Intent to Include partners with churches and families to provide disability-inclusive ministry support, special education & IEP advocacy, & tools to create spaces where all individuals are seen, supported, and able to fully belong. Intent to Include offers tailored services to support churches, families, and educators in creating more disability-inclusive spaces and experiences. Whether you're a ministry leader seeking to serve every member well, a parent navigating special education, or an educator looking for support—our services are designed to meet your unique needs with compassion, clarity, and expertise.

Disability ministry consulting
Staff & volunteer training
Vision setting
Curriculum & program adaptation
Family engagement consulting
Emergency & safety planning for disability needs
Ongoing coaching & support

IEP & ARD Support
IEP Implementation
Navigating noncompliance
Parental rights
Behavior & suspension
Private Facebook group for families of student's with IEPs

Click here to request information!

This weekend I’m talking to 2 different groups of folks about behavior and belonging (spoiler: it’s not REALLY about behavior at all😉).

Can you figure out how such a polarizing, possibly offensive & controversial slide about the Lord’s chicken managed to make its way into my content? I promise it’s relevant 🤪

#empowerothers #sped #disabilityministry @chickfila

The goal isn’t to make everyone behave, speak, or learn the same way.
It’s to make sure every person has the support, access, and purpose they need to thrive. For people and families with disabilities, this is not an uncommon battle.

Whether in a church pew or a classroom seat, real belonging says:
“You have a purpose here.”

Let’s build spaces that reflect that.

Want to learn how to take the next step toward ✨meaningful✨ inclusion? Let’s talk.

#intenttoinclude #belongingmatters #disabilityinclusion #accessforall #iepadvocacy #inclusivechurch #startsomewhere

From “everybody is welcome” to "you purposefully belong here & have a meaningful role in the mission at hand"—that’s the goal when it comes to disability ministry.

This summer, I partnered with a local church to listen, observe, and learn how disability impacts their community (re: their church). Last Sunday, we spent some time looking some biblical foundational truths when it comes to the role of the church in advancing the gospel to all. We dove into some factional stats about Texas and our local community, took a semi-deep dive into the top 5 in schools & then really dug in to what it means to "belong" in church.

In a few weeks, we're going to take a deep dive into reshaping how we view behavior and I-CAN-NOT-WAIT!

#disabilityministry #accessiblechurch

📣 Academic accessibility starts on day ONE.

IEPs aren’t meant to start in “once schedules get settled” or “after the first week of school.”
Unless otherwise specified, student IEPs are legally required to be in place and implemented from the very first day of school.
If your gut is telling you things feel delayed, unclear, or dismissed…trust it.
Need a little guidance from a former pub SPEDucator? Maybe some inside scoop (and yes, there's definitely some inside scoop)? I've put together a private FB group exclusively for families of students with an IEP. Each month of the school year, we will cover timely topics (did you see the August topics in the previous post?), share real-life strategies, and equip you to speak up for your kid with kindness and confidence.
✨ You don’t have to do this alone.
Group link is in the comments ⬇️
#academicaccessibility #iepdayone #specialeducationadvocate #iepsupport #spedparent #intenttoinclude #backtoschoolieps #inclusionstartswithus

🚨FREEBIE DOWNLOAD ALERT🚨

Start the school year with confidence using this 🌟FREEBIE🌟 August IEP Checklist designed specifically for parents of students with IEPs.

This printable digital download outlines key steps to take at the beginning of the school year—like reviewing your child’s IEP, organizing paperwork, and connecting with the special education team. While not an exhaustive list, it serves as a practical and empowering starting point to help families stay organized, informed, and ready to advocate.

Whether your child is in elementary, middle, or high school, this checklist is a helpful tool for navigating special education and supporting your student's success from day one.

This 🌟FREEBIE🌟 is perfect for
✅parents of students with IEPs
✅special education advocacy
✅back-to-school planning
✅IEP organization
✅SPED parents and caregivers

Download yours by visiting https://www.intenttoinclude.com/category/all-products

Oh, and the best part? Our private FB group for families of students with IEPs is going to dive deep into this all August long! Comment below or slide into the DMs and I'll get you hooked up with the group!

#specialeducation #sped #iep #newschoolyear #spedadvocacy #texassped #texassped

The IEP is not just routine paperwork, it’s a plan.
And it matters!
Every. Little. Detail.

As the school year begins, make space for quick check-ins with teachers, service providers and other key folks in charge of implementing your students IEP.
Ask how it’s being implemented.
Ask how the first few days have gone.
Clarify ambiguity.

You don’t have to wait until there’s a problem to speak up a you DON’T have to be an expert to ask good questions.

If something feels a little “off”, let’s chat.
I may have some thing to help 😉

#iephelp #iepsupport #spedlife #spedadvocate

Anytime mission work comes up, we tend to think of third-world countries, deep poverty, and areas overwhelmed by darkness. And yes, the gospel is absolutely needed in those places.
But friends, it’s also deeply needed right here in our own communities.

How are we (the Church) reaching families and individuals impacted by disability when it comes to **discipleship**, **fellowship**, and **belonging in the Kingdom**?

I’m not talking about a special, one-time mission event. I’m talking about *ongoing discipleship*.

As believers, we’re all disciples answering the call to **GO**.
But sometimes, “going” doesn’t mean a plane ride.
It might mean looking across the pew, down the hallway, or into the community for a gauge of representation.

It’s not about programs...it’s about people.
It’s about noticing who might be missing.
True inclusion begins with relationship.
And relationship begins with listening.

Public ed offers a continuum of services to support learners with disabilities. This means that when a student needs specific support in order to be successful, we don't prescribe a one-size-fits-all program. We look at the needs of the students and consider the different ways that we can provide them with a Free and Appropriate Public Education (FAPE) ⚖️

For some students, 100% full inclusion with support is the best plan for success. For others, time spent in a small group receiving modified instruction is the best plan for success. Just depends on the need.

When churches, ministries, or organizations begin having conversations about philosophies behind authentic and meaningful access & belonging for people with disabilities, a similar approach is taken.

There are 3️⃣ main attitudes when it comes to providing access for people and families impacted by disabilities. Each has its benefits and drawbacks, but (ICYMI), I'm a pretty big fan of inclusion being a goal for the private sector, as I believe it most embodies the call we have in the Great Commission: GO, make disciples among all men, not just those that fit a mold of "typically developing".

When we value human life, we VALUE human life.
.
.
.
#inclusionmatters #specialeducation #accessibleministry #Faith #churchresources #disabilitiesawareness #InclusionMatters #prolife

The start of the school year brings meetings, timelines, data, decisions, and a lot of communication to keep up with. For parents of students with IEPs, it can feel like a full-time job just to make sure that your student’s IEP is followed by ✨everyone✨ and that they’re getting the support they’re entiled to.

Intent to Include’s private parent group is for families of K–12 students with IEPs. Each month we will cover topics that align with what’s happening in schools. We will also share info and tips to help YOU advocate with clarity, kindness & confidence.

Group link ⬇️

https://www.facebook.com/share/g/1FnGM2NRSU/?mibextid=wwXIfr

✨presentation cover draft 1✨

In the last few years of my education career, I had the opportunity to lead & facilitate a LOT of PD and trainings for sped peeps. One of my favorite things to do was (read: is) plan out and build presentations that were engaging & relevant & as much fun as PD could be.
IYKYK.
Many of you know that I held some salty feelings after I chose to leave education and the joy of these types of things had been gone for a minute. I can’t express to you how excited I am to be putting this together for one of the churches in our community! Together, we’ve done a great deal of reflection and observation and goal setting. Now, we get to do some wwooorrrkkk to advance the greatness of disability inclusive churches 🤍

Oh, and then there’s this…
I spent all of last week at church camp with 17 3rd-6th graders. The final send off scripture was not the MVOTW (🤣), but was 1 Peter 4:10. As we, kids and adults, were on our way out, that’s the scripture that was sent with us.

The timing of it was not by fault.
I’ll make a bajillion more edits to this very first slide but I am SO looking forward to sharing some good moments and having great convos with adults who want to also help make spaces of belonging for people with disabilities!

✨TL; DR: When it comes to disability inclusion and belonging in your church or classroom, you don’t have to have it all figured out to get started.

Not sure what to say? Listen & ask questions.
Not sure what to do? Show up with purpose & care.
Not sure how to begin? You're in the right place.

Inclusion doesn’t need to be perfect. It just needs people who are willing to try, adapt, try again, do it with love, and press onwards with the goal of true belonging, not just welcoming, in mind.

This is your reminder: You can do this. Your church can do this.
And every step forward makes room for someone who’s was also created by the King of Kings!

#disabilityinclusion #starttheconversation #belongingmatters #intenttoinclude #accessibleministry

Accessible Church was an inspiring and informative read that would be valuable to anyone looking to expand (or start conversations about) disability inclusiveness and belonging in church. Above all, it serves as a great reminder that the gospel & discipleship is for all who were created in the image of God, which is all of us.
ALL of us.

One perk of this book was the use of scripture throughout. I kept a notebook handy to jot down passages for further study but then realized that every reference is already neatly compiled in the back of the book.
A small but helpful detail.

If you’re looking for a place to start or deepen conversations about accessibility, inclusion, &
belonging in your church, this is a great resource 🤍

#accessibleministry #disabilityminstry #churchresources #disabilitiesawareness #accessibilitymatters #AccessibilityMatters

Accommodations aren’t just about meeting minimum legal requirements when it comes to inclusion and belonging — they’re about creating an environment where ✨everyone✨ can thrive.

For students with disabilities, accommodations like extra time, preferential seating or visual supports can be the difference between struggling and succeeding.
But here’s the REAL deal: these supports often benefit everyone in the room!

When we design spaces with inclusion & accessibility in mind, we make belonging more accessible, more effective, and more humane for all students — not just those with specific needs.

Accommodations don’t always have to be complicated or expensive, but they do require willingness and awareness.
And they ALWAYS matter.

#inclusionmatters #accessibilityforall
#specialeducation #disabilityadvocacy

✨ Have you seen it yet?

The date on this photo says 7/5/25 — still very much summer.
But right around the corner…the signs are already here.
School supplies lining the shelves.
A new school year quietly loading. 🫣

For some families of students with disabilities, this season doesn’t feel exciting — it feels heavy. Because they already know the “fight” may be waiting for them again.

Maybe last year ended in frustration.
Maybe there was little growth — educational, functional, social.
Maybe it was a year full of tense emails, stalled ARD meetings, endless requests for documentation.
Maybe the IEP was never fully implemented.
Maybe it just… hurt, and left you bitter about what public education really offers students with disabilities.

But what if this year could be different?

Not naive about the past — not letting go of accountability — but choosing to hope for better.

✨ What if overdue staff changes finally happened?
✨ What if systemic issues got addressed over the summer?
✨ What if leadership changes are trickling down into real improvements?
✨ What if your child’s new teacher, though fresh and green, has a fire and a heart for your kiddo?

Isn’t that what every parent dreams of?

Yes — chances are, you’ll still have to advocate fiercely.
Yes — you should still expect the IEP to be fully implemented and request the documentation your child deserves.
But could you start this year with cautious optimism — while staying kind but firm in your expectations?

Because big — and often good — things can happen over the summer in school districts.
And your child deserves the best chance at what this year could bring.

So even though it’s July, the tone around how you talk about school is one that matters..

Are you willing to give this year a chance to surprise you?

✨Regardless of what your role or title is, if you're helping support a summer program of any sort, there are 3 things you need to take into consideration to ensure proactive and thoughtful options the to create more disability friendly-accessible spaces.

I'm talking about more than walkway width, wheelchair ramps, & sensory rooms 😉

Designing your program with these 3️⃣ things in mind can help you be proactive rather than reactive:
✨Visions
✨Structures
✨Procedures

Want to learn more? Take a look at the link in my bio to read the full blog post!

✨FACT FRIDAY✨

Friend, you don't need to be a subject-matter expert in all things disability. That's an impossible task for anyone because the world of disability inclusion and access is HUGE and there are SO many variables! The knowledge-base is truly bottomless.

If you've been following along this month, you've read A LOT about autism & my hope is that you close out April with a little bit more knowledge about autism.
Hopefully, that knowledge that transfers to your organization, club, church, etc. so that as we roll up into summer, you're just a little bit more prepared to make accessible spaces.

Learning and conversations don't end after the calendar stops indicating a month of awareness. Commit to continuing to learn more about not only autism, but about barriers that people and families with disabilities face on the regular. You don't have to be a subject-matter expert to love on all people. You just have to be wiling to learn, grow, listen, & keep an open dialogue.

"She has autism so if she gets upset or frustrated, just leave her be. It's not worth her getting upset. Plus, she'll cause a disruption for everyone else." ?
🤦🏼‍♀️🤦🏼‍♀️

I mean this in the most kind and loving way possible, but hear me when I say:
AUTISM DOES NOT MEAN INABILITY

People with autism can provide some extremely unique and valuable perspectives to things.
Think about Dr. Temple Grandin (if you don't know who she is, Google her). She has revolutionized the livestock handling industry by using her ability to see things from a different perspective, as her visual-thinking brain gave her a unique view that others didn't have. Dr. Grandin's ability helped her design a livestock handling system that is prominent across the USA and is more humane than other alternatives.

The fact is that while people with autism may navigate parts or all of the world in a different manner, they are able to navigate. The fault is deep and the burden is large when we begin to associate autism with inability.

BUT, the good news is that the story doesn't have to end there! The fact that you've read this far is a pretty respectable sign that YOU, dear reader, are at least curious about the implications of dangerous assumptions about autism! Go you for being curious! That's how awareness and acceptance begin ⭐

😶CRINGE ALERT😶

Winding down the week of education + autism...

Let me start by saying that yes, there are SO MANY great educators in the public ed system who are actively (and effectively) working to advance awareness & educational access for students with autism. However, there are still some SUPER prevalent views about how students with autism in school should be viewed.

Scroll through these 3 pieces of bad advice that, unfortunately, are more common than many would like to admit. Would you add anything to the list? Why do you think these beliefs are still prevalent?

Let's chat about it in the comments ⬇️

⭐DID YOU KNOW...⭐

In Texas, the ARD/IEP committee for each public school student with autism eligibility must consider the Autism Supplement, a resource that contains 11 strategies for the ARD/IEP committee to consider for the individual student. While all 11 strategies should be reviewed annually (at minimum), it is ultimately up to the committee to decide which strategies should be included in the student's IEP.

These decisions are made based on one of my favorite things, ✨DATA✨, and should be individualized based on the needs of each individual student.
Data drives every-single-decision in the ARD/IEP, including decisions about what, if any, additional strategies are needed from the autism supplement.

Not only are these broadly effective interventions and strategies when it comes to providing FAPE to students with autism, these are also means of inclusion in other areas of life.

Want more specifics? I've linked a few resources in my linktree (in bio)
🔗TX Commissioners Rules re: Autism Supplement
🔗Partners Resource Network: AU Supplement

Across my career, I've seen countless families approach the school with a medical diagnosis of autism and demand the school provide services.
But here's the deal...

SPED-wise, public schools are required to follow IDEA (Individuals with Disabilities Education Act). Schools look at things differently than a doctor does. Our primary concern is what we call "educational need", whereas a doctor's primary concern is addressing health concerns. Generally speaking, schools don't provide medically-prescribed therapy. The primary goal of public school is to ensure each student with a disability eligibility has access to a Free & Appropriate Public Education (FAPE). Things above and beyond providing access and support to advance learning generally fall outside of the responsibility of the public school.

When a student is undergoing a special education evaluation, 2 things are ultimately being looked for:
1. Does the student meet eligibility criteria for a certain disability, as outlined in IDEA (this is different from the criteria that doctors use)?, AND
2. Does the disability identified above impact the student's learning to the point that he/she needs specially designed instruction?

You'd be surprised to know that there are plenty of instances when a student does meet an educational eligibility for a certain disability but doesn't require specially designed instruction.

I'd love to hear your thoughts on this in the comments!

✨FACT FRIDAY✨

If you're familiar with the autism community in your church, school, or wherever you spend your time, have you noticed this vast difference in autism identification among boys and girls? There are a few theories as to why this is the case, but that's not the purpose of this post. The fact of the matter is this: Out of the 1 in every 36 who is identified as autistic, 4 boys are being identified to every 1 girl.
This means that in your classrooms, churches, etc., you will have students who fall somewhere on the spectrum, and a large number of those will likely be boys.

✨This DOESN'T mean that boys with autism should be relieved of accountability for their education, their growth, their actions, etc.
✨This DOESN'T mean that boys with autism should be dismissed as being rude, obnoxious, unreachable, etc.
✨This DOESN'T mean that boys with autism should be held to less of a standard just because they carry an autism diagnosis or eligibility (again, more diagnosis vs eligibility later)

✨This DOES mean that WE ALL have a responsibility to learn how to make spaces accessible for all students with autism, including those pre-teen, smelly, hormonal boys (#boymom)
✨This DOES mean that we will likely have to rethink how WE approach teaching, connecting, influencing, etc.
✨This DOES mean that WE ALL shoulder a responsibility to meet boys with autism where they're at and give them the tools and resources to be successful men with autism.

I've said it once and I'll say it again:
Regardless of gender, people with autism CAN and SHOULD be provided meaningful access to all the things. If you are a person who works with the public in any capacity, you are important in advancing the growth of a generation of people more impacted by autism than ever before.

Autism doesn't equate to inability.

Link in bio for direct article regarding this stat ; )

Inclusion is not a destination, it's a mindset and a belief at the core of a person.
It's a value.
If you've been following along this month with all things autism and are curious about some simple steps that your church or organization can take to be more disability-inclusive and friendly, here are 3 easy-peasy things you can do TODAY:

✨Many people receive information best in different ways. Brains process things differently and each brain has strengths of its own. I'm not here to get into the weeds of learning styles, but people have strengths in different areas. Some people do best when info is written on a piece of paper. Some people do better when info is provided auditorially. Some people do best when information is presented systematically and visually. No matter what or how you're sharing information, share it in more than 1 modality.

✨We live in a culture where we typically listen to an answer while also low-key thinking of a response. When learning about disabilities, accessibility, & listening to others, be intentional about listening to listen, not to respond. If people and families with disabilities are not showing up to your events or are hesitant to engage and get involved, there's a reason why. Be bold enough to ask "why" & be wise enough to listen.

✨Check your assumptions at the door. Like, for real.

"How a person's identity is formed impacts career development and self-esteem. It is important to distinguish between a disability and a valuable neurodiversity. In my own case, there is a trade-off. Some of my autistic traits make it hard for me to connect with people, and yet I have a profound connection with animals. I cannot do algebra or other visual-spatial tasks, but I have special abilities in object visualization. This has made me successful in both animal behavior research and the design of equipment. There needs to be much more emphasis on the things a person is good at. And this starts in childhood. Imagine how much further a visually included child might go if he or she were exposed to making things at a young age--and was encouraged to do so. Yes, there may be a trade-off. Your visual child may not make friends as easily as the verbal kids, but he or she might also invent the conveyor belt that goes to Mars."
-Dr. Temple Grandin, Visual Thinking

Dr. Temple Grandin is a professor of animal science at Colorado University and is also a person with autism. She has published several books in her time, all of which are worth the read, but this one is a favorite. Her perspective about how she sees things is one of many great ways that we can all learn more about autism!

#disabilityconversations #disabilityministrytraining #inclusionmatters #churchoutreach #disabilityminstry #accessibleministry #disabilityawareness #abilityminstry #accessibilitymatters #disabilityinclusion #churchministry #autismawarenessmonth #autism #autismawareness

😶Listen, Linda.
In all of my years of experience, I've heard some absolute pure rubbish when it comes to assumptions about autism. Some things are genuine misunderstandings and simple ignorance. Other assumptions are nasty and inauthentic.

As we carry on through Autism Acceptance in April, how about we dispel some lies? I'd love to hear from you in the comments about dangerous assumptions you've encountered when it comes to autism or disabilities in general. Drop a comment and let's chat about it!

The DSM-5 (Diagnostic & Statistical Manual) is the primary diagnostic guide used by the medical profession to provide a medical diagnosis of Autism. To receive a medical diagnosis of autism, a team of medical healthcare professionals provides a battery of evaluations and assessments to determine if a person needs the diagnostic criteria outlined in the DSM-5.

In 2008, across 1,000 children, the prevalence rate of autism was 1 in 88.
Most recent data (yes, it's 4 years old, but that's all that's been published) from 2020 indicates that across 1000 children, the prevalence rate of autism is 1 in 36.
ONE
IN
THIRTY
SIX
...and that was 4 years ago. There's a lot of chatter as to why this number is what it is, but that's not the purpose of this specific post.

Think about the world events, lifestyle changes, societal disruptions, etc. that have taken place between 2020 and today. If the trend keeps trending the way it's previously trended (ha), it could be predicted that 1 in 36 is a low ratio by the next time we have more current data.

Why is that important? Well, because if you're reading this, you're reading this for a reason.
⭐Maybe you're a parent.
⭐Maybe you're an educator.
⭐Maybe you're trying to learn more.

Whatever your reason for reading this far, you will be directly impacted by the increase in autism diagnosis in society, in church, in schools, in jobs, & life.

AND THAT'S OK. It just means that we as a collective society, working to advance accessibility for everyone, have an opportunity to learn more about autism.
Know better, do better.

Empathy.
A cornerstone and a critical pillar in the advancement towards disability inclusion.

Dr. Brene Brown has a great (short) video on the differences between empathy and sympathy. When it comes to providing accessibility opportunities and inclusive mindsets about people and families impacted by disabilities, conversations miss the empathy mark altogether and land straight at sympathy. I've seen it countless times in my career. SO many people look at students and adults with disabilities with pity, which also subconsciously reduces the perceived value of that person. The worst part? It tends to be an unknown bias that people don't really even notice about themselves.
It's tragic, truly.

One can have all of the systems in place, checklists completed, strategies on hand, and fully trained staff, and still miss the mark when it comes to inclusion. Inclusion is and always will be primarily an issue of the heart.

If you've never seen the video, it's linked in my bio. Really, it's like 4 minutes long. You have 4 minutes to spare. I promise 😉

@brenebrown

Do you know why autism is referred to as a spectrum disorder or "the spectrum"?
It's because the impact that autism can have on a person looks uniquely different for each individual. As the old saying goes, if you've met one person with autism, you've met ONE person with autism.

In the medical world, a diagnosis of autism is given 3 levels that indicate the severity of its impact on a person: Level 1 (requires some support, but not a lot), Level 2 (requires more support), & Level 3 (requires intensive support). Within each level are kind of sub-tiers of support for all kinds of things: communication, social skills, repetitive behaviors, etc. And because not everyone with autism demonstrates the same need for support or accommodations in different areas, it looks different for everyone. It's a whole big spectrum of possibilities! Personally, I feel as if levels make autism come across as very robotic, clinical, impersonal, stale, & categorical. And IRL, we know that is not the case when it comes to our students, learners, and friends with autism!

In the education world, autism is approached differently. I'll break that down in future posts but just know this: a medical diagnosis from a doctor does not automatically equate to educational eligibility (😶)

Tag a friend in the comments who may be interested in learning more about Autism this month!

Let's kick the month off with 3 known truths about autism that you can hang your hat on...

1️⃣ONE MEANS ONE
While there are specific diagnostic markers, criteria, & characteristics that indicate autism, one person with autism is one person with autism. Autism is called a "spectrum disorder" because its characteristics look different for every single person. If you've met one person with autism, you've met only one person with autism.

🗣️WORDS MATTER
Communication is key. So much so that the DSM-V (the source used to determine a medical diagnosis of autism) identifies 3 specific communications to look at when determining a diagnosis: communication-related to social-emotional reciprocity, nonverbal communication, & relationships. This is different than school eligibility (more on that later).

✅ THEY CAN
2024 is a great year to throw out the myth that all people with autism also have a low IQ. In both the DSM diagnostic criteria & in ongoing research, there have yet to be conclusive findings that autism is 100% comorbid with a low IQ. In short, don’t assume people with autism can’t do things, learn things, and be productive contributors to society. They can.

April is a great month to presume competence, y'all.
Let's learn & grow together!

As much as we all want to believe that everyone is an ally for disability inclusion, that’s just not the real picture.
And that’s super unfortunate.
There is still a VERY evident and antiquated way of thinking that lurks around all things disability inclusion, and it goes like this:
✨People with disabilities are an afterthought and their needs should only be considered once the framework for things have been laid for everyone else✨

⬆️Not only is this a dangerous thought pattern, but it also clearly communicates that the value of people with disabilities are sub par to the value of others. We call this reactive planning.

When looking at your church or organization’s spring and summer plans and events, are conversations taking place about how to make things more accessible and disability inclusive? In Texas, almost 25% of the population has an identified disability. That’s 1 in 4! Imagine what 1 in 4 looks like in your plans and programming 😳

Friend, Jesus didn’t love 75% of the world. He loved us all. We can’t continue to pretend that there’s not an urgent need for conversations about accessibility, inclusion, and the heart.

Lucky for you, I can help 🤩 Comment NOW if you’re ready to flip the script and start being as equally concerned as the 25% as we are about the 75%!

Have a great day & make good choices, y’all 😆

#churchresources #churchresource #disabilityconversations #disabilityministrytraining #inclusionmatters #churchoutreach #specialneedsministry #disabilityminstry #accessibleministry #disabilityawareness #abilityminstry #accessibilitymatters #disabilityinclusion #churchministry

If you want to see how uncomfortable a person is when it comes to disability inclusion, ask this question ⬇️

👀How is (insert program, initiative, activity, etc.) accessible TO people impacted by disabilities and how is it equitably beneficial FOR people impacted by disabilities?

For whatever reason, there’s a vast & silent denial about the need for conversations about disability inclusion. When things aren’t being talked about on the regular, they’re assumed to be fine when the reality is that they’re only as fine as Ross Gellar (IYKYK).

Did you know that in Texas, 1 in 4 people have an identified disability of some sort. Thats 25%! Surely we can have a robust, challenging, productive & ongoing dialogue about something that impacts a quarter of our communities.

Just some Monday things for you to think about 😉

Know someone who might resonate with this? Be sure to tag them below ⬇️

Make no mistake, simply allowing people (students) with disabilities to be in the presence of opportunities that everyone else has access to does not mean they are included.
It means they’re near an opportunity.
They are close in proximity.
So close, yet still so far.

Inclusion can look like
✨meaningful experiences & opportunities with others
✨purposeful involvement & membership
✨an unapologetic & resounding belief that all people are important and were created for a purpose by the King of Kings

There’s so much more to inclusion than that. What would you add to the list?

If we're to teach like Jesus and use His model as our guide, we can't ignore the structure of His teachings. Our SS class has been studying the parables and with each one, there's just such an emphasis behind why Jesus is teaching: to share a message.

Look at Mark 4. This chapter starts off with Jesus teaching by the lake, but then the crowd grew too large. He hopped into a boat & went to the middle of the lake while listeners stayed on the shore.
*pause*
Ever been to a crowded place (Costco on a Saturday afternoon, for example) and tried to share a message with the masses? My little family of 4 can't even hear me when we're in Costco becasue it's just too much, let alone a crowd of people following the Messiah.

What happens when you're on a lake? Voices travel becuase there's not as much for sound waves to bounce off of. He removed himself from the crowd and went to where his voice would carry (hint: made it more acceessible).
It wasn't a big elaborate spectacle of sacrifice.
It didn't require any sort of rocket surgery.
There was a problem (people couldn't hear the message), and He made a solution.

Going a step further, look at the strucutre of His teaching in this particular passage.
He's not talking in theoretical words and jargon that His followers don't understand. He's speaking with relevance.
He's encouraigng reflection.
He's creating imagry.
He's keeping the message short and to the point.

His main thing was His main thing: Do what it takes to get the Word to the people, even if it means having to do things a little different from time to time.

That, friend, should be the goal. 100%.

🏷️ #churchresources #churchresource #disabilityconversations #disabilityministrytraining #inclusionmatters #churchoutreach #specialneedsministry #disabilityminstry #accessibleministry #disabilityawareness #abilityminstry #accessibilitymatters #disabilityinclusion #churchministry

Today I facilitated a PD about autism.
What it is.
What it isn’t.
Trends and research.
Evidence based practices.

I shared studies, facts, resources, links, ideas, and so on. All fine and dandy, but none (and I mean NONE) of those things make a hill of beans difference if there’s not a relationship with the student. You can’t out-strategize not liking a kid.

Kids know when they’re not liked or wanted. You don’t have to tell them. They see it in your actions and attitudes.

Use all the strategies, learn all the things, implement all the practices…but without a relationship, you’re spinning your wheels and wasting your time.

Unapologetically, this was my last slide.
It’s pretty, isn’t it 😉

Yes, students with an IEP deserve to have access to an appropriate education and be provided with a means to make academic progress. (FAPE)
Yes, students with an IEP should have a plan that is crafted specifically for them and that addresses their specific needs.
Yes, students with an IEP should be provided with instruction at their level that will help them achieve their goals.
Yes, the IEP should be accounted for, questioned, and implemented with fidelity.
Yes, the IEP should be robust and individualized.
Yes, students with an IEP can do big and great things.

low bar = low achievement

Coloring sheets & YouTube aren't it, y'all.
We have to raise the bar when it comes to educating students with an IEP.
We just do.
So many things depend on it.

🫣Cringe🫣 Am I right?

I’ve heard some wild things about why students can’t/shouldn’t/aren’t able to be included in various things, and these are probably the top 3 “winning 🙄” excuses I’ve encountered over my 17+ years of #sped in public ed.
Leaders, it starts with 🫵🏻 and trickles down.
Your view of how worthy students/people with disabilities are directly impacts those you lead.

How about you? Would you add/remove anything from the list? LMK ⬇️

In my 17+ years of supporting students with disabilities in public ed, I can confidently say that while there are approximately 928346 factors that play into true disability inclusion, these are the top 5 attributes. I'll even take it a step further and say, unapologetically, that ATTITUDES are the single gold nugget that determines true inclusion!

It seems as if everyone wants to call themselves disability-inclusive, or even disability friendly but sadly, a birdseye & objective view may yield something completely different.
It's true.

We've come a long way since PL94-142 back in 1975, but remember that it's now 2024 and there is still a REALLY BIG WORK to be done when it comes to disability inclusion and access in schools, churches, & society in general.
It's not an overnight feat.
It's a process and the process looks different for each individual and organization.

If you're in a position of influence, no matter the size, your voice is important in this conversation.
Use it, lovingly and with confidence.

Like this post? Give it a heart tap and share it to your story for others to see!

I talked about this in my stories a few days ago and even went back the next day to add to it.
But still, that was not enough.
It’s really stuck with me this week: kindness vs niceness when it comes to inclusion

I’m feeling like this should be a permanent place on the feed, because if we are striving to teach like Jesus, we need to be teaching like Jesus.
Being willing to face the challenging topics.
Being willing to approach conversations with kindness, love, and honesty….and a pure heart.
Until we can get to that point, moving beyond superficial pleasantries, we’ll be stuck doing what we’ve always done and having the same impact we’ve always had.

And no, this isn’t just for churches or ministries.
It’s bigger than that.
Like, WAY bigger.

In some organizations and sectors of society, it may mean clawing your way to the table, bringing your own chair, and respectfully but forcibly creating space at the table.

Don’t let this be the legacy of your church.

We can all pretend that everyone is an ally for disability inclusion and accessibility, but the reality is different.
Unfortunately.
Yes, there’s been growth over the last 50 years and yes, that’s worth celebrating. Let’s do those things while also committing to do better.

Make a seat or take a seat, friend.

Who is starting the talk, who is keeping it going, and what is "it"?

Friend, "it" is

✨inclusion
✨accessibility
✨awareness

Here's the deal.
I asked a ton of church leaders (and families and parents and people impacted by disabilities) to complete a survey early last year with the sole purpose of gauging attitudes towards disability inclusion in the church. Overwhelmingly, responses were that the church needs support in this area. One particular response, however, stood out like a sore thumb.

I was just short of chastised for implying that people with disabilities face accessibility and inclusive experiences in church. It was a rambling rant and was extremely blinding. I'm going to take a wild guess and say that having tough, but loving, conversations about disability inclusion and access is not a thing that took place at this specific "church".

Please don't let that be you or your church.
We can't NOT see that we have to do better and that the message of Christ is for ALL. If we aren't talking about what that could look like in our churches or ministries (both in and out of church), then who is? And how are we going to make disciples?

Y'all, the mission field is everywhere.
E-V-E-R-Y-W-H-E-R-E

I'd love to hear your thoughts on this in the comments ⬇️

⚠️On March 22, 1982, the Consumer Product Safety Commission published a press release (release # 82-010) stating that blow dryers are required to carry this warning label.
The purpose: to protect the user

If you’ve kept up with my GRWMs on Tuesdays, you know where I’m going with this. If you have no idea what I’m talking about, keep reading ⬇️

A tweet from an edu-celeb got under my skin recently. At the surface level, it was a lovely and nice and fluffy tweet, but when you start to dig a little deeper, it gets messy.

The tweet went something like “What if we didn’t categorize students in sped and just gave them what they need?” and, as I said, it’s nice.
But riddle me this....who determines what a student needs?
Whose judgment prevails?
Who determines the difference between inability, unwillingness, learned helplessness, or a true disability?
How would all of the people “giving the students what they need” make sure that they actually got the things they need?

Friends, I’m here to tell you that I’ve worked in sped in public ed since 2007 and 97% of the educators out there have hearts of gold.
Like, legit want to see students succeed.
That remaining 3%....well....you know. Sadly, there are people in education, as in life, that don’t/won’t acknowledge the impact a disability has on a student.

Sadly, there are people in education, as in life, that don’t/won’t acknowledge the impact a disability has on a student. The student’s IEP is the warning label on the blow dryer. The IEP spells out the things that the student requires to be successful and flourish.

📇It’s a legally binding contract between the family and the LEA that is fully supported and backed by federal laws, and it will ALWAYS win.
ALWAYS.

So yes, it would be great if everyone just “gave kids what they need” without categories, paperwork, protections, etc., it’s a surefire way to guarantee that every single student won’t get what they need.

⚠️church leaders, volunteers, and people who love Jesus and want to help make church-spaces more disability inclusive, this one is for YOU!

When we begin to raise awareness and talk openly about barriers to access, we then have a responsibility to learn and grow. There are probably a bajillion pieces to true inclusion, so here are 3 simple things you can implement today!

Tag your friend(s) who are super excited about making more room at the table for accessibility✨

Just a friendly reminder that if conversations about accessibility and disability inclusion aren’t regularly part of planning & vision setting, you may be low-key (albeit, hopefully unintentional) creating far more barriers.

Often times, inclusion isn’t a core value by happenstance.

That’s all.
That’s the reel.
😉

Keep the conversations going!
First and foremost, disability inclusion is a matter of the heart. If you’re creating spaces to have conversations about disability inclusion in your church or organization, you’re doing something right!
Your words matter.
Your influence matters.
Your perspective matters.

#churchresources #churchresource #disabilityconversations #disabilityministrytraining #inclusionmatters #churchoutreach #specialneedsministry #disabilityminstry #accessibleministry #disabilityawareness #abilityminstry #accessibilitymatters #disabilityinclusion #churchministry

We are so fortunate to live in an era of such easy access to information, but with that comes a charge of personal discernment.

While there are similar characteristics of certain disabilities, seldom does a disability impact 2 people in the exact same way (autism, I’m looking at you 😉)

As you learn more about neurodivergence, be open minded enough to consider that people are more than a sum of characteristics & traits that equate a specific disability 🤍

Agree or disagree? Let me know in the the comments ⬇️

#churchresources #churchresource #disabilityconversations #disabilityministrytraining #inclusionmatters #churchoutreach #autism #disabilityminstry #accessibleministry #disabilityawareness #abilityminstry #accessibilitymatters #disabilityinclusion #churchministry #prolife

✨ICYMI

@intenttoinclude offers affordable consulting based on your needs and tailored towards your goals of advancing disability inclusion and access for churches, ministries, and legs.

Want more info about the COLLABORATION service and/or the CLARITY service? Drop a ❤️ so I can DM you the deets!

As with the parable of the sower, seeds sewn on rich soil are the ones that blossom. Seeds sewn on thorns or shallow soils fail, albeit both differently. I believe that Jesus uses the parables not just to teach us, but also to teach us HOW to teach.

Consider this parable (Luke 4) and in it, for the framework of this point, equate the “seeds” with “disability inclusion”.

There are people with rich soil who are fully in support and advocate for disability inclusion.
There are also people with dry, thorny soil who will have no part of learning, growing, and accommodating people with disabilities.

The soil of a person is what communicates the value of life. If we are Christians who believe that we are fearfully and wonderfully made in the image of God & that all life is meaningful, it’s our job to make that known.

So, yea.
I said what I said.
😉

#lifematters #disabilityattitudes #disabilityconversations #attitudematters #inclusionmatters #churchoutreach #prolifewomen #hardconversations #accessibleministry #disabilityawareness #accessibilitymatters #disabilityinclusion #churchministry #prolifeforlife

Whether you're a parent of a student with an IEP, a church leader or volunteer, the lead on a team project, the head of an organization, or a creator of things, ask yourself this: How is this (whatever you're doing, planning, etc.) good for people impacted by disabilities?

Organizational decisions & plans that are made without proactive consideration about how to foster disability inclusion & access will, unfortunately, leave the idea of "inclusion" as a mere box to check on a list.
Inclusion will be approached as a reactive measure, making it far less authentic.

More specifically, if you're a ministry leader of any sort, consider the dynamic makeup of your congregants and community. How is (insert current project, idea, plan, etc.) good for people with disabilities?

For parents and families navigating the IEP process with their student's ongoing success in mind, consider how the IEP is tailored specifically to your student's strengths, needs, and disability: How is this IEP good for my student with a disability?

What are some questions that you've found to be especially powerful when making plans that are more disability inclusive and aware? Let me know in the comments.

There are a couple of common misunderstandings when it comes to the responsibility of providing accommodations:
✨an assumption that accommodations are not needed or possible, or
✨accommodations provide an advantage

As a career SPEDucator, both in and out of the classroom, I've seen both of these attitudes towards accommodations more times than I can count. Let's break it down, shall we?

One of the most common and overlooked accommodations in our society is eyeglasses. People who require corrective eye support have something going on in their eyes that prevents them from visually accessing the world around them in the same capacity as everyone else. So, to combat that and to provide them access to the same sights as everyone else, they wear corrective lenses of some sort.
❌There is no advantage when people wear corrective lenses.
❌There are no superpowers or mystical insights that come with corrective lenses.
✔There is simply the ability to SEE the world around them in the same manner as those who do not require corrective lenses.

That's the framework for what accommodations are: access to the world, NOT advantages to obtain a benefit.

In 17+ years of sped in public ed, I've yet to find a scenario that can not be accommodated, in some way, to at least help support a person who may need additional support to access their world. Have you?

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@intenttoinclude

Hi!

I'm Lynsie, and welcome to Intent to Include!

Intent to Include is an idea that's been on my heart for a while, but only recently have I taken action to bring it to life. As a career special educator of of 17, I have seen first-hand the challenges of authentic disability-inclusion practices in public education. The church faces similar challenges but with even fewer resources, believe it or not!

ouragement here!

By God's design, I am a creative who enjoys helping people, & speaking up for others. Intent to Include allows me to combine those gifts and provide meaningful content & create authentic connections to help YOU on your journey towards disability inclusion, belonginess, or special education advocacy.

Here are a few important things you need to know about me:

I unashamedly believe that Jesus Christ is the son of God and that the Bible is the true and holy word of God and that as Believers, we're called to use our gifts & talents to advance the Kingdom. 1 Peter 4:10

The business plan of Intent to Include involves prayer, Jesus, kindness, & obedience.

I come from a place of experience. I have successfully taught in just about every special education setting: resource, inclusion, self-contained, structured behavior, early childhood, etc.

I earned BS in Special Education from SFASU in 2007 & an M.Ed in Autism Intervention from UNT in 2018. My entire education and career have been in the field of disability. I left public education in May of 2024.

No matter how you found Intent to Include, I'm glad you did, and I'm glad you're here! I hope that you find value, empowerment & encouragement.

@intenttoinclude

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