Workshops & Schedule

with Keith Jones

This plenary session discusses the current climate in education, as well as the reasons for unambiguous hope and opportunity it presents. This session will also discuss the essential role that families, educators, and communities play in attaining and delivering equitable and high quality education for all students.

About Keith:

Keith Jones is the President and CEO of SoulTouchin’ Experiences LLC, an organization dedicated to advancing access, inclusion, and empowerment across communities. Drawing from lived experience, Keith brings both personal insight and policy expertise to his work, challenging systems and inspiring leaders to rethink what equity demands.

Through multicultural, cross-disability education and outreach, Keith collaborates with organizations nationwide to strengthen inclusive practices and expand access to meaningful services and information. His work spans a wide range of social justice issues, including immigration, criminal justice reform, health care, and environmental justice, always centering the voices and leadership of people with disabilities.

In addition to his advocacy and policy work, Keith is a multi-talented artist and co-founder of Krip Hop Nation, an international collective of artists with disabilities. Founded alongside Leroy Moore and Rob Temple, Krip Hop Nation amplifies disability culture and artistry on a global stage. The collective recently gained widespread recognition for its Emmy Award–winning title song featured in Rising Phoenix, the Netflix documentary chronicling the Paralympic Games and its critically acclaimed soundtrack.

with Chris Hannah

Join Vineland Public Schools music teacher, Chris Hannah, to see how the Cole the Deaf Dog & Friends therapy dog program revolutionizes the school experience by reframing 'disability' as a unique 'superpower' for students. This session explores why inclusion is the heartbeat of student success and provides actionable strategies to foster an accessible, empathetic classroom environment, in any subject.
Learn how to leverage unique narratives to dismantle stigmas and empower every learner. Move beyond your four walls to become a model of inclusive leadership, inspiring colleagues to embrace diversity schoolwide. Turn advocacy into action and create a culture where everyone belongs.

About Christ

Chris Hannah, a music teacher of 25 years from Vineland, New Jersey, and his pitbull, Cole the Deaf Dog, have turned a rescue story into a powerful movement for inclusion. Adopted in 2017, Cole found a kindred spirit in Chris. Today, they communicate through ASL, proving that a disability is not an inability—it is, as Cole’s mission suggests, a "superpower."

For seven years, this certified therapy team has worked side-by-side daily at Dr. William Mennies Elementary School. Together they lead and create an atmosphere that inspires children to embrace their differences and cultivate self-acceptance. Their work highlights that our most profound connections are often found in what makes us unique.

Their advocacy has captured the heart of the nation, being featured on ABC World News Tonight, NBC Nightly News, The Rachael Ray Show, GMA, Access Hollywood, and more. Together, Chris and Cole are teaching the world that silence isn't a barrier—it’s an invitation to listen with your heart.

with Erika Ruff, Joan Brown, Scott Shumway, Michael Adams, and Colleen Tete

How does a South Jersey district build a culture where inclusion is more than a philosophy, but something you can see in action every day? In this session, Riverside Township School District will share how we moved from intention to implementation through creative scheduling, collaborative problem solving, and a whole-community commitment to supporting students with disabilities. Our journey highlights how inclusive practices take root when everyone is involved—from district leadership and administrators to teachers, paraprofessionals, support staff, and the many individuals who help our schools run each day. This presentation will share how a shared vision, strong communication with families and stakeholders, ongoing coaching and professional learning, and celebrating successes across the district have helped build a culture where inclusion truly belongs to everyone. Participants will leave with practical ideas, lessons learned, and a glimpse into how a “Ram-tastic” team effort can make inclusive education thrive.

About the Presenters

The Riverside Township School District Inclusion Team is a district-wide group of educators and leaders dedicated to strengthening inclusive practices across our schools. Representing multiple roles within the district, the team works collaboratively to support meaningful access to learning for all students and to promote a culture where every student feels valued and supported.

Team members include Erika Ruff, CST Director; Mike Adams, Superintendent; Scott Shumway, RES Principal; Colleen Tete, RES Physical Education Teacher; and Joan Brown, LDTC. Together, they bring perspectives from district leadership, administration, general education, and special education, reflecting Riverside’s commitment to inclusion as a shared responsibility across the entire school community

with Joshuah Carlani

This presentation will present specific strategies that support meaningful partnerships with fathers of children with complex disabilities. These strategies will help teachers and other professionals develop stronger partnerships with fathers by avoiding assumptions, using technology to improve father access to educational information and meetings, making parent meetings more interactive, ensuring that school activities and events involve the whole family, and connecting fathers to other fathers (Pancsofar, Petroff, & Lewis, 2017). This presentation will also consider strategies that can be applied in practice to better support fathers of children with disabilities during times of heightened stress (Altiere, 2008; Hsiao, 2018).

About Joshuah:

Mr. Carlani is a Licensed Behavior Analyst and Board Certified Behavior Analyst (BCBA). He currently serves as a Supervisor of Special Education in the South Brunswick Public School District. He has experience as a special education teacher working across K–12 settings, with a focus on students with Autism and social-emotional needs. He is an adjunct professor in the School of Education at The College of New Jersey. Mr. Carlani served as a BCBA Advisory Panel Member for the New Jersey Department of Education, contributing to the development of the Best Practices for Public School BCBAs document. His involvement with research on supporting fathers of children with complex disabilities has been published in Young Exceptional Children and presented at international conferences, including the AAIDD Annual Meeting and the International Youth Scientific and Practical Conference on Deaf-Blindness in Moscow, Russia.

with Nicole Cammarota-Verasco

Many schools implement co-teaching to meet service delivery requirements—but struggle to move beyond scheduling two adults into one room. Co-teaching is often utilized as a logistical solution rather than an instructional strategy. When leaders focus only on placement, coverage, or compliance, co-teaching can devolve into “one teach, one assist” patterns that limit impact and contribute to teacher frustration. This session shifts the conversation from co-teaching models to leadership moves. Participants will explore how administrators and instructional leaders create the structural, relational, and instructional conditions that allow co-teaching to thrive. Attendees will leave with practical tools to support teacher collaboration, strengthen specially designed instruction (SDI), and build a culture of shared responsibility rather than compliance.

About Nicole:

Nicole Cammarota is the Instructional Supervisor of Special Education at Kingsway Regional School District, where she oversees programs and supports for students across grades 7–12. She holds a dual BA in English and Secondary Education from The College of New Jersey and an M.Ed. in Curriculum & Instruction from the University of Virginia. Nicole is a prospective Ed.D. candidate at Rowan University. With over a decade of experience in education, Nicole has taught and supported students in twice-exceptional, gifted and talented, and in-class resource settings across all levels of secondary education. She is passionate about promoting inclusive practices, co-teaching models, and tailored interventions that meet diverse learners’ needs. Nicole combines classroom expertise with leadership experience to mentor educators, develop professional learning, and ensure equitable access to rigorous academic opportunities for all students. Her work reflects a commitment to fostering both student growth and teacher development in dynamic learning environments.

with Annie Corley-Hand

Too often in early childhood classrooms, student struggles quickly lead to referrals rather than to reflection on instructional design, developmental alignment, and Tier 1 supports. This session reframes common behavior and learning concerns through a prevention and systems lens. Participants will explore how developmentally appropriate practice, Universal Design for Learning, and High Leverage Practices work together to create inclusive environments that support diverse learners from the start.

Using real classroom scenarios and standards-aligned examples, participants will examine where expectations may exceed developmental readiness and how proactive design can reduce unnecessary referrals. Participants will leave with practical tools and walkthrough look fors to shift from a fix-the-child mindset to redesigning environments that promote equity, belonging, and strong early learning outcomes.

About Annie:

Annie Corley-Hand is a highly respected leader in early childhood education in New Jersey, with more than 30 years of experience in the field, including 14 years as principal of the Mary Kay McMillin Early Childhood Center in Berkeley Heights. Under her leadership, the school became known for its innovative approaches to early learning, including play-based STEM initiatives and the development of inclusive systems grounded in child development, curriculum design, developmentally appropriate practice, and Multi-Tiered Systems of Support. Her work has consistently focused on driving systemic change to ensure equitable access and success for all learners.
Her outstanding contributions have been recognized statewide and nationally. She was named the NJPSA Visionary Principal of the Year by the New Jersey Principals and Supervisors Association and honored as a National Distinguished Principal by the National Association of Elementary School Principals. Today, through her work with Leading Innovative Learning Associates, LLC, Annie continues to coach and support schools and educators in strengthening early childhood education, inclusive practices, curriculum development, and MTSS implementation. She also serves as a consultant and inclusion facilitator for All In for Inclusive Education, the New Jersey Preschool Inclusion Project, and the New Jersey Principals and Supervisors Association.

with Madison Bronstein

What does it take to build district wide AAC capacity in schools throughout New Jersey? All the knowledge and expertise in the hands of one person is not enough to ensure successful implementation and carryover throughout the district. While we must support SLPs in expanding their knowledge of AAC, we must also empower team members to ensure long-term sustainability. Building upon goal setting and district tiers of support, we will illustrate a roadmap for increasing district wide capacity, involving various stakeholders including, but not limited to, district administrators, educators, specialized support personnel, and families - ensuring a collaborative and unified approach.

About Madison

Madison Bronstein, M.S. CCC-SLP, ATP, is a speech-language pathologist (SLP) by training with a specialization in assistive technology. She is a RESNA certified Assistive Technology Professional (ATP). At the AT Center at TCNJ, she serves school districts around the state of New Jersey, providing professional development on AAC and AT to educators and families. She has clinical experience serving pediatric clients in a variety of settings, including a specialized private school for students with brain injuries, public school, home care, and private practice. She is passionate about interdisciplinary collaboration, including involving the student at the center of the decision making process, drawing on her experience with teams of OTs, PTs, paraprofessionals, parents, special educators, hearing specialists, and Teachers of the Visually Impaired (TVIs) to provide AT solutions for children with a variety of diagnoses, including funding reports to help children and families obtain dedicated speech generating devices.

with Ashley Pollitt

This workshop offers PreK-12 educators across content areas an opportunity to address New Jersey’s Public Law S1569, mandating portrayals of people with disabilities in school curricula. Extending conversations about HOW to teach students with disabilities to now focus on WHAT we teach about disability, we will work to translate policy into practice to highlight the perspectives, contributions, and pride emanating from the disability community. Participants will design disability-inclusive content for teaching with the aims of “normalizing” difference, addressing misconceptions, and fostering critical perspectives.

About Ashley

Ashley Pollitt serves as an assistant professor in the Department of Special Education, Language, and Literacy at The College of New Jersey. As a former special educator in high school English language arts, she integrates her classroom experience into teacher preparation to guide both pre-service and practicing educators in addressing and challenging ableism. Her scholarship, informed by disability studies in education, explores how disability is portrayed within P–12 curricula and how teachers think about their instructional decisions. Through this research, she aims to bridge policy and classroom practice, supporting teachers in developing equitable approaches and deeper understandings of disability in education.

with Deirdre Azzopardi

This session explores how slowing classroom pace can improve engagement and learning outcomes for neurodivergent students in today’s high-pressure, productivity-driven culture. Drawing on research about teacher wait time, stress contagion between educators and students, and themes from The Anxious Generation and Dopamine Nation, participants will examine how distraction, urgency, and overload shape classroom environments. The talk highlights evidence that intentional pauses, regulated teacher presence, and reduced cognitive clutter support processing, autonomy, and emotional safety. Attendees will leave with practical strategies to “do less” in order to foster deeper thinking and healthier learning environments for both students and educators.

About Deirdre

Deirdre Azzopardi is an occupational therapist with over 30 years of experience working with neurodivergent children in both schools and private settings. She has a bachelor’s and doctoral degree in OT and a master’s degree in psychology. Dr. Azzopardi is a registered yoga teacher for both adults and children (RYT) and a trained mindfulness instructor. She has presented extensively on topics related to SEL, mindfulness and neurodiversity. Currently Dr. Azzopardi is working in the Ridgewood Public Schools and is serving as the president of the teacher's union.

with Sara Jutcovich (All In for Inclusive Education)

This session introduces educators to Self-Regulated Strategy Development (SRSD), an evidence-based approach that empowers all students to become independent, strategic writers. Participants will learn practical strategies to strengthen both writing and executive functioning skills, fostering engagement, ownership, and academic success. The session will also explore how SRSD supports inclusive instruction, providing tools to meet the diverse learning needs of every student while promoting confidence and a love of writing.

About Sara:

Sara is an Inclusion Facilitator at ALL IN for Inclusive Education (formerly NJCIE) and a former special education teacher in New York City. She specializes in inclusive practices, co-teaching, instructional design, and literacy instruction in elementary and middle school settings.

She holds a B.S. in Inclusive Elementary and Special Education from Syracuse University and an M.A. in Literacy Education from Teachers College, Columbia University. Sara collaborates closely with educators and school leaders to design practical, inclusive supports for all learners. Guided by a strong commitment to equity and social justice, she is currently pursuing a doctorate in Educational Leadership with a focus on Special Education.

with James Coviello & Michele Gardner

A small but growing body of research has revealed significant local variation in how the concept of Least Restrictive Environment for the placement of students with disabilities is implemented within a given state. This session will present the results of a study recently published in the Journal of Special Education that examines district-level variation and local contextual factors in the implementation of LRE policy and placement patterns in the state of New Jersey. It will conclude with potential implications and connections for current practitioners in the state.

About James & Michele

James Coviello, Ed.D. is an Assistant Professor in the Department of Administrative and Instructional Leadership at St. John's University. James was a classroom teacher for ten years in New York and New Jersey before pursuing his doctorate at the University of Texas at El Paso. In 2018, he was named a David L. Clark Scholar by the American Educational Research Association. His research, which focuses on the intersection of district- and school-level leadership and policy implementation, has been published in the Journal of Special Education, Leadership and Policy in Schools, and the Journal of Educational Administration. His most recent projects examine school leadership and inclusion for students with disabilities as well as district superintendents navigating local politics.

Michele Gardner serves as ALL IN’s CEO and Executive Director, joining the team with 26 years of experience in the New Jersey public schools, filling a variety of roles including paraprofessional, special education teacher, LDTC, Supervisor, Assistant Principal and Director of Special Services. She has also been an adjunct instructor with The College of New Jersey for almost 17 years for the Department of Special Education, Language & Literacy. Michele has dedicated her administrative career to making public schools inclusive spaces for students with a wide range of learning abilities. She is also the recipient of the 2020 NJCIE Inclusion Honors award and the 2020 NJASA Special Education Administrator of the Year. 

with Michelle Lockwood (All In for Inclusive Education)

“Unmotivated”, “disengaged”, “apathetic”, “indifferent”--have you found yourself thinking of your students in these terms recently? If so, you are not alone. However, these characterizations can be based on myths, misconceptions and misunderstandings about the research behind student motivation. During this session participants will explore key concepts related to student motivation and engagement which can be systematically deployed to boost student success. Participants will learn ways to enhance student motivation and empower them to take ownership of their learning by creating a learning environment that leverages autonomy, belonging, competence, and meaning.

About Michelle:

Michelle serves as a Vice President of ALL IN. She has over 20+ years' of professional experience working with students and individuals in need of behavioral support. Michelle shares her expertise by providing professional education and support to school staff for the advancement of school-wide, classroom, and individual student positive behavior support systems. Michelle facilitates the development of behavior intervention plans for individual students and presents informative workshops to parent groups. Prior to joining ALL IN (formerly NJCIE) in 2007, Michelle was a Behavior Specialist and Inclusion Facilitator for the Howard County Public School System in Maryland.

with Kory Kutzler, M.Ed., M.A.

This interactive training focuses on intentional team-building activities designed to help students feel safe, connected, and engaged. Participants will experience a progression of activities—starting with light icebreakers and moving toward deeper, meaningful connection exercises that promote communication, trust, and belonging. The session emphasizes practical, ready-to-use strategies for getting kids talking, listening, and connecting with one another in authentic ways. Participants will be up and moving throughout the training and will leave with a comprehensive packet of activities they can immediately implement in classrooms, groups, or programs.

About Kory:

Kory W. Kutzler has two master’s degrees, one in Special Education and one in Counseling and Human Services. Kory has 21 years of dedicated experience in the fields of education and mental health, reflecting a deep commitment to enhancing the lives of individuals and communities. His personal experiences, including overcoming significant challenges and embracing the power of resilience, have profoundly shaped his approach to mental health and education.

In addition to his work in schools and mental health settings, Kory has worked with many high school sports teams, providing training on team building, communication, relationships, and mental health education, with proven success. His unique blend of empathy, practical strategies, and evidence-based practices has empowered countless individuals to navigate their personal journeys successfully.

Kory’s career is a testament to his belief in the transformative power of education and mental health support in fostering a better, more compassionate world.

with Nick Gregorio & Katie Telschow

Special Olympics Unified Sports brings students with and without intellectual disabilities together on the same athletic teams, creating belonging and strengthening school culture. This interactive session walks participants through Dover High School's first-year launch, offering practical, replicable strategies for starting or expanding Unified Sports programs. Learn step-by-step implementation guidance, SONJ grant funding processes, budgeting strategies, and sustainability planning. Real examples, actual data, and troubleshooting tips to help leaders to build inclusive athletic opportunities aligned with whole-school inclusion initiatives.

About Nick & Katie:

Nick Gregorio is the Transition Coordinator and Unified Sports Coordinator at Dover Public Schools (NJ). He has experience teaching at the elementary, middle, and high school levels, along with a background in coaching high school and college football and teaching Adapted Physical Education.
Nick built his school’s Unified Sports program from the ground up, securing grants through Special Olympics and partnerships with the New York Jets to provide funding, equipment, and opportunities for students. His approach focuses on creating sustainable programs that schools can realistically implement and grow.
In addition to his school-based work, Nick serves as President of his hometown Special Education Parent Advisory Group (SEPAG), strengthening collaboration between families and schools. He is committed to expanding access to inclusive athletics and preparing students for meaningful participation in school and community life.

Katie Telschow is the Inclusive Education Manager at Special Olympics New Jersey, where she leads statewide efforts to expand Unified Champion Schools programming and strengthen inclusive school communities across PreK–12 districts and colleges. She partners with educators and student leaders to provide training, strategic planning, and leadership development that promotes belonging and meaningful participation for people with and without disabilities.

Katie brings more than twenty years of experience as a recreation, club, travel, high school, and Special Olympics coach, as well as a recreation sports program leader. Her work is grounded in the belief that sport is a powerful entry point for leadership, connection, and social change. She also served as the Passaic County representative on the New Jersey Education Association (NJEA) Leadership Committee.
Katie is passionate about developing youth voices and empowering students as leaders who help build more inclusive school communities.

with Katie F. Whitley, Ph.D.

Drawing on culturally and historically responsive literacies and disability studies in education, participants in this session will examine strategies to increase accessibility in the writing process by centering students’ lived experiences. We will begin by brainstorming the expectations for writing common in their schools, reflecting on personal expectations/goals for student writing, and identifying the challenges we face when engaging in the writing process. Next, we will deconstruct and reconstruct typical writing assignments to focus on opportunities for multimodality and students' lived experiences. Participants will walk away with tangible strategies they can use in their classrooms.

About Katie

Katie F. Whitley, Ph.D., is an adjunct faculty member in the department of Teaching and Learning at Montclair State University. She earned her Ph.D. in Teacher Education and Teacher Development from Montclair State University in 2024. Her dissertation, Exploring Teachers’ Lived Literacies: Disrupting Hegemonic Conceptions of Literacy in Schools, examined how secondary English language arts teachers conceptualize literacy, using a feminist approach to new literacies as her theoretical framework. Her research highlights the complexities and tensions teachers navigate as they bring their personal understandings of literacy into classroom practice, often confronting deficit-based models prevalent in education. Katie is also currently engaged in collaborative self-study using dialogic friendship to explore equitable approaches to teaching and learning.

with Julie Lang (All In for Inclusive Education)

When inclusion feels overwhelming or unsuccessful, the issue is rarely a lack of effort—it’s often a lack of alignment. This interactive session invites school leaders, teachers, and parents/caregivers to collaboratively troubleshoot the real barriers that make inclusive education difficult in practice. Through discussion, scenario analysis, and shared problem-solving, participants will reframe challenges as opportunities for collective action. Attendees will leave with practical tools, clearer expectations across roles, and a renewed sense of shared responsibility for inclusive outcomes.

About Julie:

Julie is an Inclusion Facilitator for All In. She has over 27 years of experience teaching and coaching in the NJ public school system. Her areas of expertise are teaching and co-teaching in an inclusive classroom, curriculum, literacy development, and literacy instruction. Julie is currently a doctoral candidate studying Instructional Leadership: Coaching and Mentoring.

with Kate Sullivan

Critical thinking is a set of cognitive moves that can be explicitly taught, modeled, and practiced in inclusive classrooms. In this interactive session, participants will learn a practical framework for moving students from simply answering questions to explaining their reasoning. Attendees will explore strategies for modeling thinking, using probing questions, designing structured response systems, and building metacognitive reflection routines. All activities are adaptable across grade levels and grounded in evidence-based practices, ensuring that every student — including those with disabilities — has access to rigorous and engaging learning experiences.

About Kate:

Kate Sullivan is an educational consultant, instructional coach, and professional development leader dedicated to helping schools design inclusive classrooms where every student can participate, think deeply, and succeed. With more than twenty years of experience as a middle school ELA teacher, she now leads K Sullivan Consulting, partnering with districts to strengthen Tier 1 instruction, elevate student voice, and support teachers in designing rigorous learning experiences that are accessible to all learners.

Kate also teaches graduate-level education courses through the Holocaust Resource Center at Kean University, where she works with educators on teaching the Holocaust and prejudice reduction. She also teaches composition at Brookdale Community College. Kate’s workshops are known for being practical, energizing, and grounded in real classroom strategies that promote inclusive participation and critical thinking.

with Michele Gardner (All In for Inclusive Education) & the Achievement Center at Raritan Valley Community College

Join our 2nd annual panel of self-advocates from The Achievement Center at Raritan Valley Community College as they discuss their school experiences, relationships, self-advocacy and the celebrations and challenges of the adult world.

with Rebecca Nash & Catherine Lucey-Meagher (The ARC of NJ)

Traditional expectations of “success” in adulthood—financial independence, career advancement, owning a house, and creating a family—often fail to consider the diverse realities of people with developmental and other types of disabilities. When preparing our students for adult life, this homogenous rubric can lead to feelings of disappointment and failure. Redefining Success in Adult Life invites participants to critically examine societal expectations, challenge the one-size-fits-all narrative, and develop individualized, meaningful, and often undervalued goals for success –incorporating person-centered planning, self-determination, values, and individual circumstances.

About Rebecca and Catherine

Rebecca Nash is a Transition Specialist with The Arc of New Jersey’s Planning for Adult Life Program, where she supports school districts across Central & North Jersey in preparing high school students with IDD (intellectual and developmental disabilities) for their transition out of high school and into adult life, honing in on independent living, employment, postsecondary education, and community life. She develops curriculum, workshops, and activities and conducts training for families and educators to prepare them for the strength-based transition planning process.
Rebecca’s background is primarily early education, special education and supported employment. She received a Bachelor’s in Psychology from Rutgers University as well as a Master’s in Elementary & Special Education from Rutgers’ Graduate School of Education. She started her career as a Pre-K teacher and then moved on to a Supported Employment agency to help support young adults with Pre-Employment Services, such as Work-Readiness Training Skills, Job Exploration Counseling, and Self-Advocacy. Rebecca will be presenting “Strength-Based Transition Planning: Honoring Differences, Reframing Deficits” alongside Catherine. She currently resides in Brick, New Jersey with her two cats, Kit & Luna.

Catherine Lucey-Meagher is a Transition Specialist with The Arc of New Jersey’s Planning for Adult Life Program, where she supports school districts across South Jersey in preparing young adults with intellectual and developmental disabilities (IDD) for postsecondary education, employment, and community life. She develops curriculum, leads training for families and educators, and advocates for equitable, strengths-based transition planning for all. Catherine has nearly a decade of experience in education, disability services, literacy intervention, and family engagement. Her background includes founding district-level programs in dyslexia intervention and life skills, contributing to major client outcomes in the financial sector, and early work as a case manager for adults with disabilities. She holds a B.A. in Sociology from The University of Massachusetts Amherst and is a two-time AmeriCorps Education Award recipient. Catherine will be presenting “Strengths-Based Transition Planning: Honoring Differences, Reframing Deficits.” She recently relocated to South New Jersey from Austin, Texas, with her husband John and their Chihuahua, Hopper.

with Jordan Fagan (All In for Inclusive Education)

Executive function (EF) skills (such as planning, task initiation, working memory, cognitive flexibility, and self-regulation) are foundational for student success in secondary classrooms, yet they are often addressed only through individualized interventions or small group supports. This session reframes executive function as a whole-class instructional priority, emphasizing proactive, inclusive strategies that benefit all learners while reducing overwhelm for both students and teachers.

Grounded in classroom-based examples and current research, participants will explore how everyday instructional routines, classroom structures, and teacher language can strengthen executive functioning for students in grades 6–12.

About Jordan:

Jordan Fagan is an Inclusion Facilitator for ALL IN. She earned her M.A. in Writing, Gender, and Culture from King's College London. She later earned her M.S.Ed in Educating Students with Disabilities from Brooklyn College. Jordan is a "people person" with a focus on building authentic relationships and creating opportunities for equitable access.

with Timothy Rohrer & Amy Rohrer (Tips4Inclusion)

Autism self-advocate, Tim Rohrer and his mother share their journey of empowerment, advocacy and inclusion. Tim will discuss how his desire for social inclusion shaped his development as a self-advocate and provide tips and strategies to create socially inclusive schools. His mother will offer a parent perspective on supporting advocacy, confidence and self-determination. Participants will leave inspiring ideas and tips to promote belonging, empowerment of student voice and how to foster meaningful inclusion.

About Timothy & Amy

Timothy Rohrer is a young adult with autism who was nonverbal till the age of five. He created his own business he calls “Tips4Inclusion." Timothy is also a speaker, author, self-advocate and educator who promotes social inclusion of individuals with disabilities.  His amazing work has been seen and used around the world. He has written two children’s books, “Timmy’s Story: A Story About Autism and Friendship” and Timmy's Story: A Sensory Friendly Birthday. He created his own website with his own original resources and YouTube Channel with animated videos about disabilities, friendship and inclusion.  

Timothy has spoken at many schools, conferences, businesses and even made it to the top speaking at the Department of Education. In addition, he has received a commendation from the NJ State Senate and Assemblymen and is the managing partner of a teen founded, non-profit organization, 5Help Foundation.

Amy Rohrer, is not only Timothy’s mom, but is a proud mom to two amazing sons. She graduated from Rutgers University and has a degree in social work. Currently, she works as a substitute teacher and helps manage Tim’s speaking career. In addition, she is the Director of Volunteer Operations for a non-profit organization called 5Help Foundation.

with Laura Martinez (All In for Inclusive Education)

This session explores how flexible grouping and the Gradual Release of Responsibility model can be used to design inclusive learning environments where all students thrive. Participants will learn how to plan intentionally for student variability, balance support with independence, and apply Universal Design for Learning (UDL) principles to promote engagement and access. Through practical examples and reflection, educators will gain tools to shift classroom practices from teacher-led to student-driven learning; empowering every learner to take ownership of their growth while maintaining a strong sense of belonging.

About Laura:

Laura Martinez is an Inclusion Facilitator for All In. She is an experienced Special Education professional with a proven track record of supporting diverse learners and fostering inclusive educational environments. She earned her M.S.Ed. in Special Education from The City College of New York, and has 10 years of experience in working with students with emotional, behavioral, and social disabilities. Her areas of expertise are in differentiation, classroom management strategies and academic and behavioral progress monitoring.

with Dr. Lauren Baldino (All In for Inclusive Education)

PE & Related Arts classrooms offer powerful opportunities, and unique challenges, for meaningful inclusion. This session is designed for both teachers and school administrators who want to strengthen inclusive practices in related arts & PE settings. Participants will explore practical strategies that support equitable access, adaptive instruction, and authentic student engagement for learners with diverse needs. Educators will examine key "look-fors" of inclusive instruction, including differentiation, adaptive equipment and strategies, collaborative supports, and ways to ensure all students actively participate and succeed. Teachers will gain actionable ideas they can immediately apply in their classrooms, while administrators will learn how to effectively recognize support, and provide feedback on inclusive practices during walkthroughs, observations, and evaluations. Participants will leave with practical tools and strategies to help ensure all students are meaningfully included and supported in PE & Related Arts.

About Lauren:

Lauren Baldino, Ed.D., is an Inclusion Facilitator at ALL IN. She earned her MA in Motor Learning and Control, with a focus on improving abilities of children with cerebral palsy, and her Ed.D. in Curriculum and Teaching in Physical Education, with a focus on inclusive practices in the education environment, receiving both degrees from Teachers College, Columbia University.  Lauren has been employed in numerous aspects of education for over 12 years, in both the public school and private school sectors, working to create more inclusive spaces for students of all abilities. Additional experience has been in working in various roles with both Special Olympics New Jersey and Special Olympics Washington. 

with Danielle Mastrogiovanni

Learn simple, sustainable embodied practices that support teacher regulation, student engagement, and nervous system awareness - without adding more to your plate.

About Danielle:

Danielle Mastrogiovanni is a general education teacher with 17+ years of experience supporting neurodivergent students in a general education classroom. Her work is rooted in the belief that learning begins in the body. Through movement, sensory awareness, and nervous-system–informed practices, she helps students feel safe, regulated, and ready to learn. Danielle is passionate about helping educators see behavior through a new lens and feel more confident supporting neurodivergent students in ways that are both practical and deeply human.

with Kory Kutzler, M.Ed., M.A.

This foundational workshop introduces trauma and its far-reaching effects on individuals of all ages. Designed for anyone in a helping, leadership, or educational role, it explores the psychological, emotional, and physiological impacts of trauma. Participants will learn fundamentals of trauma-informed care, how to recognize trauma responses, and practical strategies for building supportive environments. Attendees will gain tools to respond with empathy, understand the roots of challenging behaviors, and foster resilience in those they serve—whether students, colleagues, clients, or community members.

About Kory:

Kory W. Kutzler has two master’s degrees, one in Special Education and one in Counseling and Human Services. Kory has 21 years of dedicated experience in the fields of education and mental health, reflecting a deep commitment to enhancing the lives of individuals and communities. His personal experiences, including overcoming significant challenges and embracing the power of resilience, have profoundly shaped his approach to mental health and education.

In addition to his work in schools and mental health settings, Kory has worked with many high school sports teams, providing training on team building, communication, relationships, and mental health education, with proven success. His unique blend of empathy, practical strategies, and evidence-based practices has empowered countless individuals to navigate their personal journeys successfully.

Kory’s career is a testament to his belief in the transformative power of education and mental health support in fostering a better, more compassionate world.

with Kim Pinckney, Ph.D. & Lisa Dolby

In this interactive workshop, we demonstrate how the NJEA Consortium bridges the gap between legislative mandates and classroom practice by treating learner variability as a strategic asset. Participants will explore a synergistic design matrix where Understanding by Design (UbD) provides the structure, Universal Design for Learning (UDL) provides the access, and Culturally and Historically Responsive Education (CHRE) provides the depth. Learn how these frameworks in concert proactively reduce barriers and foster student agency, joy, and historical truth.

About Kim & Lisa

Dr. Kim Pinckney is an accomplished Instructional Design & Technology Leader, Performance Improvement Consultant, Assessment & Evaluation Specialist, and Inclusive Education Advocate with a proven record across K-12, higher education, industry, and government settings. She holds a Ph.D. in Instructional Design & Technology from Old Dominion University and an M.A. in Second Language Acquisition and Application—Spanish from the University of Maryland, College Park. Her expertise is bolstered with professional certifications in Universal Design for Learning (UDL), Human Performance Technology, and Instructional Systems Design (ISD). Currently, Dr. Pinckney serves as an Associate Director for the Professional Development & Instructional Issues Consortium Program and Special Education Lead at the New Jersey Education Association (NJEA). In this role, she is a strategic leader focusing on blended learning, professional development, and inclusive education.

Lisa Dolby is a passionate educator and advocate dedicated to fostering inclusion and equity in schools. Named Gloucester County Teacher of the Year in 2023, she continues to champion opportunities for students and educators alike. She is the co-founder of Program 2 Practice, a mentorship initiative connecting county teachers with aspiring educators to strengthen the teaching pipeline. She is deeply involved in professional advocacy through her local association, where she serves as treasurer. She’s also a member of the Professional Development and Elections committees for the Gloucester County Education Association (GCEA). At the state level, she serves as an Ambassador for the New Jersey Education Association’s (NJEA) Consortium Design Team, helping to design inclusive and accessible resources for educators across New Jersey. Her work centers on advocating for people with disabilities and ensuring that all groups are meaningfully included in education.

with Allison Gollin

When students struggle, school-home communication can feel less like teamwork and more like a tug-of-war, but what if hard conversations could actually strengthen relationships? In this engaging, strengths-based session, educators will explore the Strengths Spiral as a simple, powerful way to shift from blame and defensiveness to curiosity and collaboration. Through real-life scenarios, ready-to-use language, and a few “aha” moments, participants will learn how to spot and name strengths, lower tension, and partner with parents as true teammates so that everyone can focus on what matters most: student growth.

About Allison

Allison is a New Jersey–based school social worker with over 20 years of experience supporting students with diverse learning, social-emotional, and behavioral needs. With the dual perspective of a Child Study Team case manager and the mother of a daughter with dyslexia, she understands the challenges families and educators face from both sides of the table. Allison specializes in strength-based IEP development, interpreting assessments, collaborating with private providers, and guiding parents, teachers, and administrators through the complexities of special education. She is committed to helping educators understand students holistically so they can build stronger, more productive partnerships with families. Allison holds an MSW from Columbia University and a BA in Psychology from Lehigh University and is licensed as an LSW in New Jersey. She lives in South Jersey with her husband, two young adult children, and two very cute dogs.