Advertise on podcast: OT for Inclusive Occupations: Stories of Not Just Being Invited to the Party but Dancing

In this episode of Inclusive Occupations, host Savitha Sundar speaks with Dr. Wenonah Campbell—the John and Margaret Lillie Chair in Childhood Disability Research, Associate Professor at McMaster University, Scientist at CanChild, and co-developer of Partnering for Change (P4C). Dr. Campbell’s work focuses on improving school-based occupational therapy service delivery to promote inclusion, participation, and engagement in learning. P4C is an evidence-informed, collaborative model that brings therapists, educators, and families together to identify student needs, share expertise, and develop strategies that support children’s participation in everyday school activities. Together, Savitha and Dr. Campbell explore how occupational therapists can move beyond traditional referral-based and pull-out service models toward more collaborative, context-based, and capacity-building approaches in schools. In this conversation, Savitha and Dr. Campbell explore: 🌱 Partnering for Change (P4C) How P4C developed as a collaborative model of school-based OT focused on participation, inclusion, and engagement. 🏫 School as the Natural Context Why OT support is most meaningful when embedded in classrooms, routines, transitions, and everyday school activities. 🤝 Collaboration and Capacity Building How therapists, educators, and families can work together to identify needs, share strategies, and build inclusive school communities. 🧩 Tiered and Flexible Service Delivery How universal, targeted, and individualized supports can help OTs respond earlier and support more students in context. 📚 Research to Practice Dr. Campbell discusses the importance of knowledge mobilization—ensuring that research informs real-world school practice and policy. 🔄 From Service Provider to Systems Partner The conversation invites school-based OTs to see themselves not only as direct service providers, but as collaborative partners who can influence routines, environments, and systems to support student participation and belonging. Resources & Links Partnering for Change Website https://canchild.ca/discover-canchild/current-studies/partnering-for-change/ Partnering4Change Guide to Success https://p4cguide.com/⁠ This online hub includes an evidence-based, step-by-step guide to help school teams build a strong foundation for P4C through collaborative, capacity-building approaches, along with additional implementation resources such as courses, webinars, a video library, and practical tools. Dr. Wenonah Campbell — CanChild / McMaster University Information about Dr. Campbell’s research on school-based health support services, inclusion, participation, engagement, and knowledge mobilization.-https://canchild.ca/team_members/10-dr-wenonah-campbell/ Podcast transcripts available at https://otter.ai/u/YISaqlUYJOH5rjzmHFIIt1fnL68?utm_source=copy_url

In this episode of Inclusive Occupations, host Savitha Sundar speaks with Bryden Carlson-Giving—a multiply disabled, multiply neurodivergent, queer occupational therapist, artist, and creator of the Empower Model, a neurodiversity-affirming framework for occupational therapy. Bryden shares his professional journey—from working in an ABA clinic, recognizing practices that felt harmful, and intentionally seeking out autistic perspectives—to ultimately leaving that setting and developing a model that centers neurodivergent participation, lived experience, and disability justice within occupational therapy practice. Together, Savitha and Bryden explore how occupational therapists can rethink traditional approaches and move toward practices that support authentic neurodivergent development, identity, and belonging in school and community environments. In this conversation, Savitha and Bryden explore: 🌱 Neurodiversity & Neurodivergence ⚖️ Ableism in OT and Education How ableism can show up in IEPs, evaluations, “functional” goals, and behavior expectationsWhy saying “we’re not ABA” is not enough if occupational therapy continues to rely on compliance-based, neuronormative practices🌟 The Empower Model Bryden introduces the Empower Model, a neurodiversity-affirming framework grounded in four foundations: Strengths-based practiceTrauma-informed careAnti-racismDisability justiceAt the center of the model is lived experience, which serves as the connective thread guiding meaningful and ethical occupational therapy practice. Bryden describes the anti-ableist process that includes: Critical reflexivityInclusive evaluationsAffirming services and supportsNeurodivergent outcomesAdvocacy🏫 Belonging and Educational Placement Bryden challenges listeners to rethink segregation in education and emphasizes the idea that: (a) “All students are general education students first.” (b) The conversation explores how we can reimagine special day classes, segregation by disability, and what true belonging in general education could look like.🤝 From Compliance to Collaboration Bryden encourages occupational therapists to rethink how they respond to behaviors often labeled as “non-compliance.”Instead of focusing on control, practitioners can approach these moments through:Co-regulationCuriosityMeaningful participation goalsThis shift invites therapists to ask deeper questions:Is this skill meaningful to the student?Is the environment supportive?What expectations or systems might need to change?🧭 Working Within Ableist Systems Bryden also discusses the realities of practicing within imperfect systems and how therapists can sustain themselves through: Avoiding burnout from trying to fix the entire system aloneValuing micro-advocacy—small but meaningful shifts in conversations and practiceGiving ourselves grace when we cannot challenge everything, all the timeResources & Links Mentioned in the Episode Bryden’s Website:https://neurodivergentnexus.com  Resources, tools, and updates on the Empower Model and Bryden’s upcoming book. The Empower Model A neurodiversity-affirming occupational therapy framework centered on strengths-based practice, trauma-informed care, anti-racism, disability justice, and lived experience Upcoming Open-Access Article (OJOT) A forthcoming article detailing the Empower Model and practical examples for occupational therapy practice. (Link will be added once published.) Empower Model Action Template A planning and reflection tool designed to help practitioners apply the model with real students. (Link will be added once the resource is published.) Podcast transcripts available at Otter.ai- https://otter.ai/u/MfPnD7hB-fR0ihps8f1q1SrZQAg?utm_source=copy_url

In this episode of Inclusive Occupations, host Dr. Savitha Sundar welcomes Dr. Jessica Apgar, educator, scholar, and researcher for 16 years. Dr. Apgar spent 8 years as a dual-certified inclusive educator in public schools and has worked with pre- and in-service teachers for the past 11 years. Her professional interests include inclusive education, systems change, literacy, and curricular alignment—all in service of social justice through high-quality, rigorous instruction, particularly for students with the most extensive support needs. In this conversation, Savitha and Dr. Apgar spotlight a powerful tool created by a team of educators-turned-researchers- Jessica Apgar , Kate MacLeod, and Michael McSheehan : The 9-Step Inclusive IEP Process.Together, they unpack how inclusive education truly begins with an inclusive IEP—one that moves beyond compliance to intentionally design for access, participation, and belonging across the school day. Together, Savitha and Dr. Apgar explore:🌟 Why inclusive education begins with an inclusive IEP—and the common traps that keep IEPs from translating into real participation.🧭 The 9-step process, step-by-step—how each step builds clarity, shared responsibility, and actionable supports.🧑‍🏫 Team collaboration that works—how to bring general educators, special educators, related service providers, and families into a unified plan.📚 Literacy and curricular alignment—strengthening rigor and access for students with extensive support needs.🏫 Designing for real school routines—how IEPs can support inclusion across classroom instruction, specials, lunch, recess, transitions, and extracurriculars.✅ Making it sustainable—turning inclusive intent into consistent implementation through repeatable team structures. Inclusive IEPs are not paperwork—they are blueprints for belonging. When we plan intentionally for access and participation, we reduce “invisible barriers” and create clear supports that teachers can actually implement. Dr. Apgar offers a roadmap for systems change that is both values-driven and practical for real schools. ​Inclusion doesn’t happen after the IEP—it is designed in the IEP.​Strong IEPs translate into clear supports in real contexts, not just goals on paper.​Shared processes and shared language make inclusive planning more efficient and more consistent.​Rigor, literacy, and curricular alignment are essential for meaningful inclusion—especially for students with the most extensive support needs.​Key Takeaways, Resources & Links:​1. The 9-Step Inclusive IEP Process Template by Jessica Apgar, Kate MacLeod and Michael McSheehan. - Click Here (https://docs.google.com/document/d/1conn6_Dy7qkX9g8IEvVgi3XjSwIZe-n0/edit?usp=sharing&ouid=113473970588582202532&rtpof=true&sd=true) ​2. The Continuum of Supports (NOT Placements) by.Michael McSheehan, Jessica Apgar, Debbie Taub, Mary Schumer andKate MacLeod) https://courses.evolveandeffect.com/products/digital_downloads/Continuum-of-Supports ​3. Creating Inclusive Individualized Education Program- Microcredentials: https://farmington.edu/academics/graduate-continuing-education/graduate-academics/creating-inclusive-individualized-education-programs-micro-credential/​Podcast transcripts available at Otter.ai: https://otter.ai/u/QgDqitCxJ9Kb9M--WcQXTvYUDfI?utm_source=copy_url

In this episode of Inclusive Occupations, host Savitha Sundar welcomes Kelly Mahler, OTD, OTR/L—occupational therapist, educator, and internationally recognized voice in interoception and mindful self-regulation. Kelly is the creator and author of The Interoception Curriculum, a widely used, step-by-step framework that helps learners notice body signals, connect them to emotions, and choose supportive actions. In this conversation, Savitha and Kelly unpack why interoception is foundational to inclusion—especially for students with extensive support needs, autism, anxiety, sensory differences, or complex communication profiles. They explore how “behavior” is often communication of internal discomfort, and how OTs can support students’ participation across real school routines by building body awareness and emotional insight. Together, Savitha and Kelly explore: 🌟 What interoception is —and why it’s often overlooked in school-based support. 🧠 Body–Emotion–Action—a simple framework to teach self-awareness and self-regulation with consistency across adults. 🏫 School-ready strategies—how to embed interoception support into morning meeting, transitions, lunch, recess, specials, and academic tasks. 🗣️ Supporting students with limited expressive language/AAC users—making internal states visible, teachable, and actionable. 🤝 Collaboration that sticks—how to coach teachers and paraprofessionals with shared language and quick routines (not “one more program”). ✅ Practical starting points—small changes that build regulation and participation without disrupting instruction. Key Takeaways Resources & LinksInteroception isn’t just a “self-regulation topic”—it’s a pathway to access, communication, dignity, and belonging. When students understand their body signals, they gain tools to advocate for needs, persist through demands, and participate more fully with peers. Many challenges in the classroom are better understood as body-signal confusion, not “noncompliance.” Teaching interoception is most effective when it is explicit, routine-based, and shared across the team. Inclusion improves when we support the “invisible barriers” (stress, discomfort, confusion, overload) that limit participation. OTs are uniquely positioned to bridge body awareness → regulation → participation in natural contexts. Check out Kelly Mahler’s website for a wealth of resources and offerings- https://www.kelly-mahler.com/ Kelly’s research on Interoception- https://www.kelly-mahler.com/kellys-research/ Interoception 101 videos and other free resources- https://www.kelly-mahler.com/interoception-videos/ “My Interoception Workbook” (adolescents/teens/young adults): https://www.kelly-mahler.com/product/my-interoception-workbook-a-guide-for-adolescents-teens-and-young-adults/ Book your training with Kelly -https://www.kelly-mahler.com/learn-with-kelly/book-kelly/ Podcast Transcripts Available at Otter.ai-https://otter.ai/u/OdjTVQpHLGBEOmYEkt--8jRrU9c?utm_source=copy_url

In Episode 2, Season 5 of Inclusive Occupations, host Savitha Sundar welcomes Dr. Matthew Brock, a Professor of Special Education and Faculty Associate at the Crane Center for Early Childhood Research and Policy. His research focuses on inclusive practices for students with significant cognitive disabilities, with an emphasis on peer-mediated interventions, preparing teachers and paraeducators to implement evidence-based strategies, and literacy supports for students with complex communication needs. A former preschool and elementary school teacher and U.S. Peace Corps educator, Dr. Brock has published over 60 peer-reviewed articles, authored It Isn’t Inclusion Without Peers, and secured more than $6 million in federal grants, including a Fulbright award in Mongolia. His work has earned national recognition, including the 2023 Martin J. Kaufman Distinguished Early Career Research Award, the 2021 CEC Research Award, and placement in Stanford’s World Ranking of Top 2% of Scientists. In this episode, Dr. Brock introduces the FLIP Recess Program (Focus on Learning, Interaction, and Play) — a $3.2 million grant-funded project designed to foster meaningful peer interactions and social connections for students with extensive support needs during recess. Implemented in over 30 schools and involving more than 100 students with disabilities and hundreds of peers, FLIP is already demonstrating powerful results. Together, Savitha and Dr. Brock explore: 🌟 The origins of FLIP – how his teaching experiences shaped a shift from adult-led strategies to peer-centered models of inclusion. 🎥 Two components of FLIP – peer mediation and video modeling – and how these intentional supports enable authentic play, communication, and friendships. 📊 Research findings – dramatic increases in peer interactions, social network connections, and participation beyond recess. 🚧 Barriers and solutions – from scheduling challenges to misconceptions about workload, and how creative problem-solving (even AI-assisted scheduling!) makes FLIP feasible in schools. 🧩 The role of occupational therapists – why OTs are uniquely positioned to support recess participation, communication access, and collaborative IEP goals that extend beyond fine motor skills. ❤️ Personal journey – how Dr. Brock’s background, including growing up with a sister with Down syndrome, fuels his commitment to inclusive education. Inclusion doesn’t have to be complicated—practical, peer-centered approaches like FLIP can transform school culture. Recess is more than a break; it’s a critical occupation for building friendships, belonging, and community. Occupational therapists and educators can collaborate to create sustainable, inclusive practices that extend beyond the classroom. Learn more about Dr. Brock’s work and his book, It Isn’t Inclusion Without Peers. Key TakeawaysResources & Links All About the FLIP Recess: https://crane.osu.edu/our-work/focus-on-interaction-learning-and-play-flip/ Dr. Brock's Book- It Isn’t Inclusion Without Peers: https://a.co/d/duZaNPq Podcast Transcripts Available at Otter.ai-https://otter.ai/u/auYOBJpYVdKYnFF2RxBPhzEWb0w?utm_source=copy_url

In this kickoff to Season 5, Savitha Sundar welcomes Amrita Sareen-Tak and Kaya Duggan, the dynamic duo behind B.e.t.t.e.r Ed Guide, an initiative dedicated to transforming how schools approach disability awareness and inclusion. Drawing from their personal journeys as parents and advocates, Amrita and Kaya share how their experiences inspired them to create tailored workshops and immersive programs that foster inclusive mindsets in school communities—especially in independent (private) schools.The conversation explores: The meaning behind the BETTER acronym: Battle stigmas, Embracing differences, Transforming thinking, Teaching future leaders, Eliciting action, Recognizing strengths. Why disability must be recognized as a vital part of human diversity and identity. Practical strategies for integrating disability studies concepts across curricula and school culture. Real-life stories of inclusion, challenges, and progress in both public and private school settings. The power of student agency, universal design for learning, and the need for intentional efforts to foster belonging. Key Takeaways: Inclusion is a collective, ongoing process that benefits all students. Language, mindset, and intentional action are critical to dismantling ableism in schools. Empowering students and educators with disability studies frameworks leads to lasting change. Everyone—educators, parents, and students—can play a role by being curious, asking questions, and embracing discomfort as a path to growth. Call to Action: Explore resources on disability studies and accessibility, such as “Demystifying Disability” by Emily Ladau. Be curious and ask questions to challenge inequalities in learning environments. Bring new concepts and resources into your classroom or community. Resources Mentioned: “Demystifying Disability” by Emily Ladau Connect with Better Ed Guide:Learn more about Amrita and Kaya’s work at www.betteredguide.com Podcast Transcript: https://otter.ai/u/X0fk8HQwnOkuz1HQhLiaFchg8ec?utm_source=copy_url

In this season finale of Inclusive Occupations, we turn our attention to a topic often left at the margins—but one that belongs at the heart of our conversations: spirituality—defined as a deep sense of connection to something greater than oneself, often rooted in the search for meaning, purpose, and belonging. Our guest, Jeropha Shekinah, is a mother and graduate student specializing in religious ministries for individuals with disabilities and their families. She shares her transformative journey shaped by the birth and diagnosis of her son, Jeriel, who lives with autism and intellectual disabilities. Together, Dr. Sundar and Jeropha explore themes rarely addressed in traditional faith or disability dialogues—how religious communities can either empower or unintentionally alienate, and how spirituality can serve as a wellspring of strength, clarity, and belonging for families navigating the world of disability. Topics Explored: ​Parenting without a manual—but guided by divine wisdom​Moving from “fixing” to fully accepting​Finding unexpected moments of community and grace​Challenging cultural assumptions and religious misconceptions​Advocating for joy, choice, and strengths-based inclusion in schools and worship spacesKey Takeaways: ​Every child brings unique strengths—if we have the eyes to see them.​Inclusion isn’t about tolerance; it’s about celebrating the image of God in every individual.​Faith communities must break theological and cultural barriers to foster true inclusion.​Educational systems must shift from deficit-based to strengths-based support.Resources Shared by Guest Jeropha: ​Joni and Friends – A global Christian disability organization offering church training and family retreats​“Autism and Your Church” by Barbara Newman – A practical guide for faith-based inclusion​Special Needs Family Ministry Program – Dallas Baptist University​Every Child is Welcome by Katie Wetherbee & Jolene Philo​Leading a Special Needs Ministry by Amy Fenton LeeCall to Action: ​Re-examine how your school or faith community views disability​Learn from lived experience, not just theory​Embrace an inclusion that goes beyond rhetoric—grounded in empathy, access, and joy

In this heartfelt and eye-opening episode of Inclusive Occupations, host Savitha Sundar meets with Lori Boll, Executive Director of SENIA International, a passionate inclusion advocate and parent to a young adult with autism and intellectual disability. Lori’s journey is both deeply personal and professionally impactful, rooted in her experience raising her son Braden and shaped by her work across international school communities. Together, Savitha and Lori explore: ​The emotional journey of navigating a late autism diagnosis​Grief, resilience, and redefining success for families of children with high support needs​What belonging looks like for adults with disabilities today​How educators can build trust with families and foster inclusive team relationships​Practical takeaways for occupational therapists and special educators supporting students with complex needsThey also discuss Lori’s powerful book, Navigating Special Education Relationships, co-authored with Dr. Amanda Ly, which offers invaluable insights into building collaborative, trust-based partnerships in special education. Key quote from Lori: "Your story is what you have—it’s something to own." — Michelle Obama About the Guest: Lori Boll is the Executive Director of SENIA International, an organization dedicated to promoting inclusive practices in international schools worldwide. With over 25 years of teaching experience and a personal mission inspired by her son, Lori brings a powerful dual lens, as both educator and parent, to the global inclusion movement. Key Takeaways: ​Presume competence in students and the professionals who support them​Don’t apologize for your child’s neurodivergence—demand better from systems instead​Prioritize early access to communication and sensory regulation supports​Keep showing up, keep advocating, and don’t forget to laugh along the way Resources Mentioned: ◦📘 Navigating Special Education Relationships by Lori Boll & Dr. Amanda Ly- https://www.amazon.com/Navigating-Special-Education-Relationships-Amanda/dp/1032634286 ◦🌍⁠ SENIA International (https://www.seniainternational.org/)⁠ – Supporting inclusion across global school communities ◦Lori Boll's Podcast- The SENIA Happy Hour Podcast- https://www.seniainternational.org/podcast/

About the Guest: In this 4th inclusion story of Inclusive Occupations, we meet Hannah Gamble, a 25-year-old lady with Down Syndrome who is thriving in her job at the cafeteria of Cedar Lane Elementary School. Hannah's journey is shared by her occupational therapist, Dr. Deborah Schwind, who has supported her since elementary school, and Hannah's mother, Barbara. We learn how Hannah was fully included throughout her education, participating in general education classes and activities like the school play and morning announcements. Her internship experience in the preschool and cafeteria at her former elementary school led to her being hired as a permanent employee, showcasing the power of work-based learning opportunities. The episode highlights the key predictors of post-school success, including self-determination, work experience, inclusion, and family involvement - all of which were integral to Hannah's journey. Listeners will be inspired by Hannah's story and the collaborative efforts of her support team in creating an inclusive path for her to lead a self-determined life. Resources: The National Technical Assistance Center for Transition- The Collaborative (NTACT-C)'s Predictors of Post School Success- Level of Evidence Chart- https://transitionta.org/wp-admin/admin-ajax.php?action=eri_file_count&post_id=1564&nonce=f77eb238e6 Article by Dr. Theresa Carlson Carroll and Dr. Deborah Schwind- Evidence-based predictors of post-school success: https://www.aota.org/publications/ot-practice/ot-practice-issues/2023/practice-improvement-perk-evidence-based-predictors-of-post-school-successEpisode Transcripts are available at: https://otter.ai/u/gb08rL7r6kcLZeHecEYOt5OpnSM?utm_source=copy_url Feedspot's Recognition of Inclusive Occupations as one of the top 25 OT podcasts of 2024 (Yaay!!) - https://podcast.feedspot.com/occupational_therapy_podcasts/ Podcast Transcripts- https://otter.ai/u/BIlrdUO5vfMnrLHhaba5X-WUnYE?utm_source=copy_url

The third inclusion story features another star student of Dr. Debbie Schwind, Grant Davidson a remarkable 11th grader who lives with cerebral palsy, spastic quadriplegia, low vision, and epilepsy. Grant's story is one of resilience, positivity, and the unwavering support of his family. Grant's amazing personality and determined spirit shine through in this interview, demonstrating the power of love and determination in ensuring he lives a full, rich, and meaningful life. As we delve into Grant's journey, we'll explore key insights into the field of Occupational Therapy and the principles of inclusive education. This episode highlights the importance of meaningful engagement in life activities and the critical role that a supportive environment plays in the success and well-being of students with disabilities. Join us as we celebrate Grant's accomplishments and discuss how authentic inclusion and a focus on meaningful occupations can transform lives. This is an episode filled with inspiration, hope, and a powerful reminder of the human spirit's incredible strength. Tune in to be inspired by Grant Davidson's journey and learn more about the impact of Occupational Therapy and inclusive education.  Resources  More on ⁠Dr. Deborah Schwind Grant’s Grinds- Link to Grant’s Coffee Shop News Articles on Grant: Grant’s Grinds: Fueling a bigger mission-https://youtu.be/JpYHPNntvbU;  Article in Wavy. com-https://www.wavy.com/news/local-news/virginia-beach/grants-grinds-fueling-a-bigger-mission/ Grant's Grinds: New wheels help fuel bigger mission for Hampton Roads Check out the podcast transcripts on Otter.ai

This second inclusion story features Tyler Bernreuther, a 16-year-old Loudon County, Virginia sophomore. Tyler is joined by his mom, Trish, and his former school OT, Dr. Debbie Schwind (a former guest of Inclusive Occupations). “He is living his best life every day in school,” shares Tyler’s mom. Tyler’s family were fierce advocates in ensuring their son had the opportunities to do all that he was capable of doing. While advocating for Tyler’s belonging in the general education environment, the family was empathetic to the challenges faced by educators. They were willing to be open, trusting, and collaborative, enabling the best learning experiences for Tyler. The pragmatics of enabling inclusion is shared by this trio. Dr. Debbie Schwind’s support through a non-traditional, strengths-based occupational therapy intervention calls for practitioners to rethink how school-based OT services can be utilized to make inclusion a reality for our students with disabilities.  ​ Key Takeaways: 1. Exposure to opportunities and the proper support to be successful is key to inclusion 2. Understanding the balance between high expectations and the student’s capacities is key to ensuring successful learning.  3. Finding a niche area to be successful in can instill the confidence to try and participate in other areas. 4. There are many occupations within the school context that can be supported by occupational therapy to ensure students experience inclusion. 5. Discussion of various adaptations made by occupational therapy to support inclusive education. 6. What does inclusion personally mean to Tyler and Trish? - Being treated with respect and given the chance to belong to whatever community one chooses to be part of. ​ Additional Resources More on Dr. Deborah Schwind https://www.lcps.org/domain/6031 Pictures of some adaptations discussed in the interview https://drive.google.com/drive/folders/1zWbnsRrJo-BnPLq6bpSjpHE-LRlI0MSg?usp=drive_link Check out our website- ⁠www.inclusiveoccupations.com⁠ Podcast transcript with audio available at⁠ Otter.ai⁠ https://otter.ai/u/1wYRVP6CGFUKShLfzU1RSk8evE0?utm_source=copy_url

Pranav Bakshi is popularly known as India's first male Autistic model. Pranav claimed his autistic superpowers to design the life he wanted to have. Pranav also says his mom, Anupama, is his second superpower (Autism being his first). Co-occupation is a term used in occupational therapy to describe occupations where two or more individuals share a high level of physicality, emotionality, and intentionality. Life's occupations are often interdependent, giving meaning and purpose to all involved. Pranav and Anupama's story reflects that. Today, 23-year-old Pranav has a successful career in modeling and is ambitious about pursuing his life's dreams. This journey was not easy. Pranav's success was made possible by his tireless mother, Anupama, who refused to complain, resent, or give up. She invested her energies in focusing on her son's strengths and interests to help engineer a life that enabled him to do, be, and become what he chose. Their story urges us to rethink possibilities and reframe our interventions. Key Takeaways: 1. Work hard, play hard 2. If you can't find a village, be the village 3. "....No way should we interfere with the basic personality of our child"- Looking at the larger picture of Autistic idiosyncrasies like obsessions. 4. Are we different because of our challenges? 5.".. ..Cut the crap and be focused on your child." 6. "Divyang"- An "Angel-like" status given to a special needs child in India 7. Caregiver energies must focus on intervention and not sensitization- For that, individuals with disabilities must be visible and accepted in society. 8. "We should not have to justify our child's presence in a particular place…" Humans are not blessed with one IQ. We are an assortment- so we need to let all the differences be. 9. We must give people the chance to make amends.  We all have different roles to play in inclusion. Some of us carry the torch, some take the idea of spreading awareness, and those work in the background (caregivers, educators).  10. Inclusion is very situation-specific- On certain days, it's a 10/10, other times 1/10. 11. Being considerate about inclusion. Look for spaces where you find acceptance, and do not expect everyone to become enlightened. 12. Parents must have faith in service providers, trust their expertise, and have transparency in the relationship to facilitate collaboration. 13. Ensuring generalization of all supports and services to the natural environment. 14. Marvel Movies and Super Heroes- A narrative they used to build an understanding of Autism. 15. We all need cheerleaders, and that makes all the difference! More of Pranav:  ⁠Pranav's Ted Talk⁠ ⁠Pranav's Interview- Youthopedia Talk Show⁠ Some News Articles About Pranav: ⁠GQ India⁠ ⁠NDTV⁠ ⁠1 Special Place⁠ ⁠Edex Live⁠   Check out our website- ⁠www.inclusiveoccupations.com⁠  Podcast transcript with audio available at⁠ Otter.ai-https://otter.ai/u/c3PBb6k2rZvxFSPX5x9VTKPRgt0?utm_source=copy_url

In the second part of the two-part series on the Inclusive Education Roadmap (IER) by the TIES center, Dr. Debbie Taub delves deeper into the “how” of the IER. Dr. Deborah Taub, Ph.D., is the owner of OTL Education Solutions, LLC. She provides research and professional development assistance to states, territories, and other entities working to develop and sustain best practices for students with disabilities.  She has assisted states in building and evaluating systemic programs, especially around issues of inclusive practice for students with complex instructional needs. Her work is informed by her experiences as a classroom teacher, educational researcher, systems-change expert, and parent to three neurodiverse children. She has experience building curricula that are universally designed and accessible for all. She has helped schools and districts meet state and federal requirements through teacher and student-centered reform and supporting educators as they make grade-level content accessible for students with complex needs. She has contributed journal articles, book chapters, and numerous professional development trainings to the field of educating children with complex needs and has presented internationally. Some Key Takeaways Core tenets of what makes a system truly inclusive. Five assumptions: (1) “All Means All” Students means “All students,” which includes students with significant cognitive disabilities (explicitly thinking about them) (2) Placement means placement in the same grade level general education classroom and other inclusive settings in neighborhood schools (3) Student-centered, strengths-based approaches to inclusive education (4) Specially designed instruction occurs within general education setting (5) Barriers to inclusive education exist within systems and environments and not within students. For sustainable systems change, a team of people who have the power to make those changes need to be working together. Formative Assessments are important to make sure we aren’t presuming a lack of competence in our students. We want to push away from labeling our students, and yet to avail services, our systems require our kids to have a disability. If we are all on this neurodiverse spectrum, what does it mean in terms of availing those supports? Discussion on definitions of students with Extensive Support Needs.  Two main indicators of successful transition to adulthood for students with disabilities- Prior job experience and inclusion. School-based occupational therapists’ expertise in adapting anything can used to enable inclusive education. Need for more collaboration between related service providers and educators. Using the Initiative Inventory, start contemplating what needs to be changed based on what is already in place. ( will be uploaded in this soon) When this wonderful leader leaves, how do we still keep this going? Dr. Taub’s personal dreams of how we would have changed in 10 years. ⁠⁠The TIES Center's Inclusive Education Roadmap⁠⁠- https://publications.ici.umn.edu/ties/ties-ier-rise/introduction Contact Dr. Deborah Taub at [email protected] Check out our website- www.inclusiveoccupations.com  Helpful Resources Shared by Dr. Taub: Initiative Inventory Process Initiative Inventory Article- Implementation Science and Practice in the Education Sector Podcast transcript with audio available at⁠ Otter. ai (https://otter.ai/u/t94IJO3QcxsxiLzKRCO8jqv_G2A?utm_source=copy_url)

In this first part of the two-part series on the Inclusive Education Roadmap (IER) by the TIES center, Dr. Diane Ryndak gives us a general overview of the work done for sustainable systemic change in inclusive education at the state, district, and school. After getting together a diverse Equitable Inclusive Leadership Team (EILT), the second step of the Inclusive Education Roadmap is called RISE (Reflecting on Inclusive Systems of Support). The school Leadership Team is led to deeply reflect and engage in critical discussions about their system's current use of inclusive educational practices for all students, including students with significant cognitive disabilities. "Systems change is not quick and easy," Dr. Ryndak shares. "We are still doing what we did decades ago." Several easy-to-use tools for implementing inclusive education were identified in their extensive research, but they have not been effective in implementing sustainable change. The IER is a long process based on implementation science. "We are looking at a five to seven-year process." She says. Dr.Ryndak is a Professor of Specialized Education Services at the University of North Carolina, Greensboro. Her lifelong career is focused on inclusive education and access to the general curriculum for students with extensive support needs, student outcomes achieved by inclusive services, preservice teacher preparation, and technical assistance for sustainable school reform efforts related to inclusive education. ⁠The TIES Center's Inclusive Education Roadmap⁠- https://publications.ici.umn.edu/ties/ties-ier-rise/introduction Contact Dr. Diane Ryndak at [email protected].  Check out our website- www.inclusiveoccupations.com Podcast transcript with audio available at Otter. ai

Dr. Tina Flecher worked as a small-town school OT for 25 years. While working as an OT in schools in rural Texas, she pursued her bachelor’s and master’s degrees in fine arts and sculpture. She then went on to get her educational doctorate. She is a Texas Woman’s University professor on the verge of retirement. Dr. Fletcher understood the lived experiences of her students with disabilities in her community. This, in addition to her family ties with disability and her love for art and education, lead her to initiate autism-friendly events in the community so kids with disabilities can enjoy museums, zoos, and other venues in a friendly and accessible environment. What began at the Dallas Museum of Arts soon spread to other sites, including the Dallas Arboretum, Dallas Zoo, Nasher Sculpture Center, The Frontiers of Flight Museum, and the Erik Johnson Library. She attributes the success of her work to her many OT students who plan the activities and take the lead in educating parents about managing autism-related challenges. In 2020, her second initiative, Planning for Autism in Communities and Schools, was funded by the Innovative Autism Treatment Models grant from the Texas Higher Education Coordinating Board. Researchers from Texas Woman’s University School of Occupational Therapy worked alongside community organizations and stakeholders to create, build, pilot, implement, and revise the many components of this project. The Programs Discussed in This Episode Sensory Days Dallas- https://sensorydaysdallas.com/ Planning for Autism- https://planningforautism.com/about/ Publications by Dr. Fletcher Related to This Episode The sensory totes programme: sensory-friendly autism program innovations designed to meet COVID-19 challenges Strategies and Guidelines for Sensory Havens in Sensory and Autism-Friendly Events Sensory spaces on wheels: Meeting neurodiverse community members where they are. Dr. Fletcher's Book- Success on the Spectrum: Practical Strategies for Engaging Neurodiverse Audiences in Arts and Cultural Organizations Paperback – February 6, 2024 Check out the Inclusive Occupations website- www.inclusiveoccupations.com Podcast transcript with audio available at Otter. ai- ​https://otter.ai/u/So6ndnV3wnJ82pn2tF_9qrLCY4E?utm_source=copy_url ​ ​