Carl the Raccoon and the Power of Inclusive Education for the Next Generation

Despite growing divisions in the United States and uncertainty around critical education and work issues, a young raccoon named Carl gives me hope for the future. The new PBS Kids show Carl the Collector—the first series on the network to star an openly disabled main character—spotlights the adventures of Carl, a raccoon with autism who loves collecting things, and his crew of neurodivergent and neurotypical animal friends. Carl is voiced by a child with autism, just as his predecessor Max (a non-lead character on the hit show Daniel Tiger), was voiced by an autistic actor. To my kids, Carl is just another fun cartoon about friendship, but to me, he’s a hopeful sign that perhaps disability inclusion could become the norm for the next generation.

Disability permeates all aspects of society: Anyone can become disabled at any time, and one in four adults in the U.S. lives with a disability, whether visible or invisible. Research shows that when people with disabilities are truly included, everyone benefits—whether they are disabled or not. Beyond that, inclusion doesn’t just bring moral and social benefits; it has economic benefits, too. The power of inclusion begins early: When children with and without disabilities interact, they build social-emotional skills, make new friends, learn to appreciate human diversity, and create a sense of belonging. By fostering this understanding early, we can raise a generation of adults who innately understand disability inclusion, and the U.S. can reap its many benefits.

A child’s school years are critical not only for building math and reading skills, but for shaping how they see the world. When students with disabilities are integrated into the classroom community, kids learn that disability is another one of the many ways that people differ. (As my preschooler put it: people have a variety of “voices, water bottles, and favorite books.”) But far too many schools still fail to include students with disabilities in meaningful ways. From infancy on, parents of children with disabilities face huge hurdles to finding and keeping child care. And far too many students with disabilities are segregated into separate classrooms, with a number of these students disproportionately suspended or expelled.

“When students with disabilities are integrated into the classroom, kids learn that disability is another one of the many ways that people differ.”

I’ve witnessed firsthand the power of inclusive schools. At a Massachusetts preschool, I worked with a four-year-old who had recently arrived from a smaller, more isolating program. On his first day, he looked around in wonder, realizing that school was a place where he belonged. By the end of the year, his language skills flourished as he built friendships with classmates who quickly adapted to effectively communicate with a friend, even though he had more limited speech. In Washington, DC, I worked with neurodivergent high schoolers who visited a college campus and chatted with disabled college students about accessing support services, joining clubs, and having fun—learning that they, too, could have the full college experience they deserve.

These success stories didn’t happen organically: They’re the result of thoughtful policy choices. Teachers are key to inclusion but don’t receive nearly enough professional development for it, leading to frustration and burnout. To get there, Congress should fully fund the Individuals with Disabilities Education Act, while state leaders can identify more existing funding for training and coaching so that teachers have the support they need to make inclusion a success.

Unfortunately, many children with disabilities grow into adults who face barriers to employment or are pushed out of workplaces that don’t fully include them, or severely underpay them. Yet, companies who prioritize disability inclusion often do better financially. Workplace inclusion isn’t just about accommodations (most of which cost little or nothing); it’s about creating an environment and culture where employees with disabilities truly feel they belong. In fact, inclusion at school is a predictor of success for students with disabilities in the workplace and in living independently later in life.

The good news is we can build a truly inclusive workplace, and society, by starting with our youngest generations. By ensuring all of our youngest Americans feel a sense of belonging from the start, we can raise a generation that sees Carl the raccoon and his buddies as second nature and the start of a brighter, more inclusive future.

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