can play a role by being curious, asking questions, and embracing discomfort as a path to growth. Call to Action: Explore resources on disability studies and accessibility, such as “Demystifying Disability” by Emily Ladau. Be curious and ask questions to challenge inequalities in learning environments. Bring new concepts and resources into your classroom or community. Resources Mentioned: “Demystifying Disability” by Emily Ladau Connect with Better Ed Guide:Learn more about Amrita and Kaya’s work at www.betteredguide.com Podcast Transcript: https://otter.ai/u/X0fk8HQwnOkuz1HQhLiaFchg8ec?utm_source=copy_url

    58 min
  2. Inclusion Story 6: When Faith Meets Disability- A Mother's Perspective on Acceptance and Advocacy: Meet Jeropha Shekinah

    JUL 9

    Inclusion Story 6: When Faith Meets Disability- A Mother's Perspective on Acceptance and Advocacy: Meet Jeropha Shekinah

    In this season finale of Inclusive Occupations, we turn our attention to a topic often left at the margins—but one that belongs at the heart of our conversations: spirituality—defined as a deep sense of connection to something greater than oneself, often rooted in the search for meaning, purpose, and belonging. Our guest, Jeropha Shekinah, is a mother and graduate student specializing in religious ministries for individuals with disabilities and their families. She shares her transformative journey shaped by the birth and diagnosis of her son, Jeriel, who lives with autism and intellectual disabilities. Together, Dr. Sundar and Jeropha explore themes rarely addressed in traditional faith or disability dialogues—how religious communities can either empower or unintentionally alienate, and how spirituality can serve as a wellspring of strength, clarity, and belonging for families navigating the world of disability. Topics Explored: ​Parenting without a manual—but guided by divine wisdom​Moving from “fixing” to fully accepting​Finding unexpected moments of community and grace​Challenging cultural assumptions and religious misconceptions​Advocating for joy, choice, and strengths-based inclusion in schools and worship spacesKey Takeaways: ​Every child brings unique strengths—if we have the eyes to see them.​Inclusion isn’t about tolerance; it’s about celebrating the image of God in every individual.​Faith communities must break theological and cultural barriers to foster true inclusion.​Educational systems must shift from deficit-based to strengths-based support.Resources Shared by Guest Jeropha: ​Joni and Friends – A global Christian disability organization offering church training and family retreats​“Autism and Your Church” by Barbara Newman – A practical guide for faith-based inclusion​Special Needs Family Ministry Program – Dallas Baptist University​Every Child is Welcome by Katie Wetherbee & Jolene Philo​Leading a Special Needs Ministry by Amy Fenton LeeCall to Action: ​Re-examine how your school or faith community views disability​Learn from lived experience, not just theory​Embrace an inclusion that goes beyond rhetoric—grounded in empathy, access, and joy

    1h 1m
  3. Inclusion Story 5- A Mother’s Insights: Braden, Belonging, and International Inclusion Efforts

    MAY 5

    Inclusion Story 5- A Mother’s Insights: Braden, Belonging, and International Inclusion Efforts

    In this heartfelt and eye-opening episode of Inclusive Occupations, host Savitha Sundar meets with Lori Boll, Executive Director of SENIA International, a passionate inclusion advocate and parent to a young adult with autism and intellectual disability. Lori’s journey is both deeply personal and professionally impactful, rooted in her experience raising her son Braden and shaped by her work across international school communities. Together, Savitha and Lori explore: ​The emotional journey of navigating a late autism diagnosis​Grief, resilience, and redefining success for families of children with high support needs​What belonging looks like for adults with disabilities today​How educators can build trust with families and foster inclusive team relationships​Practical takeaways for occupational therapists and special educators supporting students with complex needsThey also discuss Lori’s powerful book, Navigating Special Education Relationships, co-authored with Dr. Amanda Ly, which offers invaluable insights into building collaborative, trust-based partnerships in special education. Key quote from Lori: "Your story is what you have—it’s something to own." — Michelle Obama About the Guest: Lori Boll is the Executive Director of SENIA International, an organization dedicated to promoting inclusive practices in international schools worldwide. With over 25 years of teaching experience and a personal mission inspired by her son, Lori brings a powerful dual lens, as both educator and parent, to the global inclusion movement. Key Takeaways: ​Presume competence in students and the professionals who support them​Don’t apologize for your child’s neurodivergence—demand better from systems instead​Prioritize early access to communication and sensory regulation supports​Keep showing up, keep advocating, and don’t forget to laugh along the way Resources Mentioned: ◦📘 Navigating Special Education Relationships by Lori Boll & Dr. Amanda Ly- https://www.amazon.com/Navigating-Special-Education-Relationships-Amanda/dp/1032634286 ◦🌍⁠ SENIA International (https://www.seniainternational.org/)⁠ – Supporting inclusion across global school communities ◦Lori Boll's Podcast- The SENIA Happy Hour Podcast- https://www.seniainternational.org/podcast/

    46 min
  4. Inclusion Story 4: School Cafeteria Staff- Meet Ms. Hannah Gamble

    FEB 16

    Inclusion Story 4: School Cafeteria Staff- Meet Ms. Hannah Gamble

    About the Guest: In this 4th inclusion story of Inclusive Occupations, we meet Hannah Gamble, a 25-year-old lady with Down Syndrome who is thriving in her job at the cafeteria of Cedar Lane Elementary School. Hannah's journey is shared by her occupational therapist, Dr. Deborah Schwind, who has supported her since elementary school, and Hannah's mother, Barbara. We learn how Hannah was fully included throughout her education, participating in general education classes and activities like the school play and morning announcements. Her internship experience in the preschool and cafeteria at her former elementary school led to her being hired as a permanent employee, showcasing the power of work-based learning opportunities. The episode highlights the key predictors of post-school success, including self-determination, work experience, inclusion, and family involvement - all of which were integral to Hannah's journey. Listeners will be inspired by Hannah's story and the collaborative efforts of her support team in creating an inclusive path for her to lead a self-determined life. Resources: The National Technical Assistance Center for Transition- The Collaborative (NTACT-C)'s Predictors of Post School Success- Level of Evidence Chart- https://transitionta.org/wp-admin/admin-ajax.php?action=eri_file_count&post_id=1564&nonce=f77eb238e6 Article by Dr. Theresa Carlson Carroll and Dr. Deborah Schwind- Evidence-based predictors of post-school success: https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/practice-improvement-perk-evidence-based-predictors-of-post-school-successEpisode Transcripts are available at: https://otter.ai/u/gb08rL7r6kcLZeHecEYOt5OpnSM?utm_source=copy_url Feedspot's Recognition of Inclusive Occupations as one of the top 25 OT podcasts of 2024 (Yaay!!) - https://podcast.feedspot.com/occupational_therapy_podcasts/ Podcast Transcripts- https://otter.ai/u/BIlrdUO5vfMnrLHhaba5X-WUnYE?utm_source=copy_url

    1h 15m
  5. Inclusion Story 3: Inclusive Triumphs-Meet Grant

    06/30/2024

    Inclusion Story 3: Inclusive Triumphs-Meet Grant

    The third inclusion story features another star student of Dr. Debbie Schwind, Grant Davidson a remarkable 11th grader who lives with cerebral palsy, spastic quadriplegia, low vision, and epilepsy. Grant's story is one of resilience, positivity, and the unwavering support of his family. Grant's amazing personality and determined spirit shine through in this interview, demonstrating the power of love and determination in ensuring he lives a full, rich, and meaningful life. As we delve into Grant's journey, we'll explore key insights into the field of Occupational Therapy and the principles of inclusive education. This episode highlights the importance of meaningful engagement in life activities and the critical role that a supportive environment plays in the success and well-being of students with disabilities. Join us as we celebrate Grant's accomplishments and discuss how authentic inclusion and a focus on meaningful occupations can transform lives. This is an episode filled with inspiration, hope, and a powerful reminder of the human spirit's incredible strength. Tune in to be inspired by Grant Davidson's journey and learn more about the impact of Occupational Therapy and inclusive education.  Resources  More on ⁠Dr. Deborah Schwind Grant’s Grinds- Link to Grant’s Coffee Shop News Articles on Grant: Grant’s Grinds: Fueling a bigger mission-https://youtu.be/JpYHPNntvbU;  Article in Wavy. com-https://www.wavy.com/news/local-news/virginia-beach/grants-grinds-fueling-a-bigger-mission/ Grant's Grinds: New wheels help fuel bigger mission for Hampton Roads Check out the podcast transcripts on Otter.ai

    1h 14m
  6. Inclusion Story 2- Living the Amazing High School Life

    05/29/2024

    Inclusion Story 2- Living the Amazing High School Life

    This second inclusion story features Tyler Bernreuther, a 16-year-old Loudon County, Virginia sophomore. Tyler is joined by his mom, Trish, and his former school OT, Dr. Debbie Schwind (a former guest of Inclusive Occupations). “He is living his best life every day in school,” shares Tyler’s mom. Tyler’s family were fierce advocates in ensuring their son had the opportunities to do all that he was capable of doing. While advocating for Tyler’s belonging in the general education environment, the family was empathetic to the challenges faced by educators. They were willing to be open, trusting, and collaborative, enabling the best learning experiences for Tyler. The pragmatics of enabling inclusion is shared by this trio. Dr. Debbie Schwind’s support through a non-traditional, strengths-based occupational therapy intervention calls for practitioners to rethink how school-based OT services can be utilized to make inclusion a reality for our students with disabilities.  ​ Key Takeaways: 1. Exposure to opportunities and the proper support to be successful is key to inclusion 2. Understanding the balance between high expectations and the student’s capacities is key to ensuring successful learning.  3. Finding a niche area to be successful in can instill the confidence to try and participate in other areas. 4. There are many occupations within the school context that can be supported by occupational therapy to ensure students experience inclusion. 5. Discussion of various adaptations made by occupational therapy to support inclusive education. 6. What does inclusion personally mean to Tyler and Trish? - Being treated with respect and given the chance to belong to whatever community one chooses to be part of. ​ Additional Resources More on Dr. Deborah Schwind https://www.lcps.org/domain/6031 Pictures of some adaptations discussed in the interview https://drive.google.com/drive/folders/1zWbnsRrJo-BnPLq6bpSjpHE-LRlI0MSg?usp=drive_link Check out our website- ⁠www.inclusiveoccupations.com⁠ Podcast transcript with audio available at⁠ Otter.ai⁠ https://otter.ai/u/1wYRVP6CGFUKShLfzU1RSk8evE0?utm_source=copy_url

    1h 10m
  7. Inclusion Story 1: India's First Autistic Model- A Strengths-Based Mindset

    03/30/2024

    Inclusion Story 1: India's First Autistic Model- A Strengths-Based Mindset

    Pranav Bakshi is popularly known as India's first male Autistic model. Pranav claimed his autistic superpowers to design the life he wanted to have. Pranav also says his mom, Anupama, is his second superpower (Autism being his first). Co-occupation is a term used in occupational therapy to describe occupations where two or more individuals share a high level of physicality, emotionality, and intentionality. Life's occupations are often interdependent, giving meaning and purpose to all involved. Pranav and Anupama's story reflects that. Today, 23-year-old Pranav has a successful career in modeling and is ambitious about pursuing his life's dreams. This journey was not easy. Pranav's success was made possible by his tireless mother, Anupama, who refused to complain, resent, or give up. She invested her energies in focusing on her son's strengths and interests to help engineer a life that enabled him to do, be, and become what he chose. Their story urges us to rethink possibilities and reframe our interventions. Key Takeaways: 1. Work hard, play hard 2. If you can't find a village, be the village 3. "....No way should we interfere with the basic personality of our child"- Looking at the larger picture of Autistic idiosyncrasies like obsessions. 4. Are we different because of our challenges? 5.".. ..Cut the crap and be focused on your child." 6. "Divyang"- An "Angel-like" status given to a special needs child in India 7. Caregiver energies must focus on intervention and not sensitization- For that, individuals with disabilities must be visible and accepted in society. 8. "We should not have to justify our child's presence in a particular place…" Humans are not blessed with one IQ. We are an assortment- so we need to let all the differences be. 9. We must give people the chance to make amends.  We all have different roles to play in inclusion. Some of us carry the torch, some take the idea of spreading awareness, and those work in the background (caregivers, educators).  10. Inclusion is very situation-specific- On certain days, it's a 10/10, other times 1/10. 11. Being considerate about inclusion. Look for spaces where you find acceptance, and do not expect everyone to become enlightened. 12. Parents must have faith in service providers, trust their expertise, and have transparency in the relationship to facilitate collaboration. 13. Ensuring generalization of all supports and services to the natural environment. 14. Marvel Movies and Super Heroes- A narrative they used to build an understanding of Autism. 15. We all need cheerleaders, and that makes all the difference! More of Pranav:  ⁠Pranav's Ted Talk⁠ ⁠Pranav's Interview- Youthopedia Talk Show⁠ Some News Articles About Pranav: ⁠GQ India⁠ ⁠NDTV⁠ ⁠1 Special Place⁠ ⁠Edex Live⁠   Check out our website- ⁠www.inclusiveoccupations.com⁠  Podcast transcript with audio available at⁠ Otter.ai-https://otter.ai/u/c3PBb6k2rZvxFSPX5x9VTKPRgt0?utm_source=copy_url

    1h 10m
  8. The Inclusive Education Roadmap- Part 2- Dr. Deborah Taub

    11/03/2023

    The Inclusive Education Roadmap- Part 2- Dr. Deborah Taub

    In the second part of the two-part series on the Inclusive Education Roadmap (IER) by the TIES center, Dr. Debbie Taub delves deeper into the “how” of the IER. Dr. Deborah Taub, Ph.D., is the owner of OTL Education Solutions, LLC. She provides research and professional development assistance to states, territories, and other entities working to develop and sustain best practices for students with disabilities.  She has assisted states in building and evaluating systemic programs, especially around issues of inclusive practice for students with complex instructional needs. Her work is informed by her experiences as a classroom teacher, educational researcher, systems-change expert, and parent to three neurodiverse children. She has experience building curricula that are universally designed and accessible for all. She has helped schools and districts meet state and federal requirements through teacher and student-centered reform and supporting educators as they make grade-level content accessible for students with complex needs. She has contributed journal articles, book chapters, and numerous professional development trainings to the field of educating children with complex needs and has presented internationally. Some Key Takeaways Core tenets of what makes a system truly inclusive. Five assumptions: (1) “All Means All” Students means “All students,” which includes students with significant cognitive disabilities (explicitly thinking about them) (2) Placement means placement in the same grade level general education classroom and other inclusive settings in neighborhood schools (3) Student-centered, strengths-based approaches to inclusive education (4) Specially designed instruction occurs within general education setting (5) Barriers to inclusive education exist within systems and environments and not within students. For sustainable systems change, a team of people who have the power to make those changes need to be working together. Formative Assessments are important to make sure we aren’t presuming a lack of competence in our students. We want to push away from labeling our students, and yet to avail services, our systems require our kids to have a disability. If we are all on this neurodiverse spectrum, what does it mean in terms of availing those supports? Discussion on definitions of students with Extensive Support Needs.  Two main indicators of successful transition to adulthood for students with disabilities- Prior job experience and inclusion. School-based occupational therapists’ expertise in adapting anything can used to enable inclusive education. Need for more collaboration between related service providers and educators. Using the Initiative Inventory, start contemplating what needs to be changed based on what is already in place. ( will be uploaded in this soon) When this wonderful leader leaves, how do we still keep this going? Dr. Taub’s personal dreams of how we would have changed in 10 years. ⁠⁠The TIES Center's Inclusive Education Roadmap⁠⁠- https://publications.ici.umn.edu/ties/ties-ier-rise/introduction Contact Dr. Deborah Taub at DrDTaub@gmail.com Check out our website- www.inclusiveoccupations.com  Helpful Resources Shared by Dr. Taub: Initiative Inventory Process Initiative Inventory Article- Implementation Science and Practice in the Education Sector Podcast transcript with audio available at⁠ Otter. ai (https://otter.ai/u/t94IJO3QcxsxiLzKRCO8jqv_G2A?utm_source=copy_url)

    56 min
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This podcast is for school-based occupational therapists and other educators who are invested in creating a more inclusive world for their students.

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