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The following critical question is the first question in a series of questions that will be posed this year. The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with ASD, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. 

There is a long history of considering and studying the connection between our beliefs about ourselves, others, and the world around us and our behaviors. In 1958, Fritz Heider posed Social Attribution Theory to help explain how an individual’s translation of the events around them impacts their behavior. According to Heimlich, et al., beliefs are an important bridge to behavior (2013). The increase in articles, podcasts, and other learning opportunities on the topic of explicit and implicit bias and its result on behavior speaks to the important need to reflect upon and deeply examine our own beliefs. This is critical with regard to the impact of our beliefs and biases on inclusive and equitable experiences for students.

Understanding how our beliefs affect our behavior and our decisions is empowering! If we individually and collectively openly examine our own deeply rooted beliefs, we can begin to identify those that are limiting our promotion of inclusive and equitable environments for all students to target for change. Imagine the possibilities!

Since inclusive and equitable experiences matter to everyone, especially students who have been traditionally marginalized, our call to action is to consider how our beliefs, behaviors, and decisions demonstrate and ensure inclusivity and equity for all students, including students on the autism spectrum. Even a small step is movement forward and that momentum can spur a chain reaction.

As you reflect and discuss with others, consider the START-ism: START somewhere and START now!

Additional sub-questions to consider:

• What are the assumptions and values that inform my practice (e.g., why do we pull students with disabilities out of the classroom)?
• Who benefits from this practice? How?
• What other practices should I be considering?
• What is the current research/evidence that informs this practice?
• What immediate action can I take to positively improve my practice to benefit all students?
• How might my decision/behavior privilege some groups of people and disadvantage others?
• How am I showing those I work with that I am committed to equitable outcomes for autistic students?

Complete the Behaviors that Reflect Beliefs Worksheet Part 2 by first reviewing the behaviors and statements you marked on the Behaviors that Reflect Beliefs Worksheet Part 1. Use Worksheet Part 2 individually or within a group discussion to identify ways to collectively make changes that will increase inclusive practices and create an environment where all people are valued and belong.

Watch Dear Society…Signed, Autism by Daniel Strom (8:17) and consider the following questions:

• In the beginning of his talk, Daniel says, “This is what happens to autistic people, we are summed up by the things that cause us problems…we are actually judged by our distance from so-called normal and the things that we do that are outside of the ordinary just get added to a list of things that have to be fixed.” Consider your reaction to this comment. What is my own belief about supporting autistic students relative to addressing perceived needs? How does this belief impact my behaviors and decisions?
• Daniel describes six ideas for increasing understanding and support of people with autism. Which of these ideas resonate with my own beliefs? Do any of these ideas give me pause? Why? Why not?

Read Myth vs Fact: What is True About Including Students with the Most Significant Cognitive Disabilities by Alicia Saunders and Shawnee Wakeman and discuss the following questions:

• The following statement is included in the introduction, “The presumption of competence (rather than the perception of inability) is a fundamental tenet of inclusive education.” Do I hold this belief? Is it reflected in my behaviors and decisions? For ALL students? What might be the “except for's” in my beliefs, behaviors, and decisions?
• Consider the eight myths and corresponding facts in the article. Which myths do I currently hold and why? How did I develop these beliefs? Do the facts indicated help shift my belief? What do I need to begin to shift my behavior and decisions from the myths to the facts?

In the article Inclusive Language is Not Enough Jill Feder, MCIE Board of Directors member and disability self-advocate, opens her article by acknowledging that language matters but cautions readers, “Disability language is one of the most basic disability inclusion topics that exist. Non-disabled people who learn it don’t have to question their institutions, systems, or personal values and biases.”

Feder stretches this challenge by stating, “We cannot allow society to continue its half-hearted attempts at creating inclusion, like using inclusive language without being inclusive, anymore.” The author offers tangible ways for allies to support the disability community including, increasing funding for supports and services, carving out specific spaces in all sectors of the community, tightening enforcement of disability-related laws, and considering how exclusive practices could incur a financial burden on institutions.

Feder closes her article with the following challenge, “Overall, we need to generate a sense of urgency toward cultivating inclusion."

As a statewide project we are committed to developing and sharing resources that emphasize equity and inclusion. As we reflect on the fourth critical question of “How do my beliefs, behaviors, and decisions demonstrate and ensure inclusivity and equity for all students, including students on the autism spectrum,” we have strengthened current actionable steps we can take as a community of learners to expand our thinking, enhance our self-awareness, check our own deeply rooted beliefs, and progress toward ensuring equity. We will:

• Strive to deepen our own learning as a proactive way to challenge current and future thoughts and beliefs that create unintentional barriers to inclusivity and equity
• Critically review our work and language to identify potential statements, behaviors, and decisions that may reflect beliefs that are contrary to inclusivity and equity for ALL students and respond by taking measures to make changes
• Consider our individual level of readiness for input and perspective from peers and from a broader group of stakeholders regarding our words, actions, beliefs, and products

Now that we have started to reflect on how our own beliefs, behaviors, and decisions ensure equity and inclusivity, we can begin to take a broader approach. Next month we will reflect on identifying the systems and practices that prevent a more equitable and inclusive experience for students and how we might begin to affect change. Join us next month as we consider the following Critical Question:

What policies, structures, biases, and practices do we need to dismantle in order to provide a more equitable experience for students?

• Critical Question #1
• Critical Question #2
• Critical Question #3
• ► Critical Question #4
• Critical Question #5