3 Ways to Guarantee Inclusive Education Will Fail

an anime style 3d robot sculpture made from cardboard with a sad face and lit eyes

Early in my teaching career, I didn’t believe that inclusive education was the right thing to do. I distinctly remember having a heated respectful discussion with a professor in my teacher training program about how they just didn’t understand that students with autism needed to be educated with students just like them. Instead of debating […]

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Preschool + Kindergarten: Ground Zero for Inclusion

In September 2015, two Federal Government agencies – The US Department of Health and Human Services and the US Department of Education – issued a ground-breaking statement: “…ALL young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.” https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf […]

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April 29, 2019

Inclusion FAQs: A Parent and Educator Guide

With inclusion comes questions, both from parents of students with disabilities and from parents of students who don’t have disabilities. Here are some of the more common questions we’ve heard and some answers through both an educator and parent lens. Nicole Eredics, an experienced full inclusion teacher, answers the questions from a teacher’s perspective. Amanda […]

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A U-turn

When we started June, those of us who agreed to publish in July, we connected out to some self-advocates. We got a lot of resounding agreement that this was necessary. Certainly many self-advocates have their own platforms, and there are ways other than a blog to get the information across. However, after our questions, some […]

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Jacob Lewis, One Advocate Voice

For each voluntary self-advocate, we provided several questions to help have them focus their answers about their education and experiences. Jacob Lewis is a self-advocate I’ve had the pleasure of reading a variety of his work. I was excited that he agreed to join us for July. -Renay H. Marquez A little about yourself (State […]

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July 22, 2019

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How to Teach Self-Advocacy Skills in Schools

“Come get me when you don’t know what to do,” I tell the students who have known me longer who I know are able to move from their desk to find me. Except for the fact that line I have said time and time again to my students with disabilities (and sometimes to their peers […]

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A Seat At the Table

When it was proposed that Inclusion From Square One have another publishing date, three months out, it wasn’t clear if all the consequences of returning to publish had been thought through. Tim and Renay were preparing for the end of the year activities in their respective districts while Amanda and Nicole were on the road […]

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July 1, 2019

Where Do We Head Next?

When the project “Inclusion From Square One” was first created, I’ll be pretty honest, I was thinking a “one and done” sort of thing. I was pretty certain that all the research that was current and historical was already easily found between the four of us all we would do would be have to cite […]

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May 21, 2019

Making the Case for Not Having to Make the Case for Inclusion

You already know we’re all here because we want to answer the question, “How do we start schools that aren’t already inclusive?” We all come from different backgrounds and entry points, but share the mission of creating a more inclusive world. It’s a lofty goal, and yet it’s one I’m willing to spend my whole […]

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April 15, 2019

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Making Grades–Secondary

Nicole Eredics and Renay Marquez Renay: As soon as a student moves into the age where teachers pass out a syllabus, grades become a ‘thing’. Concretely, grades are broken out usually by percentages. An example of grading might look something like this: Classwork————————-15% Homework———————– 10% Quizzes —————————-20% Tests ——————————–20% Projects —————————-30% Participation/Citizenship —-5% This probably […]

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April 8, 2019