I hear what you are saying....but this sounds like burnout for one teacher in the classroom of many. How can we not create anxiety for the teacher?

-“tell me what your child does really well”

-“is it okay if I ask your child some of these questions, or would you like to do it at home”

-“Would you like your child to join our meeting”?

-Asking our management if we can use children’s voice and maybe begin with changing the tense of IEPs/support plans as a first step. Instead of “Kayleigh is a great friend” —> “I am a great friend”.

-asking management if we can move strengths to the first page of a support plan/IEP if they aren’t already.

(I don’t know if I’ve explained my brain thoughts well at all here!)

How can a child make decisions on how to improve themselves if they do not know why something is so difficult for them?

I will would probably trigger our PDA/ASD students because it's a demand.

Any other words we could lean towards?

My advocacy time is limited. What will make the greatest difference in the least amount of time. What level do I need to advocate at to see the changes that are necessary for inclusive education to be realized?

How do families with disabilities remove the barriers within their communities and schools when there are no public awareness campaigns being launched by our government or school board? How can I avoid waisting my time on advocacy that makes no difference? Am I advocating at the right level to change mindsets about disabilities such as dyslexia, intellectual disabilities, autism, etc.?

What about Reconciliation for people with disabilities? Reconciliation without awareness or acknowledgement of past injustices does not seem possible.

Wouldn't advocating for "balancing equality and equity" (i.e. "individualization, neurodiversity, sely determination, disability as identity, strength based, competency based, universal and needs-based") in a school district that is stuck in the mindset of the 1970's and focused on "Integration into General Education Classrooms" (i.e. least restrictive environment, integration, special education needs, learning difficulty, and IEPs) be counter productive? Are we in danger of jeopardizing relationships and strengthening devisions if we don't first ensure that everyone has the same goals (i.e., all students can feel safe attending general education classes, thrive in school and realize their human right to inclusive education).

What needs to change to get everyone in the student's community on board with making the difficult changes necessary for inclusion to be realized?

If inclusive education for people with disabilities is rooted in "human rights, dignity and real opportunities for everyone" why is it rarely talked about in that way? How can we get more people understanding what inclusive education means in the context of human rights code?