On an autumn afternoon at IHS, you might see a Unified Soccer practice on Deebs Field—all types of students passing, dribbling, and celebrating together as teammates. A community that thrives on the notion of belonging, friendship, and collaboration. This is what inclusion looks like at IHS: students creating spaces where everyone is valued, no matter their abilities, learning styles, or backgrounds.
A big part of this effort is led by Unified Sports Coach Jodi Maddren, whose energy and commitment have helped the program grow into one of the strongest examples of inclusion at our school. Unified Soccer and other Unified teams bring neurodivergent and neurotypical students together on the same court, with the shared goal of teamwork, friendship, and respect. Maddren has shown the IHS community that inclusion is not about separating people into categories but building bridges that bring us closer together.
But Unified Sports is only one piece of the bigger picture. True inclusion means making sure neurodivergent students feel fully part of the larger student body, whether that’s in classrooms, clubs, or daily life at school. Teachers in the Special Education department are working to adapt lessons to different learning needs, but bringing in more students also plays a key role. Peer mentors, supportive classmates, and friends who take the extra time to listen and include others make a world of difference. Even a stop during lunch in their classroom can make that difference.
So yes, there is more we can do. Too often, neurodivergent students experience subtle forms of exclusion, like being overlooked during discussions or not being invited to join in social events. These small moments add up, and they remind us that inclusion must go beyond programs and policies; it has to live in everyday interactions. To improve, IHS could expand its Unified model into more areas of student life, like theater, music, or art, so neurodivergent students can showcase their talents alongside their peers. Workshops or training for students and staff could also help us all recognize the hidden barriers that stand in the way.
There are also many simple, personal steps we can take, whether it’s asking a classmate to join your lunch table, making sure everyone feels heard, or showing up to cheer for a Unified game. At IHS, we’ve made progress toward inclusion, especially through Unified Sports and the leadership of coaches like Jodi Maddren. But the work is never finished. It is a daily commitment, shared by the whole student body, to ensure that every student—neurodivergent or neurotypical—feels seen, supported, and celebrated for who they are.