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Michael Boyle Keynote, Saturday, April 9, 2022

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Michael Boyle Keynote, Saturday, April 9, 2022

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Brandi Odom Lucas Keynote, Saturday, April 9, 2022

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Brandi Odom Lucas Keynote, Saturday, April 9, 2022

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Diana Pastora Carson Keynote Saturday, April 9, 2022

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Diana Pastora Carson Keynote Saturday, April 9, 2022

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Loyola Press: A Jesuit Ministry: Catholic Religious Education Publisher

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Loyola Press is a Catholic publisher offering 3-Minute Retreat, books, ministry resources, articles, and educational program support.

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"I believe that offering social and emotional learning to kids this age builds self-awareness, better self-management, relational skills and more responsible decision making-all qualities that equip kids for those potentially rocky middle school and teen years."
JUDI SMITH

Private School Principal | Lake Oswego · OR

"Citywide Friendzy is a great program that allows girls to come into a comfortable, loving, safe and fun environment to learn life lessons as they progress through grade school. Plus, they learn tools to use to negotiate the trials and situations."
DANA KWONG

Mom & Citywide Leader | Lake Oswego · OR

"Friendships are where we learn compassion and creativity. If we want the world to flourish, we need to teach children to be really good friends."
JULIE WIDMAN

MOM & FRIENDZY CO-FOUNDER | TUALATIN · OR

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Friendzy - Social and emotional learning program for students K-8 grade

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"I believe that offering social and emotional learning to kids this age builds self-awareness, better self-management, relational skills and more responsible decision making-all qualities that equip kids for those potentially rocky middle school and teen years."

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Inclusive Children's Literature & Virtues of the Month

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Inclusive Children's Literature & Virtues of the Month

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Try these strategies this week in your classrooms!

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Inclusion in the Archdiocese of Los Angeles

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Inclusion in the Archdiocese of Los Angeles

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Inclusion in the Archdiocese of Los Angeles

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Working beyond funding:
-no excuses, harness community knowledge and expertise
-courageous leadership to empower teachers
-collaboration w/in PLC, institution, team
Paradigm shifts on training/support of all learners:
-Teachers recognize and understand that ALL students are their responsibility
-Cultivate a mindset that is open to learning

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1. Utilize what you already have and reaching out to local communities for support. Collaborate with other schools and share resources.

2. Continuous education. Begin in the classroom and set norms/models.

3. All shareholders. Students, teachers/educators, parents, admin, community.

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Inclusion

-To include people with various needs

-Institutions may say that they are inclusive (Easy to say)

-There is not always a plan in place (Words versus action)

-Accommodations to needs (Access)

-Definition - It is not separateness/ You belong because you are human

-Understanding that we are all different and some may need things and others may not as much

-Everyone has something to contribute

-Mainstream in general Ed classrooms (You are part of our group)

-How we support everyone to get the same information

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1. All treated fair and equitable, meeting all needs, recognizing differences, belonging, building new spaces by dismantling existing ones, creating shared power and recognizing others strength.

2. Finding ways to support and meet the needs in an equitable and fair manner. Meeting their needs to include them into a shared space. Dismantling the current space that only benefits the individual and co-creating a new equitable space.

3. Putting the individual and their needs first.
Need the training and support to address and make this a reality. A focus and intentionality in the trauma and working differences of staff.

4.

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Inclusion is belonging- Being seen, valued, appreciated. 

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Inclusion is belonging- Being seen, valued, appreciated. 

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everyone belongs. Everyone knows someone with a disability...Everyone wants to be accepted, feel like they matter in the world.

We all want to be seen for who we are and valued for what we bring.

Respect of that mutual difference. Honors everyone for who

we do things in one way and we expect it to work for all the kids in our classes. If it does not work for you it's your fault. Inclusion is not being "the same", we need to clarify our language.

We want every child to be able to become who they are called to be and have the respect and the support to become that. We know as parents and intuitively that every person is different but when we walk into a classroom we expect everyone to be the same.

We need to define inclusion by it's output, the result and not by the input because each situation requires something different. It's our need to norm everyone to the same place that is hurting us.

In catholic education we are very good in speaking life to students but we need to improve in removing obstacles from students way.

As people w/out disabilities we need to give students agency and ownership to tell us what is working and not working for us.

The obstacle is often in dispositions and thought from people and not the practical things that can be solved. Families and teachers have expectations when they are in private and catholic education and we see push back against different methods of teaching, against anti-racism work, against UDL.

The response to differences is learned. Children often take things easily and understand the differences but as we grow up we learn to see the differences as a problem.

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Serving students with disabilities is less about faculty being helpers, but rather, they are the helper. _ Michael Boyle

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“Belonging is not a one way street, it is mutually beneficial” Dr. Michael Boyle 

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“Belonging is not a one way street, it is mutually beneficial” Dr. Michael Boyle 

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"soft bigotry of low expectations" Beth Foraker 

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"soft bigotry of low expectations" Beth Foraker 

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USD - Beyond Opening the Doors Program_final