In reading through the proposed document, I am incredibly disappointed at the lack of explicit inclusion of ability throughout the document.  For example, in the social awareness sections for each grade level, there are references to "different perspectives, backgrounds, cultures, or social groups" - every instance of this should read "different abilities, backgrounds, cultures, perspectives or social groups." For true inclusion to take place in our schools, students *must* learn about the experiences and views of those with disabilities alongside those from different cultures, races, backgrounds, perspectives, etc.   While I'm sure some would say that ability could be included within the backgrounds/cultures/perspectives/social groups, the fact of the matter is that disability is often not included at all, unless it is explicitly mentioned.  This instruction is critical to foster understanding of students with disabilities - physical and invisible - among their non-disabled peers.  This should not be left up to the interpretation of any individual teacher, school, or school district - it must be explicitly required from VDOE. 

Another example of where disabilities must be explicitly addressed is where the standards talk about teaching "active listening skills."  Most educators think of active listening skills as sitting tall, feet on the ground, hands still, showing "attention." The fact of the matter is that for students with disabilities, that is often NOT what active listening looks like.  An understanding needs to be taught - to students and educators alike - that active listening looks different for everyone.  Some students may need flexible seating options to engage their active listening.  Other students may need fidgets for their hands to engage in active listening.  Other students may need to have a reclining chair (where they can then focus their energy on listening rather than on engaging potentially hypotonic core muscles).  Students should be taught to recognize what active listening looks like for their person, and to self-advocate so that those in authority (educators, administrators, etc) understand their needs. 

These are just a few examples of how disability needs to be explicitly included in SEL curricula.  I urge VDOE to engage the state SEAC, as well as education-focused disability advocacy groups  (such as the various Special Education PTAs across the state), in this discussion before finalizing the standards. 

Thank you for your time. 
Sincerely, 
Amanda Campbell