Our Story

Play, a Vehicle for Inclusion

As an educator, I have long worked with and advocated for individuals with developmental disabilities and complex needs. What has always troubled me is the segregation and isolation these children and adults so often face.

Those with an Autism Spectrum Disorder (ASD), in particular, can face great challenges. Autism affects one’s abilities in the areas of effective communication, positive social interactions, self-regulation, as well as varied interests, imagination, and flexibility. Struggles in these areas can understandably contribute to isolation.

Of course, isolation is not limited to those with developmental disabilities. Many people experience social isolation. Some are individuals, each with their own unique stories and circumstances. Some are vulnerable groups, such as seniors with memory or health concerns or recent immigrants facing language barriers. As with autism, challenges with communication can create significant obstacles. If we can’t have conversations, what can we do to spend time together?

My answer is we play! Eventually, I began to recognize the value of simple play and games as a comfortable and effective way for people to connect and share experiences. I learned that whether using commercial, modified, or invented games and puzzles, the benefits of playing with others could be remarkable. So, I began focusing on play and games as a vehicle to create and support inclusible communities.

About Inclusible Communities

The term “inclusible” is defined as suitable for inclusion. When I first learned this, it struck me. It seemed to describe the struggles faced by my students and clients for years. While we all know and care about inclusion in the general sense, the practice is not so easy. Expressions such as “This is not the right fit” were understood to mean “She is not suitable for inclusion here.”

The concept behind inclusible communities is that we don’t wait for individuals to become suitable for inclusion.  Instead, we create the spaces, environments, and activities that are suitable for the inclusion of those with learning differences, special circumstances, or special needs.

I have come to believe we must use our skills and power to build the bridges that bring people together. We must reach out, create partnerships, and work collectively on our shared goals of valuing and supporting all members of our communities. For me personally, I can’t think of a better way to spend my days than routinely declaring, “Let’s play!” or as my partner says, “ ¡Jugemos!”

Life-Long Learning 

I have learned a great deal during my career. I began in early childhood education working at a Head Start Program. Head Start taught me about the significance of community and the value of empowered families. As a public school special education teacher, I learned it was necessary to blend the art and science of teaching with patience and compassion in order to create effective outcomes for my students. Through my work as a consultant-advocate, I learned the importance of collaboration and the power of self-determination. And of course, being a parent has provided me with wonderful and endless life lessons.

There are two people, in particular, with whom I credit a great deal of my learning. They are a delightful young man named Benjamin and his remarkable mother, Joyce. With their help, I have learned about the complex challenges of living with autism and the simple joys of connecting with others. In spending time with Ben, I have developed four guiding principles that are at the heart of my work today. They are LEARN, CREATE, SUPPORT, and RESPECT.

Joyce and Ben have graciously welcomed me into their lives and continue to enlighten me. I am deeply grateful to them, their family, and all of my teachers.