What is the connection between inclusion and belonging? I’ve been exploring research and professional publications to clarify how these two terms are related and how they are different.

I’d like to share what I discovered…

She has a structured classroom - what does that mean?

The research evidence is clear that students of all ability levels do better in structured classrooms. On our Inclusion Rounds, we look for two types of structures. These two indicators are often confused, but we separate them to emphasize their differences and different purposes.

What does Labor Day mean to you?

Google says, “The holiday is rooted in the late nineteenth century, when labor activists pushed for a federal holiday to recognize the many contributions workers have made to America's strength, prosperity, and well-being.”

For millions of teachers, children and their families, it means heading back to school. That’s been part of my life for 70 years now! How is that possible? Well, I began kindergarten in 1953!

We know that we can achieve more when we work together with others. This is true in our personal lives, it’s true in a business venture, it’s true for students, and it’s true for teachers.

So, what’s the difference between these three C words? When and how can we use each type of working together?

Over the Memorial Day holiday, I couldn’t help thinking of all the teachers who have influenced my life. When we are remembering those who have served their country, what about teachers?

I bet you can name at least one who had a profound influence on you.

I loved childhood visits to my Aunt Lil’s house in upstate New York. There was nothing like waking up to the mouth watering aroma of baking pies. With no kids of her own, she loved creating her specialties when we were in town. Nobody could make gooey apple pies like Aunt Lil.

That’s because - she said with a wink - they had her “secret ingredient.”

As I prepare to interview candidates for our Inclusion Coach positions, I keep thinking about the worth of the experience they bring.

What should we value, I wonder?

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?