At Gregory Heights Elementary, Malachi's smile is a familiar sight. Whether he's roller skating in PE, drawing with friends, or working through math problems, Malachi's presence is always noticeable
Malachi’s journey goes deeper than his smile. Learning alongside his peers in an inclusive classroom has been a powerful change—for him and for his entire school community.
Malachi is a fifth-grade student who has autism and previously communicated nonverbally. Before attending Gregory Heights, he learned in a separate special education classroom. Today, he learns alongside his peers in an inclusive classroom where every student learns together and gets the support they need. In this environment, Malachi's learning has taken off.
Seeing Malachi Shine
When the school year began in fall 2023, Malachi was working on kindergarten-level reading and math. By January, he had made more than a year’s worth of academic growth. Today, Malachi is reading at a mid-year first-grade level and is solving multiplication problems—clear signs of how far he’s come.
The impact goes beyond academics—he's gained confidence, built stronger connections with others, and even communicates more with his family.
"Before, he would outcast himself, doing things alone," recalls his mother, Thavy Moses. "Now, he puts himself out there. He’s engaging with friends and even talking to me about his day. That shocked me the most—him coming home and asking me questions, telling me how he’s feeling. It’s like, wow, this is really you?”
Thavy remembers feeling nervous about the transition. She worried about how her son would be treated by other students. But Malachi’s response surprised her: “Mommy, it’s OK—I’m a big kid now,” he told her, holding her hand. That moment shifted something for her. “I realized I had to let go and let him learn. I needed to treat him like every other kid."
How Inclusion Works at Gregory Heights
At Gregory Heights, students of all abilities learn together in the same classrooms. Rather than separating students with disabilities into different spaces, special education teachers work side by side with general education teachers, providing tailored support within the classroom.
This model means that special education teachers don’t have their own classrooms. Instead, they join students in their general education setting, offering one-on-one assistance, small group instruction, and co-teaching opportunities that meet each student’s unique needs.
This close collaboration ensures all students have access to rigorous learning, meaningful connections with peers and the support they need to thrive.
Inclusion Benefits Everyone
Malachi’s presence is shaping the way his classmates and teachers connect, learn, and grow together.
Teacher Cari Casteel says he is improving how the whole class learns.
"His learning is a lot more visual, and the strategies we use for him help other students, too—especially multilingual learners," Cari says.
And the impact goes beyond academics.
"The kids are developing compassion for others. That’s great for the future, and we need that more moving forward," Cari adds. "It’s a beautiful thing to watch."
Molly Lynman, whose daughter Phoebe shares a classroom with Malachi, has noticed that impact, too.
“Over the years, I’ve seen Phoebe’s classmates show so much care and compassion,” Molly shares. “It makes me so proud of the incredible work the school and community have done together.”
Principal Robin Totten has seen firsthand how inclusive education transforms not just individual students, but the entire school community.
“Inclusion means every child’s needs are supported," she says. "We all need different things to learn, and we will all be great learners together."
Not Just Included—Thriving
The impact of inclusive education is clear: Malachi isn’t just included—he’s thriving. His journey is proof of what’s possible when schools embrace inclusion not just as a practice, but as a core value.
"It makes me happy," Malachi says simply when asked about being in class with his friends.
That feeling of connection—that sense of belonging—is one of the many powerful outcomes of inclusive education. For Malachi, being included means more than just being present—it means being seen, supported and the ability to thrive academically.
