Think Inclusive

Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!Kids have to feel safe before they can learn. Child psychologist and parent educator Dr. Emily King returns to Think Inclusive to talk about her new book, The Neurodivergent Learner: A New Approach to Your Child’s Success in the Classroom and Beyond. It is part brain science and part her own story as a mom, starting with her older son’s hard kindergarten year and ending with his high school graduation.Emily explains why every classroom is already neurodiverse, why she ignores test scores when families pick a school (she looks at the building, the noise, the transitions, and whether teachers like working there), and how joining her PTA board taught her what parents of neurotypical kids can do for everyone else. She also says we use labels to get kids access to support, but the label should not decide where a child goes.Then she calls behavior “the last thing that happens” and gives educators a step they can take tomorrow: email every adult who works with a student and ask whether they have ever seen the child do the thing the team is stuck on. We close with Awake Among the Stars, where Emily plays an anxious space botanist who names a volcano planet the amygdala.Expanded show notes and transcript: https://mcie.org/think-inclusive/safe-before-ready-the-neurodivergent-learner-with-dr-emily-king/Sponsors:IXL, the all-in-one K-12 platform that adapts to each student: https://www.ixl.com/inclusiveBehavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: https://inclusiveschooling.com/mcie-behavior

Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!When Elana Meyers Taylor won gold in women’s monobob at the Milan Cortina Winter Games, the first thing she did was find her sons and sign “Mommy won.” Both of her boys are deaf, and her older son, Nico, has Down syndrome. Sign language is the main language in their house.Elana talks with Tim about why her family learned ASL when doctors said not to bother, what an IEP evaluator missed because she didn’t know a single sign, and why a six-time Olympic medalist wants everyone to know they are not defined by what they achieve. She is honest about school, too: what inclusion looked like for Nico, what didn’t work, and why her family homeschools for now.Her starting point is the same as ours: ask what inclusion looks like for this kid first, then build from there. Plus, Elana plays Awake Among the Stars, our micro role-playing game, and discovers “grass fruit” on a world of floating mountains.Read the expanded show notes: https://mcie.org/think-inclusive/mommy-won-elana-meyers-taylor-on-sign-language-worth-and-inclusion-1405/SponsorsIXL, the all-in-one K-12 platform that adapts to each student: ixl.com/inclusiveBehavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand, not just manage: inclusiveschooling.com/mcie-behavior

Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!We say “inclusion” all the time. Michael McSheehan, owner and lead consultant of Evolve & Effect, says it’s time to say what we mean. He and four co-authors set out to write guidance about paraprofessionals and ended up writing the Five Features of Student Experience in a Continuum of Supports for Inclusive Education.The five features are location, accessibility, participation, affirmation, and agency. Each one is measured by what the student experiences compared to classmates without disabilities, not by what the classroom has. Michael explains why a student doing the same content with a para off to the side is not participating, why affirmation starts with “Is my name on the roster?”, and why special education and general education run on theories of learning that mix like oil and vinegar.After the interview, Michael plays Awake Among the Stars, our micro role-playing game adapted from Alone Among the Stars by Takuma Okada, and names a planet after his childhood dog.Expanded show notes and transcript: https://mcie.org/think-inclusive/say-what-you-mean-michael-mcsheehan-on-the-five-features-of-inclusion-1404/SponsorsIXL, an all-in-one K-12 platform that adapts to each student and builds a personalized learning plan: https://ixl.com/inclusiveBehavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: https://inclusiveschooling.com/mcie-behavior

Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!Magen Rooney-Kron started out co-teaching in Chicago Public Schools. When she asked where her students with intellectual disabilities went after high school, the answers were “I don’t know” and “they go home.” The class meant to prepare them for work had them putting spoons in bags. She has worked on transition ever since, and today she is an assistant professor of inclusive education at the University of Missouri-St. Louis. Tim and Magen talk about why so few people with intellectual disabilities have real jobs, why paid work in the community beats job shadowing and task boxes that reset every day, and why a student who “doesn’t want to work” might just not want to bag groceries. Magen explains dignity of risk: letting students try, make mistakes, and face real consequences, with the right supports in place. Her most striking finding: teachers said the work site was the first place their students were included and held to high expectations. Not the classroom. The job. The episode closes with Awake Among the Stars, where Magen’s Captain Dash explores a jungle world and names it Tedasaurus. Expanded show notes and full transcript: https://mcie.org/think-inclusive/real-jobs-real-risk-magen-rooney-kron-on-transition-and-employment-1403/ Sponsors IXL, an all-in-one K-12 platform that adapts to each student and builds a personalized learning plan: https://ixl.com/inclusive Behavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: https://inclusiveschooling.com/mcie-behavior

Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode!Andrew Goff threw a mug that said “Best teacher ever” at a wall. It was his twelfth year in the classroom, and the email that set it off came from someone he had counted as an ally. His second memoir, Shattered and Becoming: A Teacher’s Journey Between Policy and Purpose, is about the year that followed.A new principal told Andrew he could not speak Spanish with the three-quarters of his pre-K class who spoke it. The policy did not actually say that, and Andrew found out too late to use it. Two boys in that classroom, both labeled with autism, both named David, were thriving with embedded supports. When Andrew brought the data, the answer was that it worked in his classroom but would not work in anyone else’s. Both boys ended up in self-contained autism classrooms.Andrew will not let us make villains out of the people whose decisions caused that harm, and he explains why without letting anyone off the hook. We also get into designing curriculum for the margins, the not knowing mindset, and following the breadcrumbs after a fifteen-year federal grant is canceled by email. Then Andrew becomes the first guest to play Awake Among the Stars.Expanded show notes, resources, and the full transcript: https://mcie.org/think-inclusive/shattered-and-becoming-andrew-goff-and-the-weight-of-being-enough-1402/SponsorsIXL, an all-in-one K-12 platform that adapts to each student: ixl.com/inclusiveBehavior 360 from Inclusive Schooling, professional learning that treats behavior as something to understand rather than manage: inclusiveschooling.com/mcie-behavior