Recent News

• 2024 Fund the Future Video featuring current and former EEU families
  

  The 2024 Fund the Future Video features current EEU parents, Kevin Pringle and Jaime Aranda, and former EEU family, Tracy and Jeff Brown with their son Maxford Brown. Their stories were highlighted during the 2024 Haring Center “Homecoming” Auction held on May 18, 2024. https://www.youtube.com/watch?v=lnIOpE5d34Q

• Haring Center & Lake Stevens School District: A growing partnership for inclusion

  Haring Center PD: Dr. Ariane Gauvreau, Senior Director of the Professional Development and Training Team at the Haring Center for Inclusive Education; Christina Nowak, Inclusion Specialist; Lara Francisco, Education Specialist Lake Stevens School District: Dr. Miriam Tencate, Executive Director of Student Services, Keri Joseph, Director of Special Services, and Julie Sewald, Special Services/TOSA From left to right: Julie Sewald, Lara Francisco, Dr. Miriam Tencate and Keri Joseph In July 2024, the Haring Center for Inclusive Education in the College of Education at the University of Washington partnered with the Lake Stevens School District to help schools implement more inclusive practices and systems. This collaboration focuses on transforming the district through a series of interactive, individualized professional development, with a focus on building the systems and structures to support inclusionary practices. The collaboration stemmed from the Lake Stevens leadership team’s dedication to improving inclusivity. Dr. Miriam Tencate, executive director of Student Services, and Keri Joseph, director of Special Services, were inspired after visiting other districts as part of OSPI’s Inclusionary Practices Project. During these Demonstration Site visits (https://ippdemosites.org/), they formed a productive working relationship with Christina Nowak, inclusion specialist, and the Haring Center team, and the success of these demonstrations of inclusive practices motivated Lake Stevens to implement similar strategies in their own district. To ensure these practices aligned with their culture and needs, Lake Stevens turned to the Haring Center for guidance. Dr. Tencate shared that the Haring Center has been instrumental in listening to their needs and brainstorming ideas tailored to their district’s culture, helping them move forward with strategies that build upon their current practices and reflect their future goals. One of the main goals for Lake Stevens was to better support and align co-teaching practices across the district. While co-teaching was already in place, stronger alignment would ensure that students have a more consistent experience and smoother transitions between levels. The Haring Center helped provide the training needed to better align these practices with the district’s goals. Julie Sewald says, “We partnered with the Haring Center to figure out how to make sure we were aligning our co-teaching practices to best meet the needs of all students.” At the heart of this work is a belief that change needs to include the whole educational community. Joseph says, “They really have come to us with a growth mindset. We’ve never felt “less than” because we’re not implementing something in an ideal way.” This attitude has allowed for open conversations where district leaders and staff feel comfortable trying new ideas without fear of judgment. The district’s approach to inclusion is thoughtful and student-focused. Dr. Tencate shares, “We start by considering General Education as the first option for every child, then build from there to meet their unique needs.” Rather than rushing to make wholesale changes, the district carefully considers each student’s needs to ensure that all children get the support they require. Lara Francisco, education specialist at the Haring Center, emphasizes the importance of collaboration in creating sustainable change. She points out, “The Haring Center’s partnership with Lake Stevens has highlighted the need to involve all stakeholders. You can’t make sustainable change by addressing Special Education without General Education, or by working with teachers but not administrators.” She also praises the leadership team at Lake Stevens, noting that Miriam, Keri, and Julie understand the need for inclusive practices and have been intentional about including all stakeholders. Lara acknowledges the support of Dr. Mary Templeton, the Superintendent, who has joined training workshops whenever possible, and concludes that the leadership team’s focus on supporting teachers, systems, and structures makes their work a model for sustainable inclusion. Looking ahead, Lake Stevens is committed to continuing its growth in inclusive practices. Sewald says, “We’re questioning the status quo and asking, ‘How can we do better for our students?’ This mindset is driving meaningful change.” Dr. Tencate adds, “This work is about meeting every child where they are and ensuring they feel valued in every space.”

• EEU Student Educator Spotlight: Jessica Margarita Aguilar

  Meet Jessica Margarita Aguilar, a first-year graduate student in Early Childhood Special Education and a passionate kindergarten teacher at the Experimental Education Unit (EEU) at the Haring Center. Inspired by her experiences with inclusive education, Jessica is dedicated to helping children of all abilities thrive. She loves building connections with her students and believes in the power of fostering inclusive, supportive learning environments. In this Q&A, Jessica shares her journey to teaching and offers advice for future educators. How did you decide you wanted to become a teacher, and what do you most like about teaching? My journey to becoming a teacher started during my junior year of high school when a family member who is a translator for Spanish-speaking families introduced me to the UW Haring Center EEU by telling me how they went on an observation with a family she was supporting. Learning about its inclusive approach to education sparked my interest and made me seriously consider teaching as a career after high school. Before this, I was thinking about working with children in other aspects like pediatrics or being a therapist. When I first began volunteering in a special education setting, the experience deepened my passion for working with diverse learners. As a first-generation college student and a Latina, I’ve witnessed how education can transform lives, create opportunities, and foster inclusion or do the opposite. I saw firsthand how a supportive or unsupportive environment could empower or discourage a child. A huge deciding factor was how much I love teaching. Especially as I learned to build authentic connections with my students and watch them achieve milestones, big or small. Each day, they remind me of the joy of learning, the beauty of celebrating differences, and the power of a truly inclusive community. What is your favorite thing about teaching at the Haring Center? My favorite thing about teaching at the Haring Center is being part of a truly inclusive and innovative educational environment. The EEU is built on a strong foundation of inclusion, where children with and without disabilities learn and grow together. From the moment you walk into the classroom, you can feel the warmth and positivity radiating from the students, staff, and families. I love how our community not only values every child but also emphasizes the importance of partnering with families, ensuring they feel supported and included in their child’s educational journey. Watching students interact and learn from one another in this nurturing setting is incredibly rewarding. It’s a place where every child is encouraged to shine. Being part of the Haring Center has also been an amazing learning experience for me, as I continue to grow both as a teacher and as an advocate for inclusive education. Do you have any advice for other students who are interested in teaching but not sure where to start? For students interested in teaching but unsure where to begin, my advice is to start gaining hands-on experience as soon as possible, especially in the specific age group or specialization that interests you. Whether it’s volunteering at a local school, assisting in a special education classroom, or participating in mentorship programs, working directly with children can give you invaluable insight into what teaching involves. If you’re drawn to a particular subject, grade level, or teaching approach, seek out opportunities that align with those interests. For example, if you’re curious about early childhood or inclusive education, look for programs or organizations that focus on those areas. Connecting with mentors and educators in your field can also provide guidance and open doors to new experiences. Teaching is a journey, and starting small is perfectly fine. The more you engage in the classroom or educational settings early on, the better you’ll understand your passion and direction within the field.