The Re-imagining IEP and IFSP Meetings

This article was originally published at https://kristiepf.com/the-elephant-we-fail-to-see-guest-blog/. It was published with a focus on early childhood education, but the concepts apply to all level of education.

It was mid-April. The speech pathologist, occupational therapist, school psychologist, family and I, the early childhood special educator, were gathered around a large round table two feet off the ground, all sitting in child-sized chairs for Jose’s kindergarten transition meeting. It was our fifth of seven kindergarten transition meetings that spring.

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Discussing the Roots of the Suspension and Expulsion of Young Black Boys

Suspension and expulsion in education is troubling.  Most troubling is the fact that, while Black boys account for less than 20% of the students enrolled in programs, they account for more than 50% of the children suspended and expelled.  This is only the beginning of the issue.

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How Patriarchy Has a Grip on Early Childhood Care and Education


As a teacher, father, and advocate, early childhood care and education has been central to who I am since 2003. Over the years, a handful of experiences have helped me understand what it truly means to be a man in the lives of young children. Some have been funny, others worth a casual nod. But far too many have been disconcerting. They lead me to feel like men don’t belong in early childhood care education (ECCE).

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Inclusion for One is Inclusion for All: Unite!

 

Third in a three part blog series on social justice by Dr. Andrew Goff…because #OurKidsAreListening.

On paper, the classrooms I taught in were labeled “inclusive”…meaning children with group identities of disabled and non-disabled. But, the classes were more than simply inclusive to children of diverse abilities, they were also inclusive to children of diverse racial, ethnic, cultural, linguistic, family unit, economic status, and more. During those years, and more so in the years since, I have come to realize that the practices I used were more than practices for the inclusion of children with disabilities. The strategies used in the classrooms I taught in were inclusive for all, regardless of group, cultural, or self-identities.

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