Inclusion is one of the most important ideas in special education and one of the most misunderstood. Through two contrasting student stories, this article explores what happens when placement decisions are guided by a child's readiness rather than fear, stigma, or assumptions. True inclusion is not about where a child is placed; it is about whether they have the support they need to learn, grow, and thrive.

Some days the lesson plan is irrelevant by 9am. A fire drill, a schedule change, three students who didn't sleep and suddenly everything you planned is out the window. Here's what I've learned: lower the bar, but keep it there. Adjusted expectations aren't abandoned ones. And a modified lesson is still a lesson.

Four posts in, we've moved through each function of behaviour — sensory, escape, attention, tangible. Now it's time to sit with all of it. Because real behaviour rarely arrives in a single, clean category. And the most important thing the SEAT framework teaches isn't the four letters. It's the habit of asking: what is this behaviour doing for this child? That question changes everything.

A child wants something. The parent says no. The escalation begins and the moment the parent gives in, something shifts. The child has just learned that screaming works. In this post, we explore the Attention and Tangible functions of behaviour: what drives them, how they grow, and how to stop reinforcing the very behaviours we want to change.

Sensory behaviour is the hardest function to address not because it's the most dramatic, but because it doesn't follow the script. The same sound that barely registers for one child can send another into full crisis. In this post, I'm unpacking sensory seeking vs. avoidance, sharing real classroom stories, and explaining what regulation actually looks like when you're living inside a nervous system that processes the world differently.