Student Rights and Inclusive Education

Eric Marquette

Welcome back to Beyond the Label, everyone. I’m Eric Marquette, and with me are David, Harper, and Claudia. Today we’re unpacking something close to my heart as a former student who needed accommodations and, later, as a friend helping others navigate the system—student rights and how to get the right support in education. So, let’s get rolling with the basics: legal protections. In the U.S., you’ve got powerhouses like IDEA, Section 504, and the ADA. Each of these sort of acts like, well, a safety net for students with disabilities, making sure access to education is genuinely equal—not just in theory. Claudia, I know you’ve worked on accessibility initiatives, so jump in here—what stands out to you?

Claudia Reese

Oh, yeah, absolutely, Eric. I always tell people, IDEA—in plain language—is what ensures every student gets a Free and Appropriate Public Education, or FAPE for short. That’s the legal nitty-gritty. And Section 504? If you’ve ever tried filling out those forms, you know it’s about levelling the playing field—if a student has any kind of disability that limits a major life activity, schools are required to provide reasonable accommodations. I’ll admit, in my first year advocating for accommodations, I brought an entire folder of doctor’s notes... but the real MVP was a well-written letter and a school team willing to listen.

David Carlisle

You know, Claudia, I’ve been there more times than I care to count! It’s a bit like making sourdough—the secret isn’t just following a recipe but knowing when it’s time to ask for help and what ingredients you need. For parents and students out there: documentation is huge. Keep every official diagnosis, assessment, email—the whole bakery, really. The process is usually: make a written request, provide documentation, the school evaluates, and then it’s meeting time. Sometimes I feel like I need a flowchart to keep all the steps straight, ha!

Harper Bennett

And can I just add—don’t be afraid to ask what you’re entitled to! Sometimes schools won’t lay out all your options, so you gotta be proactive. Like, one of our listeners, Julia, wrote in about how she only realized she could get extended testing time after hearing about 504 plans on a previous episode. She pulled together her paperwork, scheduled a meeting, and, boom—next exam, the extra time’s right there. Tiny adjustment, massive relief. So, yeah: these laws are real tools, not just legal speak in a textbook.

Eric Marquette

Yep, exactly, Harper. We’ve seen so many so-called invisible hurdles, but with the right steps—writing up that request, prepping the paperwork, being persistent—you actually can take them down. Think of it as opening a locked door with the right key; sometimes the key is just knowing what to ask for. Next up, let’s talk about turning that knowledge into action with self-advocacy—for students, families, everyone at the table.

Harper Bennett

So, self-advocacy—my favorite soapbox! Seriously, if I had a superpower, it’d be teaching students how to speak up for what they need, without feeling guilty or like they’re asking for “too much.” I always say, start super specific: say, “I learn best when…,” or, “I need a quieter space because…” Faculty and staff aren’t mind readers. Actually, let’s be real, some days, I’m not even a mind reader for myself.

David Carlisle

Ha, right there with you! And you know, even after all these years, I still prep talking points before any meeting about my kids. It’s as much for my own nerves as it is for clarity. Parents and guardians—if you can, bring examples: student work, emails from teachers, you name it. And don’t walk into those meetings alone when you can help it—sometimes the most powerful thing is having another voice in the room. Collaborative partnerships, that’s what it’s all about.

Claudia Reese

Absolutely, David. I’ve prepped so many binders they needed their own suitcase. But seriously—preparation is everything. You want to document not just challenges, but successes too, because that gives a fuller picture. And on the partnership side, I find honesty about what you do and don’t know goes a long way. Nobody expects you to be a legal expert overnight—acknowledging that helps the conversation stay human.

Eric Marquette

I love where this is going, because it actually reminds me—I spent a whole evening with a friend once, drafting her request for an IEP meeting. She was nervous, didn’t want to seem “demanding.” We kept it focused: we listed her needs, one by one, matched them with goals, and ended with a simple ask. That letter opened the door for a real discussion. Looking back, it’s wild how one well-phrased letter, sent at the right time, can accelerate everything. So, whether you’re a student, parent, or friend supporting from the sidelines, don’t underestimate what you bring to the table.

Harper Bennett

And I’d add—don’t be afraid to keep circling back. These conversations don’t always lead to solutions overnight. But if you keep the dialogue going, eventually you land on the right support. Which brings us to the bigger world around those meetings: what schools, teachers, and students can do together to create inclusive communities, not just paperwork trails.

David Carlisle

Alright, so, here’s where it gets really good—making classrooms places you actually want to be. I might sound like a broken record, but Universal Design for Learning—UDL if you’re fancy—just works. It’s about planning lessons and environments up front to support, well, everyone, not just “most” students. Think: visual instructions, flexible seating, audio books. And look, as someone who’s said “neurodiversity” wrong...oh, every other day in my teaching career, it proves there’s no perfect way—just flexible ones.

Claudia Reese

I relate to that, David. What’s awesome is when schools lean into ongoing communication—instead of just annual meetings. Like, let’s use digital platforms or even a shared Google doc where teachers, parents, and students can all add notes or updates. It sounds small, but it breaks down walls. And, let’s not miss that inclusion is more than physical space; it’s culture. When schools are proactive about talking inclusion—assemblies, staff meetings, even in the hallways—it seeps in everywhere.

Eric Marquette

Exactly, Claudia. There’s one school I heard about—let’s call it Riverside—that actually runs a peer mentoring program. They pair students up, and both students—disabled and non-disabled—learn leadership, listening, and problem-solving. The “mentored” students sometimes end up becoming the mentors. It’s not just about helping with homework either—it’s that day-to-day sense that you’re not going it alone. That’s the real magic of inclusion: everyone has something to contribute, and everyone benefits.

Harper Bennett

Plus, teachers, if you’re listening: don’t underestimate what a little curiosity can do! Ask your students what works for them. Try new strategies. And you don’t have to do it all alone—bring in families, therapists, even other students for brainstorming. It’s like building a climbing route—sometimes the best holds are the ones you didn’t see until someone else pointed them out. So, let’s chat about ways to boost student leadership next, because when students own inclusion, schools change for real.

Harper Bennett

Okay, leadership time! When I was in high school, I always wished someone would say, “Hey, you, want to help lead the charge?” Instead, most leadership roles felt off-limits unless you were already on student council or, uh, the volleyball team—which I was definitely not. Schools can break that mold. Invite disabled students to be ambassadors, club leaders, or peer mentors. It’s about ownership and lifting each other up. I still collect little carabiners from every adaptive climb as trophies—I say start building those leadership “trophies” in school, too.

David Carlisle

Brilliant, Harper. Offering these roles isn’t just about equity; it’s about showing every student: we see you, and your perspective shapes this place. Peer support programs where students with and without disabilities team up—those are gold. I watched shy students turn into leaders and friend groups expand in ways no top-down policy ever managed. One year, our school’s Unity Club ran empathy workshops, and...confession, I probably learned as much as the kids did.

Claudia Reese

And you know, it’s not enough to just set up peer programs—you’ve got to actually train students and staff. Stuff like active listening, respecting different needs, and learning how to step up when a friend needs backup. Our city rolled out a training session for peer mentors—half the students thought it was boring, but by the end? They were sharing stories and tips that got the adults taking notes. Sometimes empathy just needs a running start.

Eric Marquette

Such good points. Supporting peer leadership links right back to self-advocacy—it’s all about confidence, communication, and teamwork. Let’s think about how this shows up in what and how we learn, which puts the curriculum itself under the microscope. What does truly inclusive instruction and assessment look like?

Claudia Reese

Oh, curriculum nerd territory! If I had a dollar for every time I saw one-size-fits-all worksheets, I’d have a whole bonsai nursery by now. Differentiated instruction should be the rule, not the exception. That means offering multiple ways for students to engage—reading, drawing, hands-on projects, you name it. And assessments? There’s more than one way to show learning: project-based work, oral presentations, even short videos. It lessens anxiety, levels the field, and makes learning way more interesting for everyone.

David Carlisle

Could not agree more, Claudia. I always say—let kids show what they know in the way that lights them up, not by trapping them in a format that’s just going to trip them up. Regular review sessions with the whole teaching team—bring everyone together to check what’s working, what needs tweaking, and whose stories are missing from the books. It makes the content richer and keeps equity front and centre.

Eric Marquette

So often, we hear about the need for professional development, but not nearly enough about actually doing these ongoing check-ins. The best classrooms I’ve seen are always evolving. Teachers, if you’re out there and you’re not sure if your materials hit the mark—ask your students. You’ll get honest feedback. Sometimes brutally honest, but always useful!

Harper Bennett

Haha, so true, Eric. And don’t forget: adapting curriculum isn’t just a duty, it’s a creative challenge. Tap into your own curiosity. And if you’re a student or parent listening, know that your feedback is honestly just as valuable in shaping what comes next. It’s the full team approach that takes us beyond just compliance to community. Which, kind of perfectly, is where we wrap our episode—building a bigger, school-wide culture of inclusion.

David Carlisle

Alright, big picture time. Creating a culture of inclusion means everyone—staff, students, families—buying into professional growth, openness, and, yes, a bit of courage. Schools that invest in real professional development—stuff about cultural competence, bias, and inclusive teaching—see ripple effects. Suddenly, diversity isn’t a tick-box, it’s the heartbeat.

Harper Bennett

And student-led diversity clubs? They’re game-changers. My college club started tiny, but we threw events that pulled in the whole campus. It wasn’t just about advocacy; it was about celebrating the weird, the wonderful, and the different. Everyone got a voice—including the quietest students in the room, which absolutely floored me every time.

Claudia Reese

Can I just say—don’t skip regular feedback? It’s like the city surveys I live by: sometimes the things you’d never expect come up, and they’re usually the most important. A quick survey or focus group with students, families, and staff—keep them anonymous if needed—keeps you honest and uncovers gaps before they become chasms.

Eric Marquette

Such a great note to end on. Building truly inclusive schools and classrooms is an ongoing journey—there’s no single finish line, just continuous steps. But every action—big or small—gets us closer. Thanks for tuning in to Beyond the Label. David, Harper, Claudia, always a pleasure exploring these topics with you—what a crew!

David Carlisle

Always a blast, Eric. If I can get through another week without butchering “neurodiversity,” I’ll call that progress. Until next time, folks.

Claudia Reese

I’ll raise a bonsai to that. Take care, everyone!

Harper Bennett

Catch you all later—don’t forget: keep asking questions and keep leading those climbs, big and small.

Eric Marquette

We’ll see you soon with more stories and strategies—beyond the label. Goodbye, all.