10 Comments
Nov 11, 2022Liked by Tim Villegas

I think it begins with changing culture (organizational) and mindset (individual) about some of the core tenets of inclusive education and build a new foundation on common agreements: 1) that the alternative is exclusion, 2) that learner variability should be expected and proactively supported, 3) that no person should be required to provide a diagnosis, disability, disclosure of trauma, or "difference" to be treated with respect, dignity, and humanity. We have to stop pathologizing difference, continue emphatically normalizing learner variability, and be crystal clear that barriers to learning are never within the student (students don't need to be "fixed")--the barriers for the student are in the environment, curriculum, materials, and system.

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Nov 10, 2022Liked by Tim Villegas

I would start by enforcing the IDEA requirement to provide special education services and supports in general education before a separate classroom is considered at all.

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Nov 11, 2022Liked by Tim Villegas

I have quite a list! As a school leader I would lead by setting an example - model social

model of disability thinking, assume potential of all students, ensure all words & actions reflect that all really means all, make sure belonging &

student voice are the no. 1 priority for all students, build staff knowledge of inclusive language & the history of disability & their

understanding of UNCRPD’s General comment no.4 & 60+ years of research that only supports inclusive education, support staff by providing quality professional development & adequate planning time. Ensure co-teaching is happening wherever possible. Ensure teachers plan for diversity from the start & all students with disability are included in age level learning, are in all regular classes & in all extracurricular activities alongside their non-disabled peers. Stop ability streaming …. & that’s just the start! ❤️

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Nov 11, 2022Liked by Tim Villegas

I would tap into our in house resource personnel, aka related service providers like OTs , PTs and SLPs and have them write IEPs along with their team to enable placement in lesser restrictive environments. After all isn’t that what the law requires of them? OTs are trained extensively in the inclusive philosophy and the relationship between the child, their activity and the context. However they are under-utilized as sensory-motor therapists. Sensory fidgets cannot be handed out for systemic problems. Related services must be to provide supplemental services to help students in self contained classrooms move towards lesser restrictive environments. I will

also look into how ESSA funds can be availed to help them support on the general education side to empower inclusive education.

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Nov 10, 2022Liked by Tim Villegas

IDEA would be fully funded. Also-(Unpopular opinion ahead....)I'd stop letting parents opt-out of inclusion. We know it's best practice and yet parents are allowed to choose worse paths for their children.

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