Remixing Education: Recent Episodes

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In this episode, the panel of experts discuss creating inclusive and equitable learning environments for students with disabilities. They share their personal journeys into special education and highlight key themes from the book 'Disability, Intersectionality, and Belonging in Special Education'.

The experts emphasize the importance of recognizing and valuing the multidimensional identities of students, incorporating family voice in the special education process, and implementing strength-based approaches in education. The principal themes of the conversation revolve around the importance of culturally sustaining teaching in special education. The conversation also highlights the need for government policies that support inclusive practices, investment in research and development, enhanced teacher preparation and professional development, and increased funding for special education.

Some more details about our guests:

Kenyon Andrews:

Kenyon Andrews, MS, is an African American doctoral candidate, husband, father, and mental health champion. With extensive experience in K–12 education, he advocates for teacher leadership and addresses cultural bias and stigmas in the classroom. He is dedicated to promoting equity and belonging within the educational culture and serves in various roles within the National Council for Mental Wellbeing, 100 Black Men of America, Kappa Delta Phi, and the Council for Exceptional Children.

Meaghan M. McCollow (she/they):

Meaghan McCollow, PhD, BCBA-D, is a white, queer, cisgender woman with anxiety and depression, an associate professor of special education at California State University East Bay, and a contracted BCBA at Empowered: A Center for Sexuality. Dr. McCollow's research focuses on professional development for education specialists, diversity in research practices, and sexuality access and education for individuals with intellectual and developmental disabilities. Dr. McCollow has extensive experience as an educator across the United States and has served on the board and committees of the Division on Autism and Developmental Disabilities, a division of the Council for Exceptional Children.

https://implicit.harvard.edu/implicit/takeatest.html Harvard Implicit Association TestGilliam, W. S., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions. Yale University Child Study Center, 9(28), 1-16.

Elizabeth G. (Liz) Finnegan:

Elizabeth Finnegan, PhD, is a heteronormative, cisgender woman with a facial difference, and a professor of special education at St. Thomas Aquinas College in New York. A former special education teacher, her research interests focus on literacy for individuals with autism. Dr. Finnegan has served on various committees and boards, including the Council for Exceptional Children and the American Educational Research Association.

Lindsay M. Griendling:

Lindsay Griendling, PhD, is a white, cisgender female with ADHD and an assistant professor of special education at Appalachian State University. Her research addresses educational policy inequities and centers on student and family voices to improve classroom practices for marginalized youth. Before academia, Dr. Griendling was a middle school special educator for seven years in diverse public school systems.

For more information and to purchase the book, visit https://rowman.com/ISBN/9781538175828/Disability-Intersectionality-and-Belonging-in-Special-Education-Socioculturally-Sustaining-Practices).

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In this episode of "Remixing Education," we are thrilled to feature Dr. Jonte' C. Taylor. Dr. Taylor is an associate professor of special education at Penn State University and a former special education teacher. His research focuses on effective strategies for inclusive STEAM education for students with disabilities and improving school and classroom climates for students, families, and teachers. Dr. Taylor's expertise spans inquiry-based science instruction, the use of arts in research, and evidence-based interventions. He is passionate about fostering student motivation, enhancing student-teacher relationships, and integrating hip-hop in the classroom. Dr. Taylor's diverse experiences, from juvenile justice and preK–12 grade schools to group homes, provide a rich perspective on special education.

Dr. Jonte' C. Taylor shares his background and journey into special education, discusses the challenges new teachers face, and explores key themes from "Disability, Intersectionality, and Belonging in Special Education," emphasizing the importance of historical disability rights movements. He also delves into his book, "The Mixtape Volume 1: Culturally Sustaining Practices Within MTSS Featuring the Everlasting Mission of Student Engagement," highlighting strategies for inclusion and supporting teachers and administrators with culturally sustaining instruction and strategies.

Reference Links:

• Disability, Intersectionality, and Belonging in Special Education

• The Mixtape Volume 1: Culturally Sustaining Practices Within MTSS Featuring the Everlasting Mission of Student Engagement

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In this episode of "Remixing Education," we have an interview with Dr. Colin Rose, founder and CEO of Perennial Education Consulting, to explore his transformative journey in education. Starting out as a special education teacher, Dr. Rose shares his experiences and innovative work as an assistant superintendent in Boston Public Schools. He discusses how he created equitable and effective school policies, offering practical insights and inspiring stories on leading with purpose and fostering excellence in education.

Dr. Colin Rose is also a co-author of the new book, "Disability, Intersectionality, and Belonging in Special Education." In his chapter, Dr. Rose and other contributors discuss the importance of culturally and linguistically sustaining pedagogy, empowering families, and integrating these practices within educational frameworks that support equity. This episode is part of a series highlighting the book and hearing voices from it's authors/contributors.

Amazon - Disability, Intersectionality, and Belonging in Special Educationhttps://amzn.to/4cQSJLE

Publisher website

⁠https://rowman.com/ISBN/9781538175828/Disability-Intersectionality-and-Belonging-in-Special-Education-Socioculturally-Sustaining-Practices⁠

Colin's LinkedIn Profile

⁠linkedin.com/in/colin-c-rose⁠

Perennial Education Consulting Website

https://www.perennialed.com/

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In this episode of "Remixing Education," we are thrilled to feature the lead authors and editors of the book "Disability, Intersectionality, and Belonging in Special Education." This essential resource equips educators with socioculturally sustaining practices and culturally relevant curricula to address the diverse needs of students with disabilities. The book, including contributions from over 50 individuals with disabilities, empowers practitioners to create inclusive, equitable learning environments by understanding and implementing intersectional approaches.Our esteemed guests include Dr. Elizabeth A. Harkins (Monaco), an assistant professor at William Paterson University who specializes in social justice in special education; Dr. L. Lynn Stansberry Brusnahan, a professor at the University of St. Thomas in Minnesota with a focus on autism spectrum and developmental cognitive disabilities; Dr. Marcus Charles Fuller, an assistant professor at The University of Maryland Eastern Shore with expertise in culturally and linguistically sustaining pedagogies; and the host of REmixing Education, and co-editor, Martin Odima Jr., a Special Education Teacher Coach in the Saint Paul Public School District and PhD student at the University of Minnesota. These scholars bring a wealth of experience and dedication to advancing special education, and their insights will provide invaluable perspectives on the themes and goals of their groundbreaking book.Throughout the discussion, we explored key themes such as the evolving nature of sociocultural practices, the critical theories that underpin the book, and the practical strategies provided for educators. The authors highlighted their commitment to centering the voices of individuals with disabilities and the discoveries made during the writing process, including the need to challenge biases and misconceptions. They also discussed the importance of safe spaces, trust, and building relationships with cultural informants. This episode offers a comprehensive overview of the book's insights and serves as a guide for educators seeking to implement equitable practices.

Amazon:https://amzn.to/4cQSJLEPublisher website:https://rowman.com/ISBN/9781538175828/Disability-Intersectionality-and-Belonging-in-Special-Education-Socioculturally-Sustaining-PracticesContact information of lead authors:Dr. Marcus Charles Fuller

fuller.marcusc@gmail.comDr. Elizabeth A. Harkins (Monaco)harkinse@wpunj.eduDr. L. Lynn Stansberry Brusnahanllstansberry@stthomas.eduMartin Odima Jr.odim0003@umn.edu

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Ryan Fell is currently an interim principal at Four Seasons A+  Elementary School in Saint Paul Public Schools in Minnesota. He is also a  former special and general education teacher, dean of instruction, and  program administrator. In addition, Fell is pursuing a Ph.D. in the  Education Policy and Leadership—Executive Cohort Program at the  University of Minnesota.  

During this episode, Principal Fell talked about his experience as a  student who received special education services and his journey as a  special education teacher and general education teacher. In addition,  Fell discussed his experience as an educator and educator leader. He  emphasized the importance of understanding others' experiences, creating  connections with students, and collaborating with families and school  team members.

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During of my very first podcast episodes, I shared a presentation called, "How to Develop and Maintain Culturally Sustaining Relationships in School Communities." Now, that podcast is one of Remixing Education’s most popular episodes. Today, you'll hear me deliver that presentation at the 2022 San Diego Equity Conference with an audience. At the conference, I discuss the systemic issues in special education, the impact of implicit bias on minoritized students, and strategies to develop culturally sustaining relationships.

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In this episode, you’ll hear an interview I did with Kelly Jenson. Kelly is a former special education teacher who now is a content coach for teachers in St. Paul, MN. Kelly has a long history of utilizing technology to make learning fun and engaging for students and creating and maintaining a strong sense of community in her classroom. Now,Kelly’s work focuses on implementation of existing curriculum and transforming to online. Kelly talks about how to develop strong relationships with students who are racially, linguistically, and culturally diverse.

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The workload for all educators is intense. For special education teachers, it may be even greater due to the range of students’ instructional needs, the nuances of multiple classroom instructional formats, and the quantity of due process requirements. Although all teachers experience stress, teachers of color (TOC) often experience unique stressors. The experiences that TOC endure are multilayered and complex. In this episode, you’ll hear an interview I did with Moemen Ibrahim and Danielle Danielles. Two special education teachers in St. Paul, Minnesota. They discuss the challenges that minoritzed teachers and students experience in our schools and what we can do to mitigate them.

Since the episode, Danielle was hired as an Equity Coach for the Office of Equity in Saint Paul Public Schools. Congratulations, Danielle! 

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In today's episode, you'll hear an interview with Lindsay Griendling, a Ph.D. Candidate at the University of Virginia. As a former special educator serving students across urban, suburban, and rural middle school settings, she saw firsthand how ambiguous policy terms flow through federal, state, and local systems to perpetuate inequities among adolescents with dis/abilities from minoritized racial/ethnic backgrounds. These experiences inform her research, which centers around supporting effective communication across special education policy and practice to improve schooling experiences and outcomes for multiply-marginalized youth. During the interview, Lindsay shared a wealth of ideas to support the needs of students with disabilities.

You can find the resources Lindsay mentioned in the episode here:

Practitioner article about creating explicit & culturally responsive vocabulary lessons

Empirical article providing evidence for student materials described in practitioner piece

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In this episode, I interviewed Mrs. Donielle Lawhorn, a special education teacher coach in Minnesota. Mrs. Lawhorn discusses her experience as a teacher and special education teacher and the importance of supporting, valuing, and respecting educators of color.

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It’s critical for our schools, districts, and policymakers to understand “intersectionality,” which is a way to understand social inequalities by acknowledging how multiple overlapping social identities impact and oppress certain populations. Examples of social identities include race, class, gender, sexual orientation, religion, and [dis]ability, among others. Each category – race, gender, and [dis]ability – places a student at higher risk of discrimination or oppression. In this episode, Martin talks about how to build an “intersectional perspective,” which requires sensitivity, vulnerability, and a willingness to listen to alternative perspectives. Also, he discusses how to build and maintain strong relationships with our students who have multiple overlapping social identities.

Interested in sharing this Zoom presentation recording with your colleagues? Email martin.odima@gmail.com premium access the video recording.

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In this episode, you’ll hear part of a presentation Martin gave to a class of 20 teacher candidates who are planning on getting a teaching license and undergraduate degree in education. Martin discussed the “Success for All Learners Framework.” Basically, the premise of this framework is that by providing differentiation, culturally responsive teaching and culturally sustaining practices, collaboration, and an inclusive environment we can benefit all students. The “Success for All Learners” is at the center of this framework.

If you enjoyed what you heard today, please download, like, and/or follow this podcast on your favorite podcast app. You can also support this podcast with a small monthly donation to help sustain future episodes. Visit anchor.fm/martin-odima-jr and click on "support." Thank you!

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In today’s episode, you’ll hear part of a presentation Martin gave to a class of pre-service teachers defining special education and understanding the major events of special education. Also, Martin explains the Individuals with Disabilities Education Act (OR IDEA) which is a piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education that is tailored to their individual needs.

If you enjoyed what you heard today, please download, like, and/or follow this podcast on your favorite podcast app. You can also support this podcast with a small monthly donation to help sustain future episodes. Visit anchor.fm/martin-odima-jr and click on "support." Thank you!

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In this episode, you’ll hear from Deeqaifrah Hussein. She is a former High School Special Education Teacher who educated students with autism and emotional behavior disorders. Now Deeqaifrah is in her 14th year in education and she is a Director of Special Education at Minneapolis Public Schools, Minnesota. Deeqaifrah is a parent of two children with autism, a community advocate, and the vice president of the Somali Parents Autism Network. She is on the board of the Autism Society of Minnesota and on her state senate autism council.  If you enjoyed what you heard today, please download, like, and/or follow this podcast on your favorite podcast app. You can also support this podcast with a small monthly donation to help sustain future episodes. Visit anchor.fm/martin-odima-jr and click on "support." Thank you! Follow Martin on Twitter too! @martinodimajr 

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In this episode, Martin interviews Marcy Doud, a soon-to-be superintendent of district 287 in Minnesota. District 287 is a consortium of 11 school districts offering more than 130 programs and services designed to help meet the unique learning needs of students. Currently, Marcy serves as the Assistant Superintendent of Special Services in Saint Paul Public Schools. Marcy discusses the importance of establishing and maintaining models and systems that promote inclusivity, high expectations, belief systems that support students with disabilities, including restorative practices, and the importance for all educators to lean into hard conversations. She also talks about the importance of empowering others through their strengths and passion for their work.

If you enjoyed what you heard today, please download, like, and/or follow this podcast on your favorite podcast app. You can also support this podcast with a small monthly donation to help sustain future episodes. Visit anchor.fm/martin-odima-jr and click on "support." Thank you!

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Melissa Kalinowski was recently appointed the new principal at Frost Lake elementary. Melissa and Martin talk about how to create systems and practices that help create and nurture students with disabilities.

Frost Lake is a premier school for students in special education. The building specializes in providing services for students with mild to moderate disabilities. Frost Lake implements co-teaching on every grade level within their general education classrooms. In this episode, you will hear Martin and Melissa discuss mindsets and strategies for building relationships, culturally relevant teaching, and integrating technology in the classroom.

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Biography

Martin Odima Jr., M.A., is a Special Education Teacher Coach in the Saint Paul Public School (SPPS) District in Minnesota. He is an Adjunct Faculty at the University of St. Thomas in Minnesota. He studied psychology at the University of Minnesota and completed his master’s in special education at the University of St. Thomas. His scholarly interests focus on educational equity, inclusive practices for students with disabilities, and retention of teachers of color. His publications include a chapter that focuses on teaching strategies for special education teachers to thrive and persist in the field. Also, Martin has written several journal articles related to building culturally sustaining practices within school communities.

Recent Presentations

• Daylighting the Powerless: Strategies to Increase and Support Minoritized Twice-Exceptional Learners (Council for Exceptional Children, Jan 2022)
• How Racism and Ableism Impact Teacher-Student Relationships: Developing Culturally Sustaining Relationships in School Communities (Inspire Academy, Indiana, Jan 2022)
• Developing Culturally Sustaining Relationships in School Communities (LearnerFIRST Center for Social-Emotional Learning, Dec 2021)

Recent Publications (Author/Co-Author)

• TCARE: If I Knew Then What I Know Now (2021)
• DADD, Teachers’ Corner Special Education Teachers Do a Lot. Like, a Lot, a Lot. (2021)
• Diversity, Autism & Dev. Disabilities: Guidance for the Culturally Responsive Educator (2021)
• How Teachers Persist: Why We Remain (and Thrive) in This Challenging Profession (2020)

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In today's episode, you’ll hear an interview I did with Sharifa Sheyba. Sharifa is a former resident of the Saint Paul Public Schools Urban Teacher Residency program (also known as SUTR) and was nominated as Resident of the Year. Now, Sharifa is currently in her second year as a special education teacher a provides specialized services for students with a variety of needs.

If you enjoyed what you heard today, please download, like, and/or follow this podcast on your favorite podcast app. You can also support this podcast with a small monthly donation to help sustain future episodes. Visit anchor.fm/martin-odima-jr and click on "support." Thank you!

Follow Martin on Twitter too! @martinodimajr

Biography

Martin Odima Jr., M.A., is a Special Education Teacher Coach in the Saint Paul Public School (SPPS) District in Minnesota. He is an Adjunct Faculty at the University of St. Thomas in Minnesota. He studied psychology at the University of Minnesota and completed his master’s in special education at the University of St. Thomas. His scholarly interests focus on educational equity, inclusive practices for students with disabilities, and retention of teachers of color. His publications include a chapter that focuses on teaching strategies for special education teachers to thrive and persist in the field. Also, Martin has written several journal articles related to building culturally sustaining practices within school communities.

Recent Presentations

Daylighting the Powerless: Strategies to Increase and Support Minoritized Twice-Exceptional Learners (Council for Exceptional Children, Jan 2022) How Racism and Ableism Impact Teacher-Student Relationships: Developing Culturally Sustaining Relationships in School Communities (Inspire Academy, Indiana, Jan 2022) Developing Culturally Sustaining Relationships in School Communities (LearnerFIRST Center for Social-Emotional Learning, Dec 2021)

Recent Publications (Author/Co-Author)

TCARE: If I Knew Then What I Know Now (2021) DADD, Teachers’ Corner Special Education Teachers Do a Lot. Like, a Lot, a Lot. (2021) Diversity, Autism & Dev. Disabilities: Guidance for the Culturally Responsive Educator (2021) How Teachers Persist: Why We Remain (and Thrive) in This Challenging Profession (2020)

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In this episode, you’ll hear from Dr. Christopher J. Cormier. Dr. Cormier is a former special education teacher and a current postdoctoral fellow in the Center to Support Excellence in Teaching at the Stanford Graduate School of Education. Christopher's research focuses on the professional and socio-emotional lives of minoritized teachers. He also researches the culturally informed practices of minoritized students in special education. Dr. Cormier is the current President of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) of the Council for Exceptional Children.

Show notes:

• Dr. Christopher J. Cormier's Profile Page
• White Folks Teach, Black Men Police: Black Male Teachers as the Regulators of Student Behavior
• Voices of Aspiring Teachers of Color: Unraveling the Double Bind in Teacher Education

If you enjoyed what you heard today, please download, like, and/or follow this podcast on your favorite podcast app. You can also support this podcast with a small monthly donation to help sustain future episodes. Visit anchor.fm/martin-odima-jr and click on "support." Thank you! Follow Martin on Twitter too! @martinodimajr

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