Think Inclusive

Dr. Zerek Mayes — Director of Diversity, Equity, and Inclusion at a private school in Chicago, Illinois.Dena Slanda — Faculty at the University of Central Florida, working on teacher preparation grants through the Office of Special Education Programs.Lindsey Pike — Doctoral candidate at the University of Central Florida in Exceptional Education, focusing on diversity, equity, and inclusion at the intersection of disability and other markers of difference.Eric Wells — Director of IDEA Programs at the Oregon Department of Education.In this bonus episode recorded live at the Council for Exceptional Children Conference in Orlando, Tim Villegas sits down with four equity advocates to unpack the intersection of race and disability in education. The conversation explores why current systems often fail students from racially, culturally, and linguistically diverse backgrounds—and what educators can do to change that. From grassroots action to systemic reform, this episode is a call to reflect, act, and lead for equity.Complete show notes and transcript: https://mcie.org/think-inclusive/the-intersection-of-race-and-disability-pop-up-podcast-cec2022/

Amanda Darrow — Director of Youth, Family, and Education at the Utah Pride Center. She holds an M.Ed. and a B.S. in Clinical & Counseling Psychology from Westminster College (Salt Lake City). Her work focuses on helping homes, schools, and community spaces become more inclusive for LGBTQIA+ youth and families, and educating current and future generations about the community. Shamby Polychronis, Ph.D. — Assistant Professor of Special Education at the University of Utah. A long‑time disability rights advocate, her passions include intersectionality, alternatives to guardianship, full inclusion in school and community, eliminating aversive interventions, and meaningful employment. She prepares special‑education teacher candidates and continues research and advocacy across these issues.Host Tim Villegas talks with Amanda Darrow and Shamby Polychronis about honoring intersectionality between disability and LGBTQIA+ identities—what it looks like in classrooms, why language matters, and how policies and everyday practices can either harm or protect students. They unpack the “Genderbread Person” framework (identity, expression, sex, and attraction), discuss pronouns and the life‑saving impact of respectful language, share data on overlap between LGBTQIA+ and disability communities, and offer practical tips administrators and teachers can implement now—along with legal angles (ADA, FAPE/IDEA, Title IX) for creating safer, more equitable schools.Complete show notes and transcript: https://mcie.org/think-inclusive/amanda-darrow-and-shamby-polychronis-honoring-intersectionality/

Host — Tim Villegas Host of Think Inclusive, framing this “best of” episode and guiding four featured conversations on inclusion.Lou Brown Co‑founder of TASH; this previously unpublished 2019 clip covers “ultimate functioning,” vertical and horizontal teaming, and why inclusive, integrated settings matter for learning and behavior.Katie Novak Universal Design for Learning (UDL) expert and former assistant superintendent; she challenges ineffective standardized assessments and urges impact‑over‑intent, evidence‑informed teaching.Alfie Kohn Author of Punished by Rewards; explains how extrinsic incentives (stickers, points, praise-as-reward, PBIS) can erode students’ intrinsic motivation.Cheryl Jorgensen Author and longtime inclusion advocate; draws clear parallels between civil rights and disability rights and offers practical advice for educators working toward system change.This “Best of” episode features four powerful clips: a never‑before‑released conversation with Lou Brown from 2019; plus highlights with Katie Novak, Alfie Kohn, and Cheryl Jorgensen. Together they tackle enduring questions—why inclusive placements outperform segregated “special classes,” how UDL can counter inaccessible assessment systems, why rewards often backfire, and how disability rights sit alongside civil rights. It’s a practical, plain‑spoken primer on building schools where every learner belongs.Complete show notes and transcript:

Anthony Ianni is a national motivational speaker and autism self‑advocate, and the first known NCAA Division I men’s basketball player with an autism diagnosis. He played for the Michigan State Spartans, earned a bachelor’s degree in sociology from Michigan State, and is the author of Centered: Autism, Basketball, and One Athlete’s Dreams. He’s also a husband and dad to two sons, Knox and Nash.Host Tim Villegas opens with the Autistic Self Advocacy Network’s plain‑language definition of autism, then talks with Anthony Ianni about his late‑disclosed diagnosis, his journey to (and through) Michigan State basketball, and how he came to embrace his autistic identity. The conversation centers on high expectations, support, and the message Anthony shares with young autistic people: you define your futureComplete show notes and transcript: https://mcie.org/think-inclusive/anthony-ianni-autism-basketball-and-one-athletes-dream/

Howard Shane, Ph.D. — Associate Professor at Harvard Medical School and Director of the Autism Language Program at Boston Children’s Hospital. A pioneer in augmentative and alternative communication (AAC), Dr. Shane has designed numerous computer applications for people with disabilities, holds two U.S. patents, and has been recognized by national organizations for lifetime contributions to clinical practice and technology innovation. He is the author of Unsilenced: A Teacher’s Year of Battles, Breakthroughs, and Life‑Changing Lessons at Belchertown State School. Content Warning: In today’s episode, we will discuss depictions of the living conditions of institutions for people with disabilities in the 1960s and certain attitudes about people with disabilities that worked there.Dr. Howard Shane reflects on his first teaching job at Belchertown State School in 1969, how witnessing institutional life transformed his career, and the early DIY innovations that helped shape modern AAC. He traces a throughline from interest‑driven instruction to today’s consumer‑grade tech (wearables, AR, and AI) that can quietly support communication and social‑emotional needs—while arguing for a language and mindset shift that keeps students learning with their peers as much as possible, with targeted instruction layered in.Complete show notes and transcript: https://mcie.org/think-inclusive/howard-shane-how-teaching-at-belchertown-state-school-changed-my-life/

Karrie Shogren — Director of the Kansas University Center on Developmental Disabilities and Professor in the Department of Special Education at the University of Kansas.Sheida Raley — Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education at the University of Kansas.In this episode, Tim Villegas talks with Karrie Shogren and Sheida Raley about what self-determination really means and why it matters for all students—not just those in special education. They dive deep into the Self-Determined Learning Model of Instruction (SDLMI), a flexible, evidence-based framework that empowers students to set goals, make plans, and reflect on their progress.The conversation explores how SDLMI works in inclusive classrooms, its role in multi-tiered systems of support, and why fostering self-determination is essential for equity and lifelong success. You’ll also hear practical stories from classrooms and learn how educators can start implementing SDLMI in their schools.Complete show notes and transcript: https://mcie.org/think-inclusive/karrie-shogren-sheida-raley-what-does-self-determination-really-mean/

Dr. Jenna Rufo is an author, educator, and inclusive education consultant who founded empowerED School Solutions to help districts implement inclusive practices. She previously served as a special education administrator, director, and assistant superintendent, after beginning her career as an inclusion facilitator. Her work is deeply informed by her sister, Nina, who has multiple disabilities. Dr. Jenna Rufo co‑authored Reimagining Special Education with Dr. Julie Causton.In this conversation, Tim Villegas and Dr. Jenna Rufo dig into what it really means to “reimagine” special education—using inclusion as the framework for equity and support for all students. They talk about shifting beliefs so the default is general education, wrapping services around students, designing instruction that’s engaging and differentiated, and building structures (like intervention/enrichment blocks and inclusion facilitation) that make inclusive schooling sustainable. They also touch on accountability for Least Restrictive Environment (LRE), neighborhood schools, and practical steps educators can take to start change now.Complete show notes and transcript: https://mcie.org/think-inclusive/jenna-rufo-using-inclusion-as-a-framework-to-build-equity-and-support-all-students/

Michael McSheehan is the owner and lead technical assistance provider at Evolve and Effect, LLC. He partners with schools, districts, and state agencies nationwide to strengthen inclusive education by braiding MTSS (Multi‑Tiered System of Support) and UDL (Universal Design for Learning). His path started in speech‑language pathology with a focus on augmentative and alternative communication, and grew into systems‑change work—including years with the SWIFT Education Center across five states, 16 districts, and 64 schools.In this conversation, Michael McSheehan unpacks how MTSS and UDL fit together to make inclusive education work in everyday classrooms. He explains that UDL is the design foundation—assuming variability, elevating student voice, and removing barriers—while MTSS adds the structures and rapid response needed to prevent struggle and respond quickly when students need more. Together, they form a proactive, responsive system where all students start with “first, best instruction” and belong to a community of learners. Michael reflects on lessons from SWIFT systems‑change work (state–district–school alignment matters), names the biggest barriers (adult mindsets, insufficient collaboration time, leadership turnover), and argues we need stronger civil‑rights‑level accountability—akin to Brown v. Board—to move beyond incrementalism. He also tackles the hard question, “Is inclusion done badly better than segregation?” and explains why the answer is no, sharing a student story (“Andy”) that shows how harm from unsupported inclusion can necessitate a temporary separate placement—with a thoughtful path back. Complete show notes and transcript: https://mcie.org/think-inclusive/michael-mcsheehan-how-mtss-and-udl-fit-into-inclusive-education/

Janice Fialka — Author, social worker, and longtime activist; mom of two adult children, including Micah, who lives interdependently in Syracuse and was featured in the film Intelligent Lives. (Emma—her daughter—is a school principal in Boston.)Sara Jo Soldovieri — Doctoral student at Syracuse University studying inclusive special education; inclusive special educator by training; previously created and ran the inclusive education program at the National Down Syndrome Society; appears in the documentary Forget Me Not about inclusive education in New York City.Host Tim Villegas sits down with Janice Fialka and Sara Jo Soldovieri to talk about how to respond when families believe segregated special education classrooms are “best.” The conversation centers on listening first, naming fears, presuming competence, and taking practical steps—because inclusion is a process where all students learn together with the right supports.Complete show notes and transcript: https://mcie.org/think-inclusive/janice-fialka-sara-jo-soldovieri-what-to-say-when-families-think-segregated-special-education-classrooms-are-best/

Emily Ladau — Disability rights activist, writer, and speaker; editor‑in‑chief of the Rooted in Rights blog; co‑host of The Accessible Stall podcast; and author of Demystifying Disability: What to Know, What to Say, and How to Be an Ally.Emily Ladau joins Tim Villegas to unpack what meaningful allyship to disabled people looks like in everyday life, why language matters, and how multiple disability models shape attitudes and systems. They dig into inclusive schooling and work, the limits of “inspiration” narratives, and the principle of “nothing about us without us.”Complete show notes and transcript: https://mcie.org/think-inclusive/emily-ladau-how-to-be-an-ally-to-disabled-people/