May 5-9, 2025 - Virtual via Zoom
May 5-9, 2025 - Virtual via Zoom
Early childhood special education has its fair share of myths and facts about the inclusion of students receiving special education services. These common misconceptions often lead to situations where preschoolers are denied their right to receive instruction in Regular Early Childhood Program (RECP) settings or to spend the maximum amount of time possible playing and growing with their same-aged peers. OSPI Special Education, local Educational Service Districts (ESDs), and the UW Haring Center worked in collaboration to develop this resource to challenge those myths and highlight the facts of why inclusionary practices can work for each and every young student.
While there is no roadmap or “one size fits all” process to achieving inclusive education, the hope is that providers can use this information to engage in conversation and inquiry to better understand what best practice and implementation of inclusion looks and feels like.
Cassie is devoted to supporting quality inclusive practices for all. She has a Master’s degree in Education, a Washington State teaching certification with SPED endorsement, and is a licensed BCBA. Cassie has worked as an Early Childhood Educator, a parent trainer for the Down Syndrome Community of Puget sound, and a BCBA in a home and clinical setting. She has also had the privilege of presenting at state and national conferences promoting the work of inclusion. Cassie works at the Haring Center and partners with OSPI to disseminate and advocate evidence-based, quality inclusive practices to professionals and the community.
Shane Miramontez (she/her) is an inclusion specialist with over 20 years’ experience in the field. She is a BCBA and received both her masters and doctorate in special education from the University of Washington. Shane holds a special education teaching certification as well as Program Administration credential. She began her education career as a paraeducator in San Diego. Since then, she has been a classroom teacher, clinician, business owner, parent trainer, district autism consultant, university instructor, practicum supervisor, and researcher. She is committed to inclusive practices with interests in early childhood, social-emotional learning, and physical activity.
I am the ESD 112 Early Childhood Special Education Regional Coordinator. I work with school districts to shift systems with the intention that one day all preschool age students with disabilities will attend school in inclusive settings with their same age peers. I also train and coach teachers in Pyramid Model and UDL practices. My background is in early childhood education, but I also have a Master's in Education Degree with a focus in inclusionary practices and Social Justice Leadership. I believe that all kids are "our kids" and my passion is to continue to build systems of belonging.
