Welcome back everyone. It's time for three for me and two for you. And so this is part of the episode where I talk about some reflections from our conversation, and then also give a couple calls to action. So here's number one, this whole conversation was really directed toward teachers who are feeling stuck, who are working in a district that is not inclusive, or that is resistant to moving forward, and maybe you are feeling powerless. Maybe you're feeling like you don't know what to do next. And I think that's a lot of teachers, like probably the majority of special education teachers, there's very, very few special educators that are like, absolutely no. Inclusion is the wrong thing. We need segregated spaces. Most teachers, I think, out there, are like, I really feel like we could do this better. I just don't know the next step. So, you know, we did talk about some things, you know, in, you know, reverse inclusion, if you're doing that, is, you know, I'm not going to say don't do it necessarily. I don't think it's going to produce the long term change that you want. But. What you can do and think about is, if you are a segregated, self contained teacher, is how to increase the visibility of your students in the life of the school, and how can you also increase participation? So I'll give you an example. This is an election year, you know, 2024 and so in 2016 when I was in the classroom, and it was in like election year I had, I was teaching a class that was only for students on the autism spectrum. And what we did was we coordinated a mock election. So before the election happened in November, in 20 2016 we coordinated with a number of different teachers and the the administration to hold a mock election in our classroom. Facilitated the the election process so like we were, you know, helping people show where they could vote. We counted the ballots, we reported the ballots, stuff like that. So it was a, you know, a civics lesson, but also it was a way to increase the visibility of the students in our school. And it was fantastic, and it was wonderful. I think it was a really great opportunity. Again, is that authentic, inclusive education? No, but it did serve the purpose of the rest of the school knew who we were and got a chance to interact with us, and we were seen as, you know, experts in in this activity. So I think that's another way to think about it, rather than, you know, yes, of course, bring, you know, invite students in the general education environments into special education environments and see how you can increase the interaction between students in your classroom and in the rest of the school, but just thinking about increasing visibility and participation in the life of the school, I think that that is a reflection of mine that I think is Important. Okay, number two is find your allies and keep working with them and developing relationships with them. Kayla talks something about, in our conversation, about making friends, and how they would go and have go to happy hour afterwards, and, you know, have food and and socialize and go to each other's things. And I mean, apart from that being just a general good practice, if you were in a workplace, to get to know the people that you work with, especially with just the barrier between special education and general education and the world's not really knowing what goes on when it really should be a collaborative experience, the more that you can break down those walls in an informal and kind of like off Work time, the more that people will trust you and what you are trying to do, and another way is all in those off times you can explain, like, what your line of thinking is, like, Hey, this is really what I mean when I talk about inclusion. I'm not talking about just dumping students with disabilities in general education classrooms without support, that is often what people think when they hear inclusive education. And that's not it. And then the third thing that I want to bring up is that we both talked about just to keep going. This is, this is hard work, and it's worthwhile work, and it's not going to be perfect, even districts who are fully inclusive, you know, nothing is perfect, so it's it's a practice. And so, you know, when we talk about educational practice or inclusive education practice practices, that means we have to keep going. We're never done, so don't quit. And I also, you know, want to address sometimes I feel like the message is for teachers in segregated classrooms that the work that you're doing is not worthwhile. That's certainly how I felt. It is. It is worthwhile. You should be doing it. If that's the only option that you have, if that's the only option that you have, and you know you want to make a difference in children's lives, then by all means, do that all the while trying to move inclusive education practices forward in your district. But if you quit, if you leave, then you there's no one that is going to be affecting change where you are now, you may get to the point, after a number of years in in a system that you're like, Okay, I'm done, which is certainly what happened to me, but I just don't want the message to be that you have to quit, which I don't I don't think that is correct. Okay, that's three reflections for me, and now two calls to action for you. The first call to action is definitely follow subscribe to Kayla's inclusion starts now podcast. We'll make sure to have all those links in the show notes. And then also check out her books. I think those would be fantastic resources or gifts as we get to the holidays this year. And then finally, this is kind of another reflection, but there is a call to action that is attached to it. I want to talk to you about this idea of planting seeds. I think there is a sentiment, especially with people who have been doing this work for a long time in inclusive spaces, and who have been advocating for a very long time that systems change, kind of like we've been doing this so long. Why haven't we seen the growth, and why haven't we seen the, you know, the progress. And I think there's a complicated answer to that, but the thing that I want to focus on is that, if you are in a segregated classroom, and you're a teacher and you believe in inclusive practices, keep planting those seeds with your the parents that you work with, the families that you work with, with your colleagues, the paraprofessionals that you work with, the related service providers. Often, I mean, all the time, I'd have paraprofessionals in my classroom, and we would, we would have sidebars in the in the classroom. Be like, okay, okay, you see all of this, like, it's running. Well, we have stations. We are, you know, you know, kids are learning. But really, like, this is not what I want. This is not what I think is ideal. This is not what education should be. Education should be learners in general education, classrooms supported. You know, the students should be scheduled in natural purports. Students with disabilities should be scheduled in national proportions. National proportions across grade level. District leadership should be,