At Pittsford School’s recent Power Hour on March 5, students with disabilities, parents/guardians, and school staff shared their experiences about disability awareness, acceptance, and celebration and what meaningful inclusion means to them.

The Power Hour was moderated by Director of Student Services Shana Cutaia, and Director of Special Education Elizabeth Woods.

Elizabeth Woods started the night by explaining the Special Education Department’s mission to foster an inclusive culture within the Pittsford Schools community. She asked the panelists what made them feel included in the community and what they wished other people knew about disability awareness and acceptance.

Panelists shared personal experiences and challenges, underscoring the importance of understanding, community support, and proactive efforts in fostering inclusion.

• Kevin, a high school student involved with multiple clubs such as Best Buddies and Unified Sports, and whose older sibling has autism, expressed that one way to make others feel included is by celebrating all successes with enthusiasm. “Even if it seems small to you it may be big to someone else,” he said. He also encouraged smiling at people. “Individuals with disabilities need approval and a sense of belonging and acceptance,” he said. “Even though my sister has autism and prefers to spend much of her time alone, she still wants to know that others care about her, and she’s very perceptive of people who don’t like her or may be scared of her or unsure of her behaviors. Because of that, she feels not as cared for and that’s never something that should happen.”

• Besty, a parent of a high school student utilizing Special Education resources, explained how she can do a lot to facilitate her son’s success at school, but cannot necessarily help with socialization and friendships, so it means a lot to her when some students go above and beyond to make him feel included. “I wish people knew how much work goes into supporting a child with special needs,” she stated. “He has the same needs at school to learn, to be safe, to socialize, but the effort that it takes to potentially get to that point is quite a bit and takes an entire team of people that I’m very grateful for.”

• Elizabeth, a parent of a kindergarten student participating in the RISE Program provided the perspective for invisible disabilities and described the importance of having opportunities to be with similar people, whether in the summer enrichment program or inclusive groups, not just for students but parents too. “It’s a job to advocate tirelessly for your child at school and make sure their needs are met – everything from academic to social skills,” she said, “It becomes very isolating (as a parent) unless you have those people in the community that understand and are willing to listen.”

• Amy, who described herself as a former Special Education student and current Special Education parent, teacher, and advocate, said she feels her students are included when they have an opportunity to be included. Even if they don’t want to participate, they are invited. She also mentioned the importance of trusted adults who students can ask for help and feel safe. “Growth is more important than perfection,” she said, “I wish people knew that a disability or label does not necessarily mean one thing, that there are capabilities in every single child, and that it’s my job as a teacher to find it so that child can feel like a part of our community and that they belong.”

• Autumn, a high school senior, participates in a program called Project Life. “I feel included when I do my internships working in the community,” she said. Autumn elaborated that she enjoys the activities through the program like cooking and gardening and wishes people knew how to work together.

• Kristen, a Special Education teacher at Barker Road Middle School, described inclusion as a bit of a balancing act and said being proactive can lead to success. “If you put the legwork in, it makes inclusion that much more successful, it’s really beneficial to work together in a partnership with parents.”

• Maddie - a high school student, who identified as deaf and autistic, said she most felt included when her peers and teachers made an effort to listen to her needs regarding her disabilities and understand that situations in day-to-day life that might seem normal for some people can be overwhelming for others. “The person that knows the most about what the disabled person needs is the disabled person,” she said, “and it’s really difficult to figure out what someone needs without asking them.”

Learn more about the Pittsford Schools Special Education Department.

Save the date for the next Power Hour on May 7 from 6:30-7:30 p.m. at Calkins Road Middle School, and view past presentations at PowerHour.