Think Inclusive

Melissa Defayette — Third‑year PhD student in Special Education at the University of Maryland; advanced to candidacy in Fall 2022. Her research focuses on designing and implementing math interventions for students with moderate to severe disabilities in general education settings aligned to grade‑level content. She previously taught special education in Maryland for about seven years and has co‑authored three articles with a research team led by her advisor, Dr. Yakubova.Note: In the interview (recorded early 2022), Melissa describes being a second‑year PhD student preparing for candidacy; she later achieved candidacy in Fall 2022.Tim and Melissa dig into the gap between research and classroom practice in inclusive education—why we have decades of evidence for social and communication benefits but far less on academic outcomes for students with extensive support needs. They talk candidly about teacher mindsets, alternate assessments, and shifting from chasing “the standard” to measuring growth, and Melissa shares how a middle‑school moment first pushed her toward inclusion advocacy.Complete notes and transcript: https://mcie.org/think-inclusive/melissa-defayette-transitioning-from-teacher-to-researcher-2/

Temple Grandin, PhD — Professor of Animal Science, Colorado State University Dr. Grandin is a renowned author and advocate whose work bridges animal welfare, education, and neurodiversity. She’s written multiple New York Times bestsellers—including Animals in Translation, Animals Make Us Human, The Autistic Brain, and Thinking in Pictures—and her life story was portrayed in the HBO film Temple Grandin starring Claire Danes.In her newest book, Visual Thinking, she argues that schools and industries undervalue “object visualizers” like herself, calling for the return of hands‑on classes and practical pathways so visual thinkers can thrive—skills she ties directly to real‑world innovation and workforce needs.Dr. Temple Grandin explains why “visual thinking” matters for students, workplaces, and society—making the case that removing shop and other hands‑on classes has created a skills gap while screening out talented visual thinkers with algebra‑heavy requirements. She shares simple, low‑cost design fixes (from airport accessibility to animal‑welfare audits) and outlines how exposure, mentoring, and flexible pathways help all learners—especially autistic students—build meaningful careers.Complete show notes and transcript: https://mcie.org/think-inclusive/dr-temple-grandin-visual-thinking-2/

Ashley Barlow — Special education attorney practicing in the Greater Cincinnati area (licensed in Kentucky and Ohio), parent and self‑advocate, former K–12 German teacher, and host of Special Education Advocacy with Ashley Barlow. She runs Ashley Barlow Company, which offers reasonably priced resources and digital courses for parents and advocates, and serves as Director of Education at the National Down Syndrome Congress. 1Tim Villegas — Host of Think Inclusive and Director of Communications at the Maryland Coalition for Inclusive Education (MCIE). A former special education teacher of 16 years, Tim founded Think Inclusive to learn, connect with self‑advocates and educators, and share practical stories about authentic, supported inclusion.This crossover conversation flips the script: Tim Villegas and Ashley Barlow interview each other about what authentic inclusive education looks like and how to advocate for it—practically, legally, and system‑wide. They unpack how dear colleague letters and policy documents can strengthen IEP advocacy, why placement, membership, participation, and learning must all be present for inclusion to be real, and how “perfectly imperfect” is a healthy mindset for doing the work. They also spotlight district‑level systems change grounded in implementation science and share real‑world examples (like Cecil County Public Schools) where “general education first” is the norm.Complete show notes and transcript: https://mcie.org/think-inclusive/ashley-barlow-perfectly-imperfect-advocacy/

Jay Ruderman is the President of the Ruderman Family Foundation, a philanthropic organization dedicated to inclusion, diversity, and social justice. A lifelong social justice activist, Jay has championed disability rights and worked to hold the entertainment industry accountable for authentic representation. He also hosts the podcast All About Change, which highlights stories of activism and resilience.In this episode, Tim Villegas talks with Jay Ruderman about his journey as an activist, the evolution of the Ruderman Family Foundation, and the fight for authentic representation of people with disabilities in media. They explore how advocacy strategies can influence systemic change, the power of storytelling, and why allyship is essential for creating a more inclusive society.Complete show notes and transcript: https://mcie.org/think-inclusive/jay-ruderman-all-about-change/

Debbie Taub — TASH board member and technical assistance provider with the TIES Center, a national TA center focused on building inclusive systems for students with the most significant cognitive disabilities. Also brings a parent perspective as a mom advocating at the IEP table. Diane Ryndak — Professor at the University of North Carolina at Greensboro; co‑chair of TASH’s Inclusive Education Community of Practice (CoP), former TASH board member, and affiliated with the TIES Center on inclusive practices and policies. Mary Fisher — Faculty at Lewis University (Romeoville, IL); co‑director of the TASH Inclusive Education CoP and long‑time TASH member since 1977. Focuses on teacher preparation and practical ways schools move toward inclusion. Members of the TASH Inclusive Education Community of Practice break down what fully inclusive schools look like and how to get there—moving from “one student at a time” fixes to systemic change at school, district, and state levels. They highlight presuming competence, high expectations, explicit communication instruction, and clear placement in general education as non‑negotiables, and point listeners to tools (like TIES Center’s RISE/IER) that help teams reflect and plan. Complete show notes and transcript: https://mcie.org/think-inclusive/tash-characteristics-of-fully-inclusive-schools/

Charmaine Thaner is an inclusion advocate and founder of Collaborative Special Education Advocacy. She’s a former self‑contained special education teacher who became a general education teacher for 15 years, and now works alongside families and schools to make inclusive education real. She also hosts the long‑running Facebook Live series The Art of Advocacy. Her path runs from Slippery Rock State College in the 1970s, to early work in Colorado schools, to serving as an education specialist with the PEAK Parent Center (Colorado’s PTI). As a parent, she and her husband advocated for full inclusion for their son, Dylan, who has Down syndrome—from community preschool through college—experiences that shape her practical, relationship‑first approach today. Charmaine launched her advocacy business (originally Visions and Voices Together, now Collaborative Special Education Advocacy) to blend lived experience and professional know‑how and to stand with families in meetings when communication and trust have broken down. In this episode, Tim Villegas talks with Charmaine Thaner about what it really takes to move inclusion from idea to everyday practice. Charmaine traces her journey from self‑contained teaching to general education and district collaboration, and then to parent‑advocacy after her son Dylan was born—highlighting why “relationships, relationships, relationships” are the three R’s of effective advocacy. They dig into the rise, stall, and renewal of inclusive education, Dylan’s fully included path (including auditing classes at the University of Colorado - Colorado Springs with support from allies on campus), and the hard truth that some schools still isolate students despite paper “inclusion.” Charmaine shares when to ask for help, how to keep it collaborative (and when to escalate), and why broader coalitions—parents, self‑advocates, and educators—are pushing for changes like ending seclusion and restraint and implementing UDL with fidelity. Complete show notes and transcript: https://mcie.org/think-inclusive/charmaine-thaner-the-art-of-advocacy/

Kanwal Singh — former Director of the Vishwas school (India) and author of Hanging On: A Special Educator’s Journey into Inclusive Education (published in 2020). She began her career in 1988 at the Spastic Society of Northern India and has spent more than three decades moving from special education to integration to inclusion. Currently, she consults with the UK-based Enabling Education Network, supporting inclusive education and teacher training programs in Ethiopia and Uganda.Kanwal Singh shares her journey from leading special schools to building a fully inclusive model at Vishwas in India—removing labels, simplifying language, and centering the idea of “all students together.” She explains why teacher preparation often teaches inclusion in theory but defaults to special-ed practices in reality, and what it takes to sustain inclusion: aligned people, systems, and funding.Complete show notes and transcript: https://mcie.org/think-inclusive/kanwal-singh-inclusive-education-in-india/

Russ Ewell — Founder of E‑soccer and Digital Scribbler; CEO of Hope Technology Group; host of the Lead Different Podcast; and father of children with disabilities. His inclusion journey began when his eldest son was born with Down syndrome, which led him to create inclusive sports programs so kids with and without disabilities could play together.When Russ Ewell saw his son segregated in youth sports, he built a different model—launching E‑soccer to bring kids together on the same field. In this conversation with Tim Villegas, Russ unpacks what inclusive leadership looks like: empathy, compassion, emotional intelligence, and the humility to keep learning. They also discuss the everyday “micro‑moments” that either build or undermine inclusion (like at a coffee shop), and why culture—not just programs—determines whether people gain independence or remain isolated. Tim closes by sharing his own path from psychology student to inclusive educator, sparked by a classroom observation and strengthened by planning around student strengths. Complete show notes and transcript: https://mcie.org/think-inclusive/russ-ewell-inclusive-leadership/

Meg Grigal — Researcher and program leader at the Institute for Community Inclusion, University of Massachusetts Boston, where she directs multiple federally funded projects that expand access to higher education for people with intellectual disability (ID).Cate Weir — Project Coordinator for the Think College National Coordinating Center at UMass Boston; she supports colleges nationwide and has led the ongoing build‑out of the Think College website and resource ecosystem.Host Tim Villegas speaks with Meg Grigal and Cate Weir from Think College about why inclusive higher education is both possible and powerful for students with intellectual disabilities—even for those who didn’t experience strong K–12 inclusion or who don’t hold a “regular” high‑school diploma. They outline how programs typically use an alternative admissions path, focus on authentic campus life (academics, internships, social life, sometimes residential), and award meaningful non‑degree credentials aligned to career goals. Complete show notes and transcript: https://mcie.org/think-inclusive/meg-grigal-cate-weir-inclusive-higher-education-for-people-with-intellectual-disabilities/

Jani Kozlowski is a Technical Assistance Specialist with the Early Childhood TA Center at the Frank Porter Graham Child Development Institute (University of North Carolina–Chapel Hill). She previously served as the inclusion lead for the Office of Head Start’s National Center on Early Childhood Development, Teaching, and Learning, and is the author of Every Child Can Fly: An Early Childhood Educator’s Guide to Inclusion.In this episode, Jani Kozlowski makes a compelling case that inclusive early childhood programs set the trajectory for belonging and learning throughout K–12 and life. She shares research-backed benefits for children with and without disabilities, unpacks the defining features of inclusion (access, participation, supports), and explains why the biggest barriers are often beliefs and habits—not laws or funding. Jani also offers practical ways to prepare educators, partner with families, and design environments where every child can learn to “fly”—in their own way.Complete show notes and transcript: https://mcie.org/think-inclusive/jani-kozlowski-early-childhood-inclusive-education/