To the spesh moms-- I'm not a spesh mom, so I don't know exactly what it feels like to walk in your shoes every single day. But I have spent my whole life closely connected to spesh moms, and I want you to know this: I see you. I notice how tired you are. I recognize the grief that can come with letting go of the life you once imagined for your child. I feel the hurt that comes when people don't understand, include, or make space for your child the way they should. But I also see the pride on your face when your child accomplishes something others may call "small," even though you know it took mountains to get there. I see the appointments, the advocacy, the paperwork, the late nights, the constant worry, and the unconditional love that never stops showing up. And I hope you know how important you are. Your love matters. Your care matters. The way you fight for your child matters. I hope you have people around you who step in and give you a moment to breathe--a village that reminds you that you don't have to carry everything alone. I know that village can sometimes be hard to find when you're parenting a child with a disability. But please know this: What you are doing is extraordinary. Happy Mother's Day to the moms who love fiercely, advocate endlessly, and celebrate every single win along the way. You are very spesh. If you are a Spesh mom reading this today, I hope you know that your work matters--even on the days when no one claps for it. The small wins are not small. The advocacy is exhausting. The love you pour into your child changes their world every single day. Spesh celebrates inclusion, support, and the people who show up again and again for children who deserve to be fully seen and fully valued. Today, we celebrate you. Share the Love If there's a spesh mom in your life who deserves to be celebrated today, share this post with her and remind her that she's not alone.

Moving Beyond the Buzzwords Into Real Classroom Practice "Inclusion" and "co-teaching" are two of the most commonly used terms in education--and two of the most commonly misunderstood. Too often, schools say they are "doing inclusion" because students with disabilities are physically present in the classroom. Or they say they are "co-teaching" because two adults are in the room. But presence alone is not inclusion. And shared space alone is not co-teaching. When implemented well, inclusion and co-teaching create meaningful access, stronger outcomes, and more supportive learning environments for all students. So what does that actually look like? What Inclusion Truly Means Inclusion is not: Simply placing a student in general education Expecting the student to "keep up" without support Modifying everything after the lesson is already planned Treating accommodations as optional True inclusion means students with disabilities have access to grade-level learning, meaningful participation, and appropriate support within the least restrictive environment. What Co-Teaching Truly Means Co-teaching is not: One teacher teaching while the other "helps" The special educator acting only as an aide Dividing students into "your kids" and "my kids" Planning separately and hoping it works out True co-teaching means both educators actively share responsibility for planning, instruction, support, and student outcomes. What Real Co-Teaching Looked Like for Me I have co-taught in many different settings, and not all of them truly felt like co-teaching. Sometimes it felt like I was simply another adult in the room--supporting from the sidelines, filling gaps, or trying to navigate unclear expectations between general education and special education roles. But one 2nd grade classroom changed my understanding of what co-teaching can be when it is done well. From the beginning, the mindset was clear. They were all our students. Not "my special education students" and "her general education students." Not "my caseload" and "her classroom." Our students. That shift changed everything. I never felt like I was there to babysit or provide support from the background. I was not an extra set of hands or a glorified aide. I was a teacher in that classroom--and so was she. The Structure That Made It Work One of the most effective strategies we used was station teaching. While one of us led a hands-on literacy station, the other taught a separate targeted skill. Then we rotated. The power of that model was not simply in the small-group format--it was in how we implemented it. Neither of us taught only "our" students. I did not work exclusively with students who had IEPs. She did not work exclusively with students who did not. We both taught every learner in the room. That mattered. Because when students begin to notice that one teacher only works with certain children, questions naturally follow. Labels become more visible. Confidentiality becomes more difficult to protect. Support can unintentionally become stigmatized. But in this classroom, support was normalized because it was embedded into the structure of learning itself. No group was labeled. No support was singled out. No student was separated by disability. It was simply how our classroom worked. Why It Worked That experience reinforced something I believe deeply: True co-teaching is not two adults occupying the same room. It is two educators sharing ownership of instruction, support, and student success. It requires both teachers to: Plan collaboratively Lead instruction meaningfully Support all learners View every student as shared responsibility When that happens, co-teaching stops feeling performative and starts feeling purposeful. Students receive support without stigma. Teachers collaborate without hierarchy. And inclusion becomes something students experience--not just something schools claim to provide. Practical Tips for Making Inclusion Work Plan for Diverse Learners From the Start Don't retrofit accommodations after instruction is planned. Instead ask: -Where might students struggle with this lesson? -What barriers exist to accessing the content? -How can I build supports in proactively? Simple Strategy: Use a "must know / should know / could know" framework when planning. Clarify Adult Roles Before the Lesson Avoid the "one teaches, one circulates" trap every day. Ask: -Who is leading which part? -When will each teacher instruct? -How will support be delivered? -What does active participation look like for both adults? Simple Strategy: Use a 2-minute pre-class planning check-in. Normalize Supports for Everyone Accommodations should not isolate students. Instead of: Giving one student sentence stems privately Try: Posting sentence stems for the whole class Instead of: Pulling one student aside for graphic organizers Try: Offering organizers as an option for all students Good inclusion make support universal whenever possible. Use Flexible Grouping Intentionally Avoid grouping by perceived ability every time. Mix groups based on: Skill need Learning style Behavior support Peer modeling Task demands Students should move between groups fluidly--not get permanently tracked. Share Ownership of All Students Both teachers should: Know every student's goals/accommodations Interact with all learners Collect data/monitor progress Communicate with families when appropriate The special educator is not just responsible for students with IEPs. Easy Co-Teaching Models to Start Using Tomorrow Station Teaching Break content into stations and divide instruction/support. Best for: Practice, review, differentiation, hands-on tasks Parallel Teaching Split class into two smaller groups; both teachers teach same content. Best for: Discussion-heavy lessons, reducing group size, increasing engagement Alternative Teaching One teacher instructs the large group while one provides targeted small-group support. Best for: Pre-teaching, reteaching, skill reinforcement Team Teaching Both teachers actively deliver instruction together. Best for: Modeling dialogue, collaborative discussion, shared expertise Final Thoughts Effective inclusion and co-teaching require more than good intentions. They require: Shared planning Clear communication Role clarity Flexible supports A belief that all students belong When inclusion is done well, students don't just sit in the room-- They access, engage, participate, and grow. And when co-teaching is done well-- Both educators teach. Both educators lead. Both educators support all learners. Need Help Building Practical Inclusion Systems in Your School or Classroom? Spesh helps educators move from compliance-based inclusion to meaningful implementation through practical tools, planning support, and individualized consultation. So Very Spesh IEPs • Inclusion • Real classroom practice

If you've ever walked into an IEP meeting and thought, "I hope I say the right things..." you're not alone. The paperwork, the timelines, the terminology--it's a lot. And in the moment, it can feel overwhelming. That's exactly why I created the Spesh Parent Workbook--for you. This Isn't Just a Workbook--It's Step-by-Step Support This isn't something you flip through and hope it helps. Inside you'll find guided pages that walk you through exactly how to prepare, what to think about, and what to say--before, during, and after your child's meeting. And you're not doing it alone. Inside the workbook, you'll also get access to a guided training where I walk you through how to use each section, explain what matters most, and help you feel confident using the tools in real life. Here's a Real Look at What's Inside This workbook is designed to walk with you through the entire process: Before the Meeting: Strengths + concern reflection pages Priority-setting prompts (so you walk in focused) Question planning pages (no more forgetting in the moment) Understanding the Process: Parent-friendly explanations of special education terms and processes Simple breakdowns of what to expect (and when) Space to create your own personal glossary in words that make sense to you During the Meeting: Structured note-taking pages Prompts to help you stay engaged and confident Space to track decisions and team input After the Meeting: Reflection pages (What went well? What still needs clarity?) Follow-up email templates Next-step planning so nothing falls through the cracks What Parents are Saying "This book is incredible for IEP parents--especially those who may be new to the IEP world. It helps break everything down and will help you be better prepared for meetings. This is an incredible resource! Why This Matters When you understand the process and have a plan, everything changes. You're not just sitting at the table--you're participating. You're not just listening--you're asking informed questions. You're not just hoping for the best--you're advocating with purpose. A Small Tool That Makes a Big Difference You don't need to walk into your child's meeting feeling unsure or unprepared. You deserve to feel prepared. And this workbook--along with the guided training--is here to help you get there. Meaningful Meeting Monday Reminder: Your voice matters. You belong at the table. You know your child best. So Very Spesh IEPs • Inclusion • Real Classroom Practice