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Podcast Show Notes and Transcripts

Season 2,

Episode 1

In Inclusion, Every Moment Counts!

Dr. Suzan Bazyk, Ph.D, OTR/L, FAOTA

The highly renowned Dr. Susan Bazyk, Ph.D., OTR/L, FAOTA, Professor Emerita of Cleveland State University. shares about the journey of Every Moment Counts, a multi-tiered framework that guides the provision of a range of services and supports geared to meeting the mental health needs of children and youth with and without disabilities and promoting mental health in schools. We discuss several issues and perspectives related to current school-based practice and how OTs can support inclusion and occupational justice through the EMC initiatives. 

                  Her important takeaway for occupational therapists is to be true to our professional calling by going back to our foundation- helping children and youth participate in occupations that promote physical and mental health. She urges us to take on an active role in ensuring occupational justice for students with disabilities in schools, so they can fully participate in life's health-promoting occupations.

Check out EMC’s Initiatives-www.everymomentcounts.org

Making Leisure Matter- Making Leisure Matter - Every Moment Counts 

The Comfortable Cafeteria-Comfortable Cafeteria - Every Moment Counts 

Calm Moment Cards-Calm Moments Cards - Every Moment Counts 

Refreshing Recess-Refreshing Recess - Every Moment Counts 

Building Capacity/Creating Change Leaders-Creating Change Leaders - Every Moment Counts

 

Some Related Publications of Dr. Bazyk:

What does IDEA say about the Role of OT in schools as a related service provider?

Sec. 300.34 Related services - Individuals with Disabilities Education Act

Some of the articles referenced to:

Caseload and Workload: Current Trends in School-Based Practice Across the United States

Implementing Contextually Based Services: Where do we begin- Seruya, F. M., & Garfinkel, M. (2018). Implementing contextually-based services: Where do we begin?. SIS Quarterly Practice Connections, 3(3), 4-6.

If you wish to be part of the ESSA advocacy network, learn more: - 1_ABOUT_ESSA OT Advocacy Network (1).docx - Google Docs

You may also access the Nov. 16, 2021 network meeting recording and PPT HERE.  If you are interested in being a part of this network, email Susan Bazyk at s.bazyk@csuohio.edu

Season 2,

Episode 2

Breaking Attitudinal Barriers Towards Disabilities in Education- The Tripartite Intervention

Dr. John Freer, Ph.D

Dr. John Freer, Professor at St. Clair College Ontario Canada and Adjunct Assistant Professor at the University of Windsor,  is our special guest in this episode. Addressing attitudinal barriers to social inclusion is the focus of his research. 

He developed the Tripartite Intervention, a 12-week program addressing all the 3 domains of attitude, namely the affective (how one feels about disabilities), behavioral (how one acts towards individuals with disabilities), and cognitive (the thoughts and stereotypes one has) domains.

 

From personal experience with Epilepsy as a child to working as an educational assistant in K-12 schools and from extensive research on attitudes of people towards disabilities, Dr. Freer developed the TI program. He offers this to educators to take it on and implement it in their own communities. 

 

Few takeaways: Interventions well-grounded in best evidence are important. It is possible that some of our interventions could be based on our own presumptions about disabilities and could potentially cause harm. 

 

Some findings of  Dr. Freer's latest systematic review- Factors associated with positive attitudes towards disabilities-  Improved contact with individuals with disabilities, females have more positive attitudes than males, more positive attitudes towards visible disabilities, more positive attitudes when students have more knowledge about disabilities. Interventions were effective in improving attitudes towards disabilities.  

 

Contact Dr.Freer at jfreer@stclaircollege.ca  Dr. Freer is willing to consult with and/or offer professional development to educators or school boards looking to learn more. 

Works of Dr. John Freer: 

The Tripartite Intervention: Breaking Down Attitudinal Barriers in Education Students’ attitudes toward disability: a systematic literature review (2012–2019) 

The effects of the Tripartite Intervention on students' attitudes towards disability A picture is worth 1000 words: examining students' understanding of disability in definitions and drawings

Students’ attitudes toward disability: a systematic literature review (2012–2019)

Season 2 

Episode 3

"All Means All" Perspectives and Stories from a Stanford Researcher, Special Education Teacher and Inclusion Specialist

Dr. Lakshmi Balasubramanian, Ph.D

Dr. Lakshmi Balasubramanian is passionate and devoted to the cause of enabling and empowering K-12 schools to successfully include students with all abilities including those with extensive support needs. She is a lecturer and researcher at Stanford University, Palo Alto, CA in the department of special education. Prior to this, she worked as a special education teacher and inclusion specialist in a large school district in the Bay Area, CA for 14 years. During this time, she spearheaded the design and implementation of inclusive education programs at the school district in grades K-12. She also serves as a professional development facilitator nationally and internationally on a variety of topics related to inclusive education and Universal Design for Learning (UDL).

 

Contact- blakshmi@stanford.edu

 

The book referred to in the conversation, written by Ferose VR (Our guest in episode 6 of Inclusive Occupations titled Rippling of Good Intentions)- "The Invisible Majority- India's Abled Disabled"

 

Works of Dr. Balasubramanian:

Kozleski, E. B., Hunt, P., Mortier, K., Stepaniuk, I., Fleming, D., Balasubramanian, L., ... & Munandar, V. (2021). What peers, educators, and principals say: The social validity of inclusive, comprehensive literacy instruction. Exceptional Children, 87(3), 289-306.

               

Hunt, P., Kozleski, E., Lee, J., Mortier, K., Fleming, D., Hicks, T., ... & Oh, Y. (2020). Implementing comprehensive literacy instruction for students with severe disabilities in general education classrooms. Exceptional Children, 86(3), 330-347.

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Season 2

Episode 4

Shifting Focus: A Strengths Based Approach to Inclusion

Dr. Kristie Patten Koenig PhD, OTR/L, FAOTA

‎Dr. Kristie Patten Koenig Ph.D., OT/L, FAOTA, recipient of the highest academic achievement award of the American Occupational Therapy Association- the Eleanor Clarke Slagle Lectureship for this year- 2022, is our esteemed guest in this episode. 

 

Dr. Patten is an exemplary OT whose research is focused on using a strengths-based paradigm as well as the perspectives of autistic individuals to understand and impact interventions in public schools for children on the autism spectrum in inclusive settings. Dr. Patten is the Principal Investigator of NYU Steinhardt's ASD Nest Program, an inclusive program for children and adolescents with autism in the New York City Department of Education. She is currently Co-PI of an NSF grant entitled "IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum" that leverages STEM interests of middle school students with autism to develop social competence and potential career pathways. Dr. Patten teaches professional and post-professional courses in the area of pediatric intervention, school-based practice and inclusion, and strength-based approaches for individuals with Autism. Dr. Patten has published and presented nationally and internationally on topics related to examining the efficacy of public school interventions and examining autism from a strength-based or abilities-based model.

 

 

Articles Referred to in this episode:

Shifting Focus From Impairment to Inclusion: Expanding Occupational Therapy for Neurodivergent Students to Address School

 

Environments "A different environment for success:” a mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club

 

Book- Neurotribes: The Legacy of Autism and the Future of Neurodiversity by Steve Silberman 

Season 2

Episode 5

The Power of Peers- Including Students with Extensive Support Needs

Dr. Erik Carter Ph.D

In this episode, Dr. Erik Carter, Ph.D., a distinguished professor at Vanderbilt University, Nashville, TN,  shares his personal story,  insights, and wisdom from over 30 years as an educator, researcher, and ally to individuals with Extensive Support Needs (ESN).

Dr. Carter's life's work has focused on promoting authentic inclusion and meaningful relationships for individuals with disabilities in schools, higher education, employment, and faith-based communities. Dr. Carter enhances our understanding of peer-mediated interventions and shares an encouraging trend where peer mentors are burgeoning in higher education and employment, to support individuals with ESN.  With over 250 publications and 7 books in educational and transition services for children and youth with disabilities, Dr. Carter continues his calling to strive towards a flourishing future for individuals with Extensive Support Needs.

 

Dr. Erik Carter's Website: https://www.erikwcarter.com/

Peer-Mediated Intervention Guides-https://publications.ici.umn.edu/ties/peer-engagement/practice-guides/introduction

Season 2

Episode 6

Authentic Inclusive Education at Bridgeway Preparatory Academy

Dr. Natalie Davenport Ph.D

Dr. Natalie Davenport not just believed in inclusive education but decided to show the world that it can be done.  After years of experience as an educator, school psychologist, entrepreneur, and assistant professor of Education and School Psychology at Texas A&M University, Dr. Davenport founded the Bridgeway Preparatory Academy, a public charter school at Farmers Branch, TX. Through this courageous venture, she has realized her commitment to all students, despite their unique needs or ability to pay, to receive a rigorous, innovative education. Her goal is to ensure that each student actualizes their full potential while developing the self-advocacy skills that enable them to become fully engaged contributors in all aspects of society.

Dr. Davenport shares her life's journey in education and the story of how inclusive education actually works best for ALL.

 

Contact Dr. Davenport at ndavenport@bridgewaypreparatory.org

Visit Bridgeway Preparatory Academy- https://bridgewaypreparatory.org/

Podcast Transcript with Audio at Otter.ai- https://otter.ai/u/OfbHjUmMhOWCZcPF6tCHfPAuSA4

Season 3

Episode 1

Going Beyond Awareness

Diana Pastora Carson

In this episode, Diana Pastora Carson a passionate inclusion activist and an advocate for disability rights, enlightens us about moving beyond disability awareness to access awareness. By sharing the powerful story of her brother Joaquin's journey from segregation and institutionalization to inclusion, Diana invites us to do better as we know better. 

About Diana Pastora Carson: 

Diana Pastora Carson, M.Ed. has been an educator for over 30 years, teaching at the elementary and university levels. She is a consultant and trainer on diversity as it relates to disability and is the author of several articles and books, including Beyond Awareness: Bringing Disability into Diversity Work in K-12 Schools & Communities, as well as her children’s book, Ed Roberts: Champion of Disability Rights. She has compiled her disability awareness teachings in a digital course entitled "Beyond Awareness: Disability Awareness That Matters." Her Beyond Awareness work has earned her statewide PTA recognitions in the areas of advocacy and outreach, as well as her school’s designation of Teacher of the Year. She has also been featured on several radio programs and television news stories and served two terms on the board of directors of Disability Rights California. She currently serves as a board member of Disability Voices United. Although Diana experiences disability herself, she credits her brother, Joaquin Carson, for her passion for inclusion, disability advocacy, and activism. Joaquin endured years of segregated schooling and subsequent institutionalization. Diana takes the most pride in knowing that after many years of fighting for his release, Joaquin now lives a life of inclusion and quality, in the community, as her next-door neighbor. 

Check out Diana's website at Diana Pastora Carson | Disability Advocate | San Diego 

Check out Diana's podcast at-Beyond Awareness: Disability Awareness That Matters on Apple Podcasts.

Check of Diana's TEDx Talk at-Walking with Joaquin

Podcast Transcript with Audio at Otter.ai- https://otter.ai/u/aIvgnalplOjCtN_tr2IrY-ACAAI

 

Season 3

Episode 2

Related Service Providers Enabling Inclusivity

Carol Conway OTR/L &

Rebecca Moskovitz SLP

Season 3

Episode 3

Why "All Means All" Has Never Included "Them"

Dr. Cheryl Jorgenson

Carol Conway, occupational therapist, and Becca Moskovitz, speech and language pathologist at Hudson School District, Ohio, recognized how peers could be powerful agents of inclusion in their school community. They lead the "Buddies program" in their elementary school, which grew and evolved over 12 years, creating opportunities for students with complex access needs and their peers to develop authentic relationships and flourish.

 

In their interview, Carol and Becca share how this was the "best part" of their job.  This interview underlines that it takes intentional efforts on our part as educators and related service providers to facilitate relationships between students with extensive support needs and their peers. Their insights are undoubtedly an inspiration for us therapists to go beyond traditional roles to support the creation of rich environments for social participation for the students we serve. 

Some Articles Related to OT and Inclusion in Education (Referred to by Carol)

 

  1. Conway, C., Kanics, I., Mohler, R., Giudici,. M.,Wagenfeld,.(2015)  A. Inclusion of Children with Disabilities/~/media/Corporate/Files/Practice/Children/Inclusion-of-Children-With-Disabilities.PDF - See more at: http://www.aota.org/Search.aspx#q=inclusive%20education&sort=relevancy

  2. Carter, E. W.,  &  Kennedy, C. H.  (2006).  Promoting access to the general curriculum using peer support strategies. Research & Practice for Persons with Severe Disabilities, 31(4), 284-292.   Retrieved from www.inclusiveclassrooms.pressible.org

  3.  Harper, C. B.,  Symon, J. B.,  &  Frea, W. D.  (2008).  Recess is time-in: Using peers to improve social skills of children with autism, 38, 815-826. doi:10.007/s10803-007-0449-2.

  4. Harris, K. I.,  Pretti-Frontczak, K.  &  Brown, Teresa.  (2009).  Peer-mediated intervention: An effective, inclusive strategy for all young children. Young Children, 43-49.  Retrieved from http://journal.naeyc.org

  5. Harper, C. B.,  Symon, J. B.,  &  Frea, W. D.  (2008).  Recess is time-in: Using peers to improve social skills of children with autism, 38, 815-826. doi:10.007/s10803-007-0449-2.

  6. Harris, K. I.,  Pretti-Frontczak, K.  &  Brown, Teresa.  (2009).  Peer-mediated intervention: An effective, inclusive strategy for all young children. Young Children, 43-49.  Retrieved from http://journal.naeyc.org

  7. Heyne, L., Wilkins, V., & Anderson, L. (2012). Social inclusion in the lunchroom and on the playground at school. Social Advocacy and Systems Change Journal, 3, 54-68.

  8. Milner, P., & Kelly, B. (2009). Community participation and inclusion: People with disabilities defining their place. Disability and Society, 24, 47–62.

  9. O’Brien, J., Lewin, J., Translating motor control and motor learning theory into occupational therapy practice for children and youth. OT Practice, 2008

  10. Silverman, F. (2011). Promoting inclusion with occupational therapy: A co-teaching model. Journal of Occupational Therapy, Schools, & Early Intervention, 4(2), 100–107. doi:10.1080/19411243.2011.595308

 

Podcast Transcript with Audio at Otter.ai-  https://otter.ai/u/qc-jx8g_Uj3YtmKbU97T2Ifx6sQ?utm_source=copy_url

 

In this episode, Dr. Cheryl Jorgenson responds to the question: "why have the numbers not changed in the past ten years when it comes to inclusive placements for students with extensive support needs?" Are decisions to place students with complex needs in lesser restrictive environments made by genuinely considering what is best for our students, or do we make decisions based on what we, educators and related service providers, are good at? Do school-based OTPs understand the educational system and our place in supporting inclusive placements? Listen on to learn more. This is a very insightful conversation with Dr. Jorgenson, a trailblazer in inclusive education.

Click ⁠⁠here⁠ ⁠for the full Biography of Dr. Jorgenson.

 

Resources Shared In This Episode:

1. Supplementary Aids and services consideration Toolkit from Patten.net: ⁠https://www.pattan.net/supports/inclusive-practices/supplementary-aids-and-services-consideration-tool⁠

2. A presentation by Dr. Gretchen Hanser- https://www.youtube.com/watch?v=X2nkRllUw1U

3. Article by Mathew Brock (2018) - ⁠Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years

4. Dr. Paula Kluth- ⁠https://www.paulakluth.com/⁠

5. Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements- ⁠https://journals.sagepub.com/doi/pdf/10.1177/1540796918825479⁠

 

A Few Additional Resources:

1. Dr. Jorgenson's Keynote Presentation at the Massachusetts Down Syndrome Congress- ⁠https://www.youtube.com/watch?v=FB8b1r7YOI8⁠

2. Great courses on facilitating inclusive education for students with complex support needs from TX CAN network- ⁠https://txcan.tea.texas.gov/courses⁠

3. Dr. Jorgenson's Interview on Think Inclusive Podcast- ⁠https://anchor.fm/think-inclusive/episodes/Cheryl-Jorgensen--Waiting-for-Inclusive-Education-e1okmq/a-a498t6⁠

 

Podcast transcripts with audio are available at ⁠https://otter.ai/u/RE5brYN4fjyza0_ErTxpBNx0Ojg?utm_source=copy_url⁠

Podcast website- ⁠www.inclusiveoccupations.com⁠

Podcast transcripts with audio are available at ⁠https://otter.ai/u/RE5brYN4fjyza0_ErTxpBNx0Ojg?utm_source=copy_url

Season 3

Episode 4

My Possibilities

Michael Thomas

In this episode, Michael Thomas, Executive Director of My Possibilities, a 501(c)(3) for cause organization serving adults with Intellectual and Developmental Disabilities (IDD) in the Dallas Metroplex area, TX, shares how the organization enables a path towards inclusion for our HIPsters (Hugely Important People). My Possibilities is the first full-day, full-year educational program of its kind in Collin County (in the Dallas metroplex area).

Having exclusively served this community all his career as a CEO, Michael offers his thoughts and insights on several areas related to inclusion, higher education, sheltered workshops, job placements, and so on. He has some sound advice for school educators and families of individuals with disabilities before their children reach adulthood. Michael eloquently answers my (somewhat challenging) questions from a place of honesty and vulnerability and shares his future for My Possibilities. We end with some fun facts about Michael, a few bites of wisdom, and some good food recommendations for Dallas visitors!

Check out ⁠My Possibilities⁠

Some Interesting Interviews and Talks by Michael Thomas:

Tedx Plano-⁠ Beyond Disabilities⁠

Talent Development for Adults with Disabilities - ⁠Big Ideas in a Small Car EP 4⁠

Interview with Scott Miller at⁠ Create, Build, and Manage Daily Show on Biz.TV⁠

Interview on ⁠The Next Level Show⁠

Michael Thomas can be contacted via email at mthomas@mptx.org

Podcast transcript with audio available at otter. ai-https://otter.ai/u/n9lUWwuKTy3qdezqL2hu5xVgYIU?utm_source=copy_url

Season 3

Episode 5

Autism Friendly Venues In Dallas

Dr. Tina Fletcher

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.

Podcast transcript with audio available at otter. ai- https://otter.ai/u/So6ndnV3wnJ82pn2tF_9qrLCY4E?utm_source=copy_url

Season 3

Episode 6a

The Inclusive Education Roadmap-Part 1

Dr. Diane Ryndak

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. The second step of the Inclusive Education Roadmap is called RISE (Reflecting on Inclusive Systems of Support). In this project, Dr. Ryndak and Dr. Deborah Taub (Who will be featured in part 2 of this series) collaborate with the school Leadership Team 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 from 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. Dr.Ryndak is the author or coauthor of numerous articles, chapters, and books. Several of her articles have been republished in international journals, and one of her books has been republished in Japan. She served as a Fulbright Research Scholar in Poland, where she returns frequently to work with colleagues at The Maria Grzegorzewska Academy for Special Education in Warsaw and across Poland. Dr.Ryndak has represented the U.S. Department of State with efforts related to the inclusion of citizens with disabilities in all aspects of life in Ukraine, conducted over 30 international presentations, and guest lectured in Turkey, Peru, Sweden, and the United Kingdom. She has served multiple terms as a member of and Secretary for the TASH National Board of Directors and as the chair of the TASH Publications Committee, National Agenda Committee on Inclusive Education, Conference Committee, International Issues Committee, and Personnel Preparation Committee. Dr.Ryndak has served as Associate Editor for Research and Practice for Persons with Severe Disabilities (RPSD) and as a member of the editorial or review board for seven peer-reviewed professional journals, including RPSD, American Journal on Intellectual and Developmental Disabilities, Journal of Ethnographic and Qualitative Research, and Teacher Education and Special Education.

Links to Resources Mentioned in The Interview:

⁠⁠The TIES Center's Inclusive Education Roadmap⁠⁠

Contact Dr. Diane Ryndak at dlryndak@uncg.edu

Season 3

Episode 6b

The Inclusive Education Roadmap-Part 2

Dr. Deborah Taub

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 

    1. 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.

    2. For sustainable systems change, a team of people who have the power to make those changes need to be working together.

    3. Formative Assessments are important to make sure we aren’t presuming a lack of competence in our students.

    4. 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 to avail of those supports? Discussion on definitions of students with Extensive Support Needs. 

    5. Two main indicators of successful transition to adulthood for students with disabilities- Prior job experience and inclusion.

    6. School-based occupational therapists’ expertise in adapting anything can used to enable inclusive education. Need for more collaboration between related service providers and educators.

    7. Using the Initiative Inventory, start contemplating what needs to be changed based on what is already in place. ( will be uploaded in this soon)

    8. When this wonderful leader leaves, how do we still keep this going?

    9. 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 ⁠DrDTaub@gmail.com⁠

Check out our website- www.inclusiveoccupations.com 

Podcast transcript with audio available at⁠ ⁠Otter. ai⁠ (https://otter.ai/u/t94IJO3QcxsxiLzKRCO8jqv_G2A?utm_source=copy_url)

Season 4

Episode 1

Inclusion Story 1: India's First Autistic Model- A Strengths-Based Mindset 

Pranav Bakshi & Anupama Bakshi

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)

Season 4

Episode 2

Inclusion Story 2:

Living the Amazing High School Life

Tyler Bernreuther, Trish Bernreuther,

Dr. Deborah Schwind

       This second inclusion story features a 16-year-old sophomore, Tyler Bernreuther, from Loudon County, Virginia. 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

⁠Pictures of some adaptations⁠made by Tyler's OT discussed in the interview

Podcast transcript with audio available at⁠ ⁠Otter.ai⁠⁠⁠⁠

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