It’s time to expand our Joyful Inclusion team again: Good news and bad news!

The good news is that the approach I’ve launched is working.

When I came to the University of Delaware as an Inclusion Specialist in 2007, my job description was fairly open. Teach a few classes each semester on campus and spend the rest of my time supporting school leaders across the state to implement more effective inclusive instruction.

I love the response I see on faces when I tell people that my coaching packages are called Joyful Inclusion. They get it right away! They smile and say, “Yes! Exactly what we need.”

I thought I’d take a moment to explain why I chose that term and why I didn’t call it “Happy Inclusion.” It was intentional!

Special Education Director: Our special education funding isn’t big enough to cover Collaborative Teaching professional development for our whole faculty. Maybe we should just plan to include our special educators?

Me: But we know effective co-teaching practices rely on full buy-in and understanding of everybody - the special educators, the general educators, the paraprofessionals, and the specialists who push in. Besides, there are many general educators teaching solo who have students with IEPs in their classes. Don’t they all need to improve their collaboration?

Special Education Director: I agree and frankly the Joyful Inclusion Initiative aligns with our strategic plan. I just don’t know how we could fund it.

Me: What about braided funding?

Special Education Director: Braided funding? What’s that?

As we begin the new year, I find myself in a surge of gratitude and appreciation for professionals in the education community who have come through the past three years and are still in the profession. Bravo! I am so inspired by your tenacity and determination to still be here for the children and youth who are our tomorrows.

As I was visiting classrooms over the last month, I kept hearing echoes of my students’ voices so many years ago. “What are we learning today?”

Different students asked in different ways, of course:

Are we going to do anything fun?

Do we have to work today?

Are we going to learn more about ____?

Could we learn more about _____?

Problem One: Is your district experiencing a critical shortage of special educators?

Every state has reported a teacher shortage with special education leading the way.

“I started to see that many of the struggles that organizations face exist simply because their leaders were playing in an infinite game with a finite mindset.” - Simon Sinek

My poster sparked some exciting discussions at the DCDT Conference in Little Rock, Arkansas this week. I stood there in the midst of displays of graduate research and data about transition practices and programs improving post-school outcomes for students with disabilities.

“No! You don't have permission to offer that parent workshop here. An informed parent is a dangerous parent!”

That’s what a principal said to one of my graduate students when she asked for permission to provide a workshop on IEP team procedures to her families.

Do you have high hopes for improving the effectiveness of inclusive practices in your school or district? Whether you are a school leader, a teacher, a parent, or some other stakeholder, you want to be sure your school board is on board with you.

There’s a bright future ahead!

When I started my Inclusion Coaching business ten years ago, I was determined to find the answer to this riddle:

What would it take to create a simplified, sequential approach to updating inclusive special education practices that would empower school leaders, inspire teachers, engage families, and promote student success?