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We are thinking about how co-teachers from different generations have different skills/toolkits so that can complicate the dynamic that happens when we try to implement NVC

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"Perhaps the job title of inclusion facilitator is just the “next-best thing,” and what really matters most is that all educators promote a vision of an inclusive and just society, hold high expectations for every student, and use effective teaching strategies that result in positive academic and relational outcomes for all students, including those with significant disabilities."

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- complex dynamics within inclusion classrooms
- importance of teachers learning about how to collaborate with other teachers

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- the videos we watched in class today helped illustrate the main takeaways from the reading

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helpful to learn new frameworks

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Co-teaching started to exist for the purpose of integration -- has developed from a more divided ideology (Sped kids vs. gen ed kids) to more inclusive ideology (our kids)

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Commodification of common sense

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Life-alienating communication: Use of moralistic judgements that imply wrongness or badness

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* A great model for communication in personal life
* Giving people the opportunity to help you by expressing your needs -- mutually beneficial

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"Yet with children classified as autistic, it is not uncommon to link early expressive difficulties to a presumption of incompetence." (p. 166)

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"As a statistical concept (i.e., a statement of how likely something is to happen), the word normal is not in and of itself problematic. But we often extend the idea of "typical" to being "right," or "appropriate" or "good." Therefore, things that aren't typical are wrong, inappropriate, or bad." (p. 32)

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1. Critical inclusivity – “challenges fundamental assumptions about what is normal” “requires us to shift what, and who, is at the center of our work by questioning whose knowledge and ways of knowing are… valued and normalized” (p. 23)

2. School structures, policies, and practices – “school funding mechanisms; assessment, grading, report cards, and accountability testing; tracking; identification of student exceptionalities…” (p. 26)

3. Curricular and instructional practices – can inhibit or create opportunities for students to work directly with one another in social, emotional, physical, aesthetic, and cognitive ways” (p. 26)

4. Ideological frames – lenses through which we filter meaning (p. 27)

5. Affects – subjectively experienced feelings and sensations (p. 28)

6. Bell curve thinking – theory of human difference that has no empirical basis… sustains the construct of intelligence, which is theorized to be singular and stable…” (p. 29)

7. Transformability - the belief that we all are unlimited in growth and potential (p. 34)

8. Hegemonic

9. Normalcy - societally constructed understanding of typical features or behaviors (p.21)

10. Minoritized - to make (a person or group) subordinate in status to a more dominant group or its members (p. 23)