Inclusion Has Been a Fundamental Part of My Educational Journey

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Inclusion has been a fundamental part of my journey since the very beginning of my educational career. It is more than just a professional practice for me—it is a core value that defines who I am as a person. My commitment to inclusion was profoundly shaped during my graduate studies at NYU, where one of my earliest clinical experiences was at the Bernard Fineson Developmental Center.

This experience took place during a pivotal moment in the history of disability rights, shortly after Geraldo Rivera’s groundbreaking exposé on the deplorable conditions at Willowbrook State School in New York. The Bernard Fineson Developmental Center played a crucial role in reintegrating individuals from Willowbrook back into their families and communities. I had the privilege of witnessing firsthand how a team of dedicated professionals developed innovative programs to help people—from infants to adults—who had never experienced proper education, care, or independence. This transformative experience solidified my belief in the power of inclusion and its impact on individual lives.

Since then, I have dedicated my career to ensuring that every student, regardless of ability, has the opportunity to learn, grow, and thrive alongside their peers. My first professional assignment in 1979 at Sargent Rehabilitation Center involved collaborating with a public school to include students with language learning disorders. This early work in inclusion led me to East Greenwich through a partnership initiated by a Rhode Island Department of Education special meeting focused on addressing the needs of students with autism spectrum disorder. Following that meeting, I actively participated with professionals across the state to explore best practices for supporting these students. I was particularly impressed by how East Greenwich public schools implemented research-based practices to support children with autism. I knew then that I wanted to be part of a school system committed to incorporating innovative, evidence-based strategies into its community.

For me, inclusion is not a place; it is a process. It goes beyond merely placing students with disabilities in general education settings; it is about creating an environment where all students feel valued, respected, and supported. I believe that every child has unique strengths and the potential to contribute meaningfully to our school community. As an educator and leader, it is my responsibility to cultivate an inclusive culture that celebrates diversity, promotes equity, and provides all students with the resources and support they need to succeed. This includes advocating for differentiated instruction, fostering collaboration among educators, and engaging families and the community in our efforts to build a truly inclusive environment.

Inclusion is not a one-time effort or a set of strategies; it is a continuous commitment to ensuring that every student feels a sense of belonging and empowerment. It requires us to challenge our assumptions, innovate our practices, and persistently pursue equity for all. My experiences have taught me that inclusion is a journey, and I am dedicated to leading our district in a way that ensures all students receive the high-quality education they deserve.

Inclusion is who I am, both personally and professionally, and it will continue to guide my decisions and actions as I strive to create a learning environment where every student can reach their fullest potential. I understand that the inclusion process is different for each student and must be approached individually. I’d like to share a simple story about my grandchildren that illustrates this concept.

Tenley and Reve are both a year old, and we were recently at a pool with the family. Both children had their swim floats on, and their parents and Tenley’s brothers were already in the water. Without hesitation, Tenley saw the children playing in the pool and jumped right in, going under for a moment before coming up laughing and kicking toward her dad. Reve, on the other hand, stood at the edge of the pool, hesitant to join. Her mother gently encouraged her, but Reve was not ready. The next day, Reve and I spent some time together at the beach. She showed the same reluctance to even walk on the sand. I quietly explained the texture of the sand, showed her my foot, and pointed out the seagulls. After observing the seagulls and saying, “seagull,” she felt comfortable enough to take her first steps on the sand. We then came across a small stream that ran from the river to the ocean. She hesitated again, so I labeled it as a “puddle,” something familiar to her. Hearing this, she took her first steps into the water, and we splashed gently. Soon, she didn’t want to leave.

This experience illustrates that for some children, jumping straight into a new environment, like a pool or a classroom, is the best way to foster inclusion. For others, a gradual introduction that allows them to feel secure and accomplished is necessary. Each child’s journey to inclusion is unique, and as an educational leader, I am committed to recognizing and supporting these individual needs to ensure that all students feel confident and capable in their learning environment.