Help Teach

Help Teach: Episode 14 - Communication Crash Course
Mihai Covaser: [00:00:00] Welcome, learners and learned alike, to Help Teach.

Mihai Covaser: Hello and welcome to our community audio project. I am your host, editor, producer, and project co-lead: Mihai Covaser. I am also a youth living with a physical disability. My most formative experiences living with a disability have come in the Canadian public education system. Many students like me, with physical, emotional, or mental challenges, go through their years of schooling lacking the supports and accommodations they need to partake of the same opportunities offered to their peers. The vision of this project is to provide educators in Canadian classrooms, students with disabilities, and members of the general public, with the tools and knowledge that they need to make our institutions more accessible and inclusive for all. Join me and a diverse cast of guests as we explore perspectives on disabilities and education in this podcast series. [00:01:00] One last message for you teachers tuning in: Listen in each episode for our key takeaway that you can implement in your classroom today to help us further this vision.

Mihai Covaser: Welcome back to Help Teach. I am here today with one of the two newest members of our Youth Leadership Committee and another great young leader that I have had the opportunity to meet, who is gonna talk to us today about what it’s like to advocate, not necessarily on your own behalf, but behalf of someone else, amongst a variety of other things that we’ll talk about today. But without further ado, I would love to introduce to the show: Lucy Diaz. Lucy, welcome to the show!

Lucy Diaz: Hello. It’s great to be here.

Mihai Covaser: Thank you very much for being here. So why don’t you start–as all good interviews start–just give us a little bit about yourself, if you don’t mind–

Lucy Diaz: Yeah.

Mihai Covaser: You know, where you’re at. Maybe what you’re doing right now, in terms of school, other involvement… Whatever you’d like to tell our audience.

Lucy Diaz: Totally. So as you already heard, my name is Lucy Diaz. [00:02:00] I am sixteen and I live in Port Coquitlam, which is kind of, like, really close to Vancouver, and I usually advocate for physical accessibility, like accessibility in washrooms.

Mihai Covaser: Mmhm. You and I met, as I mentioned, through the Rick Hansen Foundation; we met through my committee, but I actually knew a bit about you before that. So why don’t you tell us a little bit about how you got involved with RHF and how we got the chance to meet?

Lucy Diaz: Yeah, totally. So it was around the time where the Difference Maker of the Year award–that you could send in your application, so I sent in my application, and you later told me that you were on the judging panel, right?

Mihai Covaser: Yeah, I was.

Lucy Diaz: So I sent in my application and I got the award, which was great, and then from there, I got asked if I wanted to join the committee and, of course, I said yes, because it’s such a great opportunity, and here I am.

Mihai Covaser: Absolutely. So, for our audience members, [00:03:00] I’m gonna link in the episode description the Difference Maker of the Year awards from the Rick Hansen Foundation. Essentially, what they are is an opportunity for young leaders like Lucy–not just young leaders, but people who are working to improve accessibility in any capacity–as well as full groups or classrooms that can apply together. It’s an opportunity for them to put forward their work, tell RHF and the wider community what they’ve been working on, and be rewarded and be acknowledged for the work that they’re doing, so… Lucy, yes, I read your application, full disclosure; I was part of that process of picking, and of course, you stood out to me, so congratulations on that. But I will be linking the award in the episode notes so that if you or anyone you know would like to apply, you can actually put their name forward or they can put their own name forward, so I’ll have that in the description for you. So [00:04:00] we’ll circle back around to that in a minute, but aside from disability advocacy and RHF, what do you like to do?

Lucy Diaz: So much stuff. I have too many hobbies. Um, I really like to write, honestly. Like, I really like writing, reading; that’s probably what I spend most of my time doing, other than schoolwork, obviously.

Mihai Covaser: Of course. So sixteen; that puts you in the…tenth grade?

Lucy Diaz: Eleventh.

Mihai Covaser: Eleventh grade, okay. So you’re turning seventeen.

Lucy Diaz: Yeah, I’m turning seventeen this year.

Mihai Covaser: Okay, okay. Do you mostly–?

Lucy Diaz: Next year’s grade twelve.

Mihai Covaser: Sorry?

Lucy Diaz: Next year’s grade twelve.

Mihai Covaser: Oh, yeah! Nervous? Excited?

Lucy Diaz: Excited, yeah. Very excited.

Mihai Covaser: Do you already have some idea of what you want to do afterwards or not quite yet?

Lucy Diaz: I do, actually; I’ve had it for a long time. Uh, forensic pathology.

Mihai Covaser: Okay! Tell me a bit more about that; what is that?

Lucy Diaz: So, it’s like forensics, right? [00:05:00] So–but forensic pathology, in that case, would be if there is–it’s a bit grim–if there’s a homicide, then I would be doing the autopsy to find out why, how the person died, try to figure out who did it, things like that.

Mihai Covaser: Interesting. Okay.

Lucy Diaz: Yeah.

Mihai Covaser: I don’t think I’ve ever met anyone who had serious long-term plans into forensics at your age, so good for you! What inspired you to want to do that?

Lucy Diaz: Honestly, just watching Forensic Files. Yeah.

Mihai Covaser: As all good careers start: from a TV show or a movie, eh?

Lucy Diaz: Yeah. I guess it’s more like of a documentary series.

Mihai Covaser: Yeah, yeah.

Lucy Diaz: Yeah, I just really loved hearing the science behind all the investigations they did, and I thought, “I wanna do that.”

Mihai Covaser: Cool. That’s really cool! To circle back a little bit to our subject from earlier, amongst your many other hobbies, [00:06:00] amongst which is forensic pathology, now that I know, you are, of course, an advocate for people with disabilities, like you mentioned, but especially for your sister. Is that right? Could you tell me a bit about that?

Lucy Diaz: So my sister has cerebral palsy, which happened at birth, due to lack of oxygen, which caused brain damage. And then–So, my entire life, you know, I’ve been helping my mom take care of her, because my mom’s her main caregiver. And, you know, I love my sister a lot. My mom had started actually advocating, because my sister was–You know, she’s getting tall; I think she was around ten at that age, when my mom started advocating.

Mihai Covaser: Mmhm.

Lucy Diaz: And then my mom couldn’t really balance taking care of my sister and all of the advocacy work, which is, as you probably know, takes a lot of time.

Mihai Covaser: That it does.

Lucy Diaz: Yeah, so I started helping her, and then eventually, I just took over the whole thing.

Mihai Covaser: Okay. [00:07:00] So what kind of obstacles do you help your sister navigate? Also, what’s her name, by the way, for our audience?

Lucy Diaz: My sister’s name is Amy, and–So she requires assistance with everything, including feeding, transport, movement, everything. So I do help with all of that, like I prepare medication, I prepare feeds, I give her the feeds. And then there’s also the things where if she has a hospital trip–which, unfortunately, we’ve had a lot of those late-night emergency trips to the hospital–I stay with my sister and my mom; you know, moral support to help my mom take care of my sister, so my mom can have a break.

Mihai Covaser: Yeah.

Lucy Diaz: So yeah, just–I’m pretty much there with my sister a lot to help take care of her.

Mihai Covaser: Mm. You know, aside from, of course, being inspiring and a great kindness, it really speaks to me, because I think a lot about my younger brother, right, who–He doesn’t have a disability, but, you know, thinking back [00:08:00] over the years; he really was there for me very often, over the course of my life, you know, as a young person with a disability, which is funny, because he is five years younger than I am, but… Yeah, it’s amazing what you can do for each other as siblings, right, when you have a good relationship.

Lucy Diaz: Yeah, we do have a really good relationship.

Mihai Covaser: Mmhm.

Lucy Diaz: And I guess it’s one of the things I pride myself on, is how much Amy loves me and how much I love her. Yeah.

Mihai Covaser: Yeah.

Lucy Diaz: To the point I say she loves me more than she loves my mom. Yeah, there’s a clear preference there.

Mihai Covaser: Oh, that’s funny. How does your mom feel about that?

Lucy Diaz: Honestly, she’s fine with it. She’s fine with it, yeah.

Mihai Covaser: Yeah. You know, we’ll get into the nitty-gritty here about what that is to take care of your sister, how that advocacy looks for you, but just before we get there, I want to remind our audience that you are listening to [00:09:00] Help Teach, and we’re just gonna take a little break here, before moving on to our second half, talking about being nonverbal, education, and advocacy on behalf of someone else. So don’t go anywhere; we’ll be right back.

Mihai Covaser: Welcome back to Help Teach. Today I have the pleasure of talking to Lucy Diaz, a young leader, like myself, part of the Rick Hansen Youth Leadership committee, and we’re just continuing a conversation here about advocacy on behalf of your sister, Amy. Why don’t you tell me a little bit about your sister and public education? Is she still in public school?

Lucy Diaz: She is no longer in public school, for a couple of reasons. But right now–

Mihai Covaser: Why don’t we get into those reasons, yeah?

Lucy Diaz: So [00:10:00] I guess one of the main things was that–I guess it’s kinda hard to explain, but mentally, she doesn’t–she can’t really keep up with the grades, so I’d say she probably stayed in maybe third or fourth grade. So we decided to pull her out, because, you know, she’d be, I guess, a fourteen-year-old in a class with pretty young students. And then the second thing would be physical accessibility at the school, where, you know, she’s–I’d say she’s five-six now; she’s really tall, and we were having a lot of problems in terms of, for example, like changing her diaper at the school, or that she could only spend maybe a maximum of two to three hours, depending on her mood, at school, and then we’d have to bring her back. Thankfully, we actually live across the street from the school, so it wasn’t that big of a trip.

Mihai Covaser: Yeah.

Lucy Diaz: But that meant that she couldn’t really, I guess, take full advantage of all the resources [00:11:00] the school could give her, of all the friendships, because she was only there maybe two to three hours a day, and maybe not even every day.

Mihai Covaser: Mmhm, mmhm.

Lucy Diaz: So we decided to do more like homeschooling, as part of an online school, because it can also give us a lot of resources. So it was mainly those two things.

Mihai Covaser: Mmhm. Let’s pull those apart a little bit, if you don’t mind. First, talking about those academic concerns: You mentioned to me in our sort of pre-recording chat that there weren’t always very many resources available–human resources–at the school to work with your sister and support her. Is that right?

Lucy Diaz: It’s more like that Amy is very particular about the people she wants to associate with.

Mihai Covaser: Ah.

Lucy Diaz: So like there are certain types of people that she will not tolerate and that she does not want to be around, so it takes a really long time for [00:12:00] Amy to get used to, like, an EA. So she’ll find one EA and she has to stick with that EA, unless we want to go through another one-to-two year process of Amy getting close to that EA.

Mihai Covaser: Ah. Would you mind just elaborating on what an EA is for our audience?

Lucy Diaz: Oh, yeah. Of course. So an EA’s an educational assistant, usually with experience with kids like my sister, with a disability, who will help her in the classroom; let’s say–I don’t know–movement, or it can also be just general things in the classroom.

Mihai Covaser: Mmhm, mmhm. So sort of like a one-on-one aide, right?

Lucy Diaz: Yeah. It’s–yeah, basically.

Mihai Covaser: So, aside from that, you were mentioning as well that the attitudes from teachers weren’t always fantastic, eh?

Lucy Diaz: Mmhm. Yeah, because, you know, my sister’s–she’s nonverbal, which can–It’s a very big difference from, I guess, the typical kids that you see in a classroom, and teachers don’t often have experience with that. [00:13:00] They don’t have experience communicating, because kids who are nonverbal can communicate very well; but they don’t have that experience, so they don’t see how they could communicate. Like, for my sister, she has vocal cues and bodily cues, but teachers often don’t learn them, or maybe they can’t learn them, or maybe they’re not ready to learn them. And then another thing I’ve noticed with teachers is that the way they speak to her is very different from how they would speak to another kid. So, like, they might use a very childish, you know, babyish voice, or they might make sentences really short, but my sister–she can understand a conversation, and honestly, childish, baby voices annoy her to no end. She hates high-pitched voices, so if you do that, you are immediately on her bad side.

Mihai Covaser: I think you’d be on my bad side, too.

Lucy Diaz: Yeah.

Mihai Covaser: Yeah. And you mentioned an interesting word [00:14:00] that I wanna bring up again, because I–When I talk about this show and when I pitch this show to whoever it may be, I make sure that it’s really clear that this isn’t a “gotcha project”, as I call it, you know what I mean? This isn’t the kind of show where I come on and put someone under the bus, right, just for the sake of–even for the sake of bringing a message forward, because I understand that there’s different sides to the story, right? But you mentioned a word that I want to talk about a little bit, namely “resistance”. So obviously, learning to work with a nonverbal student, a student who has particular needs, is difficult, and I think, you know, if you don’t know her very well, it can take some time to get used to it, right? I don’t think we’re disagreeing on that. But what do you mean when you say you encountered resistance, and how often does that happen, would you say, in your experience?

Lucy Diaz: Yeah. So I would describe resistance as, like–Let’s say, for example, with a teacher, [00:15:00] because it happens with a lot of people, but in the case of a teacher, we might bring up things in the classroom that we know would bother Amy or teaching tactics that we know would help Amy, with a detailed way that Amy might prefer it, that would be great, but then, instead of actually learning from that and learning from our advice, they would just, I guess, like, shut down. Where maybe the way they’ve been taught to teach doesn’t include growth, it doesn’t include learning new tactics.

Mihai Covaser: Interesting.

Lucy Diaz: Which is a very important thing when you’re teaching a classroom of thirty kids who all come from different backgrounds, who all have different abilities and needs; it’s very important to not have that resistance and to be able to grow in your teaching tactics.

Mihai Covaser: Mm, mmhm. Yeah, you know, you touch on a really interesting point that I was talking about with Amarinder Mehta, who was on the show a little [00:16:00] while ago; she’s a teacher herself, and she’s a parent, a neurodiverse parent, as well, with students with disabilities and children with disabilities, so we were having this discussion about open-mindedness and growth. I really appreciate that you bring that up, because I think a lot of teachers–I think many teachers have good intentions.

Lucy Diaz: Definitely.

Mihai Covaser: I would even venture to say that most teachers have great intentions, and, you know, it’s not worth our time, I think, as advocates or as people in general, to assume the worst from people. But, you know, that growth mindset piece, I think you’re right; it seems to be–I don’t know–isn’t always emphasized, and it’s weird as a student who grew up in the education system of the last fifteen, sixteen years.

Lucy Diaz: Mmhm.

Mihai Covaser: Because that’s been coming into play a lot more, wouldn’t you say?

Lucy Diaz: Yeah. Yeah, I’ve definitely seen way more emphasis now on, like, having a growth mindset and being able to have an open mind.

Mihai Covaser: [00:17:00] Mmhm, mmhm. Apart from those academic concerns, you were mentioning some built environment concerns, as well, with regards to your sister staying in school, and I know that’s what your project was centered around when you applied for the Difference Maker award, so do you want to talk to me a little bit about that?

Lucy Diaz: Yeah. So one of the major problems that–or one of the major barriers that we encounter with my sister is washrooms. So she uses a diaper, which needs to be changed, but where are we gonna change her? You know, the usual accessible washroom has a toilet, and it has grab bars, and that’s it. So for Amy, we need an adult changing table, in order to lay her down, because the only other option would be the floor.

Mihai Covaser: Mmhm.

Lucy Diaz: And we also need a hoist, in order to transfer her from her wheelchair to the table.

Mihai Covaser: Ah, okay.

Lucy Diaz: And I feel like the hoist is the most overlooked, because I’ve actually heard a lot more, [00:18:00] I guess, conversation about having an adult changing table, but I’ve barely heard anything about hoists. If you don’t have a hoist, then the person who is gonna transfer is maybe the caregiver, or–I guess this would be more extreme–even the EA.

Mihai Covaser: Mmhm.

Lucy Diaz: But when you’re transferring someone who is five-six, who might be moving around, flailing, it can harm you. Like your physical health. I know my mom’s physical health has been damaged, my dad’s physical health has been damaged, from transferring my sister for fourteen years.

Mihai Covaser: Mm.

Lucy Diaz: And there’s a lot of studies been done that transferring someone who weighs more than–I forgot how much it was–it starts to cause damage, even if you’re using correct lifting techniques, which I would venture to say most people don’t know–Even if you’re using those techniques, you’re still harming yourself.

Mihai Covaser: Mm.

Lucy Diaz: So at that point, you’re not only endangering the person with the disability, you’re endangering yourself, [00:19:00] caregivers, and–Yeah, it’s just a huge mess.

Mihai Covaser: Mm. So, because I am not super familiar with the technology: If you have a hoist installed in a washroom, is that the kind of device that–for example, let’s say there’s someone who is a wheelchair user themselves, but they are functional from the trunk up, let’s say. Is that something that someone could use on their own, to help them transfer between wheelchair and toilet, or whatever?

Lucy Diaz: Yeah. Yeah, definitely. Like it’s definitely not just for Amy’s case, where she needs complete help; it’s literally–it could be anyone who is maybe unable to transfer themselves, could use the hoist themselves to move. And I think you might need some assistance; it depends on, I think, the hoist model, but usually you do need some kind of person to move the hoist from one end of the room to the other.

Mihai Covaser: Ah, okay.

Lucy Diaz: Yeah. [00:20:00] So it’s on a track, right, so it doesn’t move automatically; you would have to pull, maybe, the person in order to move the hoist along the track. The person would probably need at least some help, but there could be–I’m not too sure–some models of hoists where they do move automatically.

Mihai Covaser: Mmhm, mmhm. Interesting. And you managed to do some work in getting these installed, right?

Lucy Diaz: Mmhm. It was in the B.C. Children’s Hospital; I worked with them for maybe three years, in order to get those washrooms, because I had heard that they were building a new building, and then they were also renovating some washrooms, so I was like, “Great opportunity!” And I started that conversation with them in order to, you know, get a washroom with an adult changing table and a hoist installed.

Mihai Covaser: Congratulations on that; I’m sure that is gonna be a great support to a lot of people.

Lucy Diaz: Mmhm. Yeah, we’ve heard from a lot of families that, like–who go regularly to B.C. Children’s Hospital; they were all saying that [00:21:00] there were no actual washrooms, but, you know, finally there’s one there.

Mihai Covaser: Mmhm. Yeah, for sure. So, with the last few minutes that I have here with you, I was hoping we could dive into that subject that I mentioned a couple of times now, about advocating on behalf of someone else. This is something very interesting to me, because I’ve always been a self-advocate, and I’ve had people support me in that, of course; my parents were a great help in that, and other leaders and professionals that I’ve met, they’ve definitely helped to get my message out there. But for the most part, I, as you can tell and as you know, I talk a lot, so I’ve managed to put that to good use into sharing my story, but of course, not everyone can do that and not everyone should have to do that, as I say often on this show. But I’ve never really talked one-on-one with someone who really is the mouthpiece, let’s say, for a particular case, someone who has particular needs and wants to get that [00:22:00] message out there. I was just hoping we could dive into that a little bit; for example, how do you communicate with your sister to know that you’re sharing her feelings accurately, that you’re respecting her wishes? Like how does that communication work between the two of you?

Lucy Diaz: Yeah. So it’s a bit complicated, right.

Mihai Covaser: Mmhm.

Lucy Diaz: My sister, she doesn’t know what advocacy is. Like she doesn’t understand what disability is or what even ableism is, right. She doesn’t really understand a lot of that, and I don’t think she’s able to, but what she does understand is that she’s having to be put on the floor, that she can’t leave the house. She understands that she can’t have fun. So I can’t really communicate about her wishes in the sense of advocacy, but I do know that she wants to go outside. [00:23:00] I do know that she loves baby birds, that she loves touching plants, that she loves going to parks. So I see that and I know, as her caregiver or as one of her main caregivers, that she needs these facilities.

Mihai Covaser: Mm.

Lucy Diaz: So I take that and I make that my message, that my sister is a human being who deserves to be able to leave the house, who deserves to be able to do a human bodily function, and that her rights as a child, to live a life outside of four walls, a door, and a window, those rights are not being met. And that is my main message, which is why I advocate, is because I see that her rights are being violated, and as her big sister, I’m going to make sure that her rights are not violated.

Mihai Covaser: Mm. That’s really powerful.

Lucy Diaz: I’m not sure that answers the question.

Mihai Covaser: Yeah. No, absolutely it does. That’s really powerful, and [00:24:00] I really appreciate you sharing that. That resonates with me. Again, as someone who really appreciates the connections that I have with my friends that have helped me and supported me over the years, for my brother that’s done that for me, for my parents, it’s–I think that’ll speak to a lot of people, so I appreciate that. Aside from our circles, what kind of reception does that get in your experience? Have you ever encountered–Well, I mean, I shouldn’t put words in your mouth, but what kind of experiences have you encountered, in terms of doing that kind of advocacy work on behalf of your sister?

Lucy Diaz: So I wouldn’t say that anyone, I guess, is not accepting of what I’m saying because I personally don’t have a disability. But I also wouldn’t say that the reception is great. [00:25:00] It’s not. I’ve had, like we said before, resistance; that comes up a lot. There’s a lot of resistance when I talk, because they don’t think that it’s important or they don’t care enough to change the way they think. It doesn’t really matter if I’m the one with the disability or not. They just don’t–They’re not interested in changing.

Mihai Covaser: Ah, okay, okay. Yeah, I appreciate the distinction, because I talked a bit about that with Maggie on a previous episode, about entering this disabled community as someone who isn’t disabled, and I’m always curious to know if that has an impact, but I’m glad to hear that, in your experience, you know, that doesn’t usually factor in.

Lucy Diaz: Yeah. Like, I guess, you know, I wouldn’t know. Maybe if I did, there would be–I don’t know–even less communication, or maybe even more stereotypes. Like I wouldn’t know. But there’s definitely, I guess, there’s still a great [00:26:00] amount of resistance.

Mihai Covaser: Yeah, yeah. I’m going to ask you one last question, because I think this was a prominent feature of the episode, and I think one that educators can learn from. So what are some tips that you have–some key takeaways, if you will–for educators with nonverbal students in the classroom, or students that have an experience somewhat similar to Amy’s? What would you offer them as advice?

Lucy Diaz: Yeah, so I think one of the main things would be: Maybe have a meeting before the school year with the caregivers or the parents, and with the student, and learn how to properly interact with them. For example, my sister, she’s nonverbal, but she has vocal cues and she has behavioral cues that’ll let you know how she’s feeling in very good detail. So if you can learn those beforehand and be open to remembering them, it’ll make life in the classroom [00:27:00] a lot easier, where you don’t have to be guessing, “Oh, what’s going on, what will make her happy?” You know. And another thing would be: When you interact, make sure to interact with respect and make sure to interact in a way that you’re not diminishing their dignity. So not speaking in a baby voice, not speaking as if they’re not cognizant, or as if they can’t understand. Although, that depends on the student, and this is why I’m stressing the importance of meeting before the school year. So I’d say those are my key takeaways, if you will.

Mihai Covaser: For sure, for sure. Thank you. Yeah, I think that idea of dignity spoke really strongly in this episode and you communicated it very well; it was well-articulated and quite powerful. Again, we talked about good intentions; as much as people come into the classroom with good intentions and [00:28:00] are largely aware of how they treat students and all that kind of thing– This isn’t necessarily to say that it’s black and white; either you’re absolutely disrespectful or you’re great at it. We all have room to improve, you know, and we all have things to learn, as I do every time I do this show, you know; I’m one person with one experience, but many other people have had many different experiences, and I learn from that, and I think if we can treat people like people as we go on our journey together, I think we’ll all be a bit better off.

Lucy Diaz: Yeah, I definitely agree with that. Like see them as a person. It’s definitely one of the main things that I guess you could say I even advocate for with the washrooms; it’s a person. That’s a person that you’re not allowing to leave the house. Yeah.

Mihai Covaser: For sure. Well, Lucy, it was a pleasure to talk to you today! Thank you so much for coming out on the show, and I know Difference Maker award was just one step on a long journey ahead [00:29:00] of you, in terms of advocacy and all the work you’re gonna do, so I wish you the best and hope maybe I’ll have you on again sometime.

Lucy Diaz: Yeah, I’d love to be on again. Thank you so much for having me.

Mihai Covaser: You’ve just heard another episode of the community audio project, Help Teach. I’d love to give a huge thank you to my other co-leads on this project: Payton Given, Maggie Manning, Élise Doucet, and Alexis Holmgren, all youth leaders at the Rick Hansen Foundation, who I’d also like to thank for their continued support in this initiative and others. I’d like to give a huge shout-out to our community mentor for this project, Charl Coetzee. My name is Mihai Covaser. I am your host, editor, and producer for this podcast series. You can now find all our transcripts, episode notes, and links to other resources on Transistor.fm, or listen to us on Spotify and Apple Podcasts. If you have any questions about the show, if you’d like to offer suggestions, or you would like to be connected as a guest, you can now get in touch at [00:30:00] helpteachpodcast@gmail.com. That’s helpteachpodcast@gmail.com. Please send in any questions that you might have regarding our episodes, and we would love to address them in future ones. Tune in next time for more great conversations and key takeaways that you educators can implement in the classroom today, to make it a more accessible and inclusive place for all. Thank you for listening, and I’ll see you next time.