If we never spoke about it, we might sometimes forget that Renay spent her time right out of high school in Los Angeles. And part of that life was the glamor of understanding the film industry. When CalTASH 2025 ended up with the theme of “Rolling Out the Red Carpet”, it was just that moment of return for Renay.
This was the first time Renay did not have a role as a presenter or as a student. This privilege lent her some additional flexibility to choose sessions that perhaps she would not have listened to previously.
Friday morning opened with a Town Hall featuring self-advocates, Brandon Gruber, Nicolas Navarro, Allison Kletecka, and Evan Barnwell talking about their education experiences. A common theme of their inclusive education was their natural desire to learn more subjects, have a chance to grow academically, and make friends. The range in ages from twelve to older than eighteen was a nice reminder of the importance of the work that happens as students age, that they do want to be considered as students first, and then the considerations for their disabilities.
Renay went to a session entitled “Navigating Systemic Barriers to Academic Education for Students with IDD”. This was presented by a parent who had been navigating the education system for the presenter’s children, who have an intellectual developmental disability (IDD). The presenter shared their experience of getting the school to provide their child an inclusive educational experience and the benefits that their second child is receiving because of the work that the parent had provided their first child.
The lunchtime keynote was Kurt Schneider talking about his experiences in making inclusive schools in Illinois and figure out how to navigate belonging across multiple districts. A combination of twelve different districts across Illinois provides support to students to have access to their schools.
After lunch, Renay saw the Conejo Valley Unified School District’s Strategic Plan for Inclusive Practices presented by their special education directors. The speakers, Dawn Thomas and Amanda Glover, both from Conejo Valley, talked about their second year of a three-year rollout to increase inclusive education within their district, what it means to get all the teachers on board, the coteaching, the paraeducators, and the families on both sides of disabilities. The combined efforts have the district rolling in the right direction, having followed models from WISH Charter Academy and Chime, another Southern California inclusive school.
To end Friday’s sessions, Renay was introduced to A Pathway to a High School Diploma for Students with Extensive Support Needs. This was such an important topic in California, this was a double session. The session was helmed by Stephanie Coleman, and she reviewed the parts of the alternative pathways for students with extensive support needs. A continued need for conversations about making sure that diplomas are available to as many students as possible. One of the highlights of the alternative pathways, unlike a traditional high school diploma, is that students can complete the diploma by age 22, and they would not lose support. The Pathway is a California exclusive action, so hearing more about this new option really does highlight the opportunity for inclusive education for more students with disabilities.
Saturday morning was about Maintaining an Inclusive School Culture with Arielle Starkman. It is possible to start an inclusive school, but needing to maintain that inclusive school is equally important. Dealing with barriers for inclusive education is an ongoing way of reflecting, even within inclusive environments. Starkman identified books that were not about education that reflected that a business culture would also look at things like values and assumptions that guide the behaviors of everyone in the organization, which is very much like schools.
Renay then went to see Dr. Amy Hanreddy and her presentation of “Rightful Presence of Behavior”. Behaviors that students have are a known barrier in schools and many teachers are experiencing some behaviors that are barriers to accepting, understanding, and building a relationship with a student. How educators choose to work with students and address behaviors that impede learning for the student and the class is part of that inclusive puzzle. Hanreddy emphasized the importance of not fixing the student, but to remind us all that opportunities, time, expectations, systems, attitudes, spaces, expression and formats are the parts that need to be fixed.
During lunch, Season Goodpasture, a member of the Susanville Indian Rancheria, explained her founding of Acorns to Oak Trees and the journey her family had learning to navigate the Regional Center system. Goodpasture pointed out the barriers Native peoples may have with the Regional Center and that when everyone understands how the different agencies work together, everyone benefits.
To continue the thread of “Rightful Presence”, Renay met up with Megan Gross, yes, our Megan! And with her, her new team from Supporting Inclusive Practices, Sara Bleeg. They shared in their first presentation that the pathways for understanding that everyone belongs at a campus, at a district, in the rooms where decisions are made, are the building blocks for making successful inclusion. Like others in other presentations, Megan and Sara reintroduced the UDL standards. The UDL standards went an adjustment recently so it took Renay a few re-introductions to hear that the UDL standards had changed to reframe what everyone has taken at face value for building the opportunity for students to participate and get the most out of their education.
Renay hopped out of the two-part session of Megan’s presentation and went to see “What Can Special Educators Learn from AAC Users?” again, Dr. Amy Hanreddy and Ryan Duncanwood. Ryan is an adult AAC user—he uses a device to generate his speech, choosing buttons to share things he wants to say. He, along with videos of some other adult AAC users. Some startling statistics: 44% of folks who need AAC, do not have a communication system. One of the pieces Renay walked away from the presentation was the importance of mentors for people with AAC. They will grow and develop communication as adults. And the constant reminder that AAC users need opportunities to communicate in all areas of their life. The job of special educators is to function as an ally and to help build assessment, training, evaluation of the progress, funding for training and their equipment, and more opportunities for meeting other AAC users across all ages. A significant recognition for AAC users is also knowing that online meetings can also remove barriers because many areas may not have enough AAC users to share a conversation about the things that concern AAC users.
44% of folks who need AAC, do not have a communication system
Hanreddy and Duncanwood
And that wrapped up CalTASH for 2025. Renay had seen several individuals that she had known for years. And of course—we will return to CalTASH 2026, and we will try and get a speaking spot this year. We cannot wait to share in the conversations with other people at CalTASH.
The students with disabilities belong to the schools they attend, to their communities where they live. CalTASH reconnects that for every attendee. And we are glad to continue to participate.
Yes, we did…whoops
We did not celebrate this year’s National Paraeducator’s Day. The day came and snuck up on us. However, the truth remains that without paraeducators, the success of students, student teachers, and special educators would not be possible at all. Paraeducators, Instructional Assistants, paraprofessionals, whatever the title, honor your work within inclusive work.
Do you have any comments about this month’s blog? Do you have a question for us? Would you like to have an opportunity to pilot some materials at your campus? Find ParaEducate online here, here, here, and on our website. ParaEducate is a company providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published once a month during the academic school year. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.
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