Think Inclusive

<p><strong>Matt Guerrero</strong> and <strong>Tiffany Galloway</strong> are leaders at <strong>Blue Engine</strong>, a nonprofit organization that partners with school systems to scale inclusive practices. Their work spans regions across the U.S.—from New York City to Louisiana, Massachusetts, and the Pacific Northwest—supporting districts in building coherent, system‑level approaches to inclusive instruction. Matt and Tiffany bring deep backgrounds as classroom teachers, special educators, coaches, and district‑level leaders focused on equity, learner variability, and instructional design. </p><p>In this episode, Tim talks with Matt Guerrero and Tiffany Galloway about how Blue Engine has evolved from classroom‑level co‑teaching support to helping entire school systems build the structures, mindsets, and capacity needed for inclusive education. They discuss the surprising differences—and similarities—across districts around the country, the challenges of scaling inclusive practices beyond a single classroom, and the importance of unified vision, shared language, and proactive design. </p><p>Matt and Tiffany share stories from partnerships in places like New York, Northern California, Massachusetts, Baltimore, and Louisiana, highlighting what it actually looks like when leaders confront silos, build trust, rethink systems, and center learner variability. They also unpack why psychological safety matters in coaching, how systems can move beyond compliance, and what motivates district leaders to pursue real change. The conversation closes with a lighter moment as the guests imagine what job they'd try for just one day. </p><p>Complete show notes and transcript: <a target="_blank" rel="noopener noreferrer nofollow" href="https://mcie.org/think-inclusive/blue-engine-on-scaling-inclusion-silos-safety-and-system-change-1317/">https://mcie.org/think-inclusive/blue-engine-on-scaling-inclusion-silos-safety-and-system-change-1317/</a></p>

<p><strong>Dr. Michael Barla</strong> is an early childhood educator and former higher‑ed faculty member who now works at the Anchor Center for Blind Children in Denver. In 2024, he completed a residential fellowship at the Clyfford Still Museum, where he designed a sensory‑based translation of a Clyfford Still painting for a young child with a visual impairment.</p><p><strong>Jen Taylor</strong> is a teacher of students with visual impairments. She began her career in East Texas, spent several years at the Anchor Center, and now works in the Cherry Creek School District. Jen collaborated with Michael on conceptualizing and designing the multisensory translation of the artwork.</p><p><strong>Taylor Kingsbery</strong> is the parent of Miko, the toddler who explored Michael’s translated artwork. Taylor brings a powerful perspective on accessibility, representation, and what it means to co‑create environments where disabled children can experience belonging and opportunity.</p><p>This episode explores what it means to <strong>translate fine art</strong>—not simply replicate it—for young children with visual impairments. <strong>Dr. Michael Barla</strong> shares how his residency at the Clyfford Still Museum evolved into a hands‑on project: reimagining a Clyfford Still painting (pH‑914) as a fully sensory experience for Miko, a two‑year‑old who is blind.</p><p>With deep collaboration from VI teacher <strong>Jen Taylor</strong> and insight from Miko’s mom <strong>Taylor Kingsbery</strong>, the project transformed color, texture, line, and movement into elements children can feel, hear, and explore with their whole bodies. We follow Miko’s visit to the museum—feet first, face pressed close, mapping the artwork from every angle—and learn how sensory access opens doors to representation, identity, and belonging.</p><p>The conversation expands from art to <strong>universal design</strong>, <strong>rightful presence</strong>, and why inclusion has to begin at the design stage—not as an afterthought. The guests remind us that co‑creation with families and communities is essential if we want places like museums, classrooms, and public spaces to welcome everyone.</p><p>Complete show notes and transcript: <a target="_blank" rel="noopener noreferrer nofollow" href="https://mcie.org/think-inclusive/how-museums-can-support-young-learners-with-visual-impairment-1316/">https://mcie.org/think-inclusive/how-museums-can-support-young-learners-with-visual-impairment-1316/</a></p>

<p>Katie Novak is an internationally recognized education consultant, author, and expert in Universal Design for Learning. She teaches at the University of Pennsylvania and leads Novak Education, helping schools and districts disrupt inequitable systems and embrace inclusive practices. Katie is also a mom of four and a passionate advocate for public education.</p><p>In this episode, Katie explains why UDL should be seen as a mindset rather than a checklist and how it can dismantle systemic inequities. She uses vivid analogies—like camping trips and tax filing—to illustrate flexibility and access in learning environments. Katie also shares her personal journey from being a struggling student to becoming an education leader, thanks to one teacher’s high expectations. The conversation explores the nuances of inclusion versus inclusive practice, the importance of systemic support for educators, and why high expectations and hope matter most for students.</p><p>Complete show notes and transcript: <a target="_blank" rel="noopener noreferrer nofollow" href="https://mcie.org/think-inclusive/katie-novak-on-why-udl-is-not-the-goal-but-the-tool-for-equity-1315/">https://mcie.org/think-inclusive/katie-novak-on-why-udl-is-not-the-goal-but-the-tool-for-equity-1315/</a></p>

<p>Jennifer Berkshire: Education writer, author, and co-host of Have You Heard. Known for her sharp analysis of education policy and its impact on communities.</p><p>Jack Schneider: Historian of education, researcher, and co-host of Have You Heard. Jack brings a deep understanding of the historical and sociological forces shaping public schools.</p><p>Public education is under pressure like never before. Jennifer and Jack explain why the system is on a precipice, how misinformation and political agendas distort reality, and what’s at stake for students—especially those with disabilities—if privatization wins. Tim shares a powerful story from the Georgia State Capitol about a parent fighting for inclusion, and the trio discusses why educators and advocates must reclaim the narrative. Plus, we dive into the history of school choice, the rise of vouchers and charters, and end with a lighthearted mystery question from Tim’s 12-year-old.</p><p>Complete show notes and transcript: <a target="_blank" rel="noopener noreferrer nofollow" href="https://mcie.org/think-inclusive/public-education-on-the-precipice-narratives-inclusion-and-whats-at-stake-1314/">https://mcie.org/think-inclusive/public-education-on-the-precipice-narratives-inclusion-and-whats-at-stake-1314/</a></p>

<p>On this special Giving Tuesday edition of Think Inclusive, host Tim Villegas celebrates 13 years of the podcast and the ongoing work of MCIE to advance inclusive education. The live event features interactive games, audience participation, and heartfelt reflections from special guests and supporters. The episode highlights stories of advocacy, legal victories, and personal transformation, while also surpassing fundraising goals for MCIE. Listeners are treated to bold predictions for the future of inclusion, practical tips for educators, and a collaborative spirit that defines the Think Inclusive community.</p><p>Special Guests</p><ul><li>Keith Jones</li><li>Jenna Rufo</li><li>Mark Crenshaw</li><li>Diana Pastora Carson</li><li>Andrew McEntrye</li></ul><p>Complete show notes and transcript: <a target="_blank" rel="noopener noreferrer nofollow" href="https://mcie.org/think-inclusive/think-inclusive-turns-13-1313/">https://mcie.org/think-inclusive/think-inclusive-turns-13-1313/</a></p>