yeah. I, um, I A lot of times, when I talk about inclusive practice, I have this little sort of keynote animated video thing I've developed that I don't think translates as well just purely audio, but I'll do my best to sort of describe it that sort of frames the way I think about it. And that's, you know, sort of simply as think about learning as climbing a mountain. All people have to do it. It's hard work to climb a mountain. It's got to be learning is just hard. It's supposed to be hard, but the way we've designed school, kids don't just have to climb the mountain of learning. They have to climb the mountain of learning that we've like, thrown all these boulders on top of and the boulders are things like, hey, in order to learn, let's say math, you also have to sit still for 45 minutes at a time. That's not like required of learning. That's like in the way we've designed school. In order to learn math, you've got to listen to and attend to and retain a lot of verbal information that I'm giving that's not required for learning. That's just how we do school, right? And there's a lot of those things we just the way we've set up the system of schooling requires things that aren't expected of actual learning, but are expected, you expected the kids to do well in school the way we made it right. And so each of those things, but sit still, listen to me, attend, produce, written work, are all these, like boulders or barriers we throw in kids pass on their climb up this right learning mountain and and the thing is, it's different. Kids come to the base of that mountain, as I say it, with different tools in their packs, just naturally, because humans are different from one another. And some kids come to the base of the mountain with like pickaxes and shovels and stuff that are really good for getting over that boulder. This is still boulder. No problem. I got it now I can learn the math in school the way you want me to, and other kids come to that mountain with other tools that are great tools, like screwdrivers, which is a great, very handy tool. I installed am dimmer switch in my in my apartment the other day I thought it was gonna elect. Keep myself and burn out the building, and I didn't. Screwdriver is a great tool kids might have, like a snorkel. Snorkel is a great tool. It just doesn't help you when you're climbing a mountain trying to get over a boulder, right? And so we don't value those strengths that kids bring to school. We value only certain subset of strengths that kids bring to school. And so getting to inclusive practice, like, the way I think about it is basically like weaving a net of support that's over the mountain. So when these boulders come, like, crashing down on top of the mountain, it catches at least most of the stuff that's going to get in kids way and impede their journey. So like, if sitting still is an expectation. Like, yeah, we have lots of desks and chairs, and they're not well designed, but we can make movement breaks just normal practice in our classroom. We can incorporate body movement to the extent that kids are able to into lessons like meaningfully, right? And if we expect kids to listen a lot 10 remember information. We can also write directions on the board. We can have visual supports. We can create broken down checklists for kids. So like, there are things we can do practices we can do that, like minimize the impact of these unnecessary barriers that we've just created in the way we've designed school. And so the way I like to talk about that is that, like, those things are going to be perfect, like, the thing that a snorkel kid needs to be successful, like, without the written directions, without the movement break, not going to do well in math with those things. They got it. But there's going to be some other kids you weren't even thinking about, weren't even planning for supporting, who also really like to have those written directions and like to have those movement breaks and these supports can benefit everybody, but they're not going to hurt anybody, and they're not a huge lift. They're not asking teachers to do a whole lot of extra work oftentimes, right? And so framing inclusive practice that way, I've, I've, I've seen a lot of examples of you know, when you're a special ed teacher in a co taught classroom and you're navigating having an individualized support for a kid, they're in fifth grade, they're 1011, years old, they're very aware of who's sitting next to them and what people are getting, and you respectfully give one or two kids a graphic organizer that someone else doesn't have a way to reduce the stigma, not seem like it's a weird thing or bad thing or wrong thing, is to make it available to anyone. And I've even had kids look at it. Not why is that kid getting that paper, but like, Oh, that looks helpful. Can I have that too? I think the answer is yes. You can. You could absolutely have that too. I wasn't even thinking that a view specifically when I designed this thing. But, yeah, absolutely. Do you think this is going to help you organize your essay? Do it? Have at it? And so I think, just like certain practices that we think of as being tailored for individual students, have the potential to benefit lots of students and also contribute to like, a a tone, a ethos, in a classroom where, like, we all get different things, need different things, get what we need in this space, and that's like the norm and isn't questioned. And I think that is a really powerful right. There's the practical impact, like the kids essays better after having that graphic organized. There's also this sort of, like, emotional self image, community impact, where people are like, yeah, yeah. In this place, it's okay to ask questions, it's okay to ask for help. I'm gonna ask for what I need work on self advocacy skills with all kinds of kids. Is it has huge, huge benefits.