Kelley Challen’s Post

Continuing the celebration of our 10th Anniversary, this #ThrowbackThursday features a report we published in partnership with the Center on Reinventing Public Education (CRPE), titled “How has the pandemic affected students with disabilities? An update on the evidence: Fall 2022.” This report explored evidence on how the COVID-19 pandemic affected America’s students. Read the report and learn about our takeaways here: https://buff.ly/3M4Jf4p. #CLE #CLEtakes10 #CRPE #COVID19

In reading the news coverage on the Center for Learner Equity's work in NOLA this week, I’ve had the opportunity to reflect on how and why this approach is so well-done. Some of the most innovative changes in serving students with disabilities come from incorporating successful models, ideas, and developments from other areas. This approach doesn’t reinvent the wheel but rather strengthens the foundation at a systemic level. I've always found the concept of "reinventing the wheel" in education somewhat off-putting. If you think about it literally, a wheel making a full circle means the top and bottom keep swapping places in a never-ending cycle. This cycle doesn’t address the space in between, which in special education is ensuring that leaders are well-equipped to design and run schools designed to serve all students rather than leaving the responsibility of serving students with disabilities to special education teachers and service provider alone (i.e. the need for centralization and for leadership pipeline programs to have special education components). The centralization efforts in NOLA will provide the school system there with a stronger foundation to ensure that all students are served well. Great work, Center for Learner Equity - Jennifer Coco. & Kate McElligott!

⭐Acronym of the Day: LIDDA ⭐ The Local Intellectual and Developmental Disabilities Authority (LIDDA) is specific to Texas. It is a regional entity designated by the Texas Health and Human Services Commission (HHSC) to serve as the primary point of contact for individuals with intellectual and developmental disabilities (IDD) seeking services and support. Learn More: https://lnkd.in/efhTC28v

🌟 Share the New Early Childhood LRE Toolkit with Families! Our EC LRE Stakeholders Consortium developed an Early Childhood Least Restrictive Environment (LRE) Toolkit designed to help families of children with disabilities advocate for their child's inclusion in general education settings. This resource includes definitions, video links, and guidance on topics like IEP meetings and federal protections. It’s a valuable tool for families looking to understand their rights and ensure their child thrives in inclusive settings. Please share this toolkit with families to support their journey toward inclusion! To access the toolkit, visit bit.ly/LREfamilyguide

In our journey to create inclusive educational environments, All Means All is deeply committed to building consciousness for and dismantling the interconnected challenges of racism and ableism. Our opening session on these topics during our March Intensive was just the beginning of this ongoing conversation. As part of our pre-work, we reflected on a powerful podcast interview between Ibram X. Kendi and Rebecca Cokley, where they delve into the roots of ableism and racism, and the impact of these "-isms" on our society and education system. This conversation drives home the importance of the work we do at AMA and reinforces our dedication to advocating for all students, especially those who are most marginalized. We invite you to listen to this powerful podcast (linked below) and join us in our mission to ensure that All Means All in every aspect of education. Here are a few reflections from members of our newest cohort upon listening: 1️⃣ "I am curious about the concept of disability as fluid and expansive. I hadn't considered how something like long COVID or trauma from the carceral system are disabilities, and what this then means for the commitments and systemic changes that are needed." 2️⃣ "The deep-seated notion that humans have to prove their worth in order for their lives to be valuable and valued, and that some lives are not as worthy as others, is morally unacceptable. Yet, we see pervasive beliefs around this in every system in our society, some of which seem to be increasing in the current climate." 3️⃣ "I'm curious about the ways in which we use language in our schools to either hinder or harm our students with disabilities, depending on their race." Link Here: https://lnkd.in/grX8c8Jq #Education #AllMeansAll #Equity

The new OSEP Guidance on Inclusive Educational Practices for Students with Disabilities highlighted several TIES Center resources. Housed at the University of Minnesota's Institute on Community Integration, the TIES Center (TIEScenter.org)works with states, districts, and schools to support the movement of students with disabilities from less inclusive to more inclusive environments. https://shorturl.at/NXf6Z

Research in disability studies can help art educators reframe ways of engaging with disability issues. Join us tonight and learn about the use of disability arts to engage learners in critical visual literacy and imagery production focused on topics of disability. Discover critical approaches to language and decentering normalcy to create inclusive learning spaces for all. https://ow.ly/C8sp50TuoFi

Parents of a child with a developmental disability often struggle to work and meet basic needs more frequently than parents of a child without a disability. 60% of these families reported they couldn’t find a child care provider who could meet their child's needs. 44% of families applied for child care subsidy and 60% experienced difficulty in maintaining a child care subsidy (This is almost twice as likely than families with children without). Even if families are able to successfully navigate obtaining and keeping a child care subsidy, they still face challenges navigating the system and finding reliable child care. Groundwork Ohio is committed to working to make Ohio the best place for every child. Thank you to ElevateDD for starting this conversation and continuing to advocate for children with disabilities and their families. You can read more about the challenges families face here: https://lnkd.in/g5BYx7jq

Years of meaningful collaboration between Brock University and Bethesda reached a milestone Friday with the signing of a Memorandum of Understanding (MOU), formalizing a partnership aimed at advancing #research, fostering community support, and creating hands-on learning opportunities for students. “By working together, we’re not only advancing knowledge but also making a tangible difference in the lives of individuals with intellectual and developmental disabilities and their families,” says Julie Koudys, Associate Professor in #BrockU's Department of Applied Disability Studies and a project lead for the partnership. Read more in The Brock News ➡️ https://loom.ly/969bGaQ

In our most recent publication, "Shifting the Tide: Exploring Centralization of Services for Students with Disabilities in New Orleans," a large majority of New Orleans school stakeholders (73%) agreed that centralizing aspects of special education would improve their ability to meet the needs of students with disabilities. Given the well-documented challenges, centralization presents an opportunity to impact students and address systemic inequities directly. Read the report to learn more about the recommendations and findings on the feasibility of establishing an Educational Service Agency to support students with disabilities better here: https://buff.ly/4cvsvOw