Nicole Eredics is a Board-Certified Inclusive Education Specialist with a Masters degree in Special Education. After years of teaching in fully inclusive, general education classrooms, she now draws upon her experience to write, speak, and consult to various local and national organizations on the topic of inclusion. She is creator of The Inclusive Class blog and author of a guidebook for teachers and parents called, Inclusion in Action: Practical Strategies to Modify Your Curriculum. For more information about Nicole and her work, go to www.nicoleeredics.com.

Ms. Frake is currently pursuing her Ph.D. in Special Education and has co-taught across grade-levels in inclusive settings for nearly a decade in the Los Angeles area. In addition to inclusive education, Emily's professional interests are in anti-ableist work, perceptions of disability, and the transition to college for students with intellectual and developmental disabilities. Ms. Frake was awarded the California Leadership Education in Neurodevelopmental and Related Disabilities (CA-LEND) fellowship at Children's Hospital, Los Angeles for the 2022-2023 academic school year. Emily is a bagel enthusiast and loves soccer!

Kayla Coburn is a licensed Special Education Teacher with a credential in Extensive Support Needs and a Masters in Special Education. During her twelve year tenure, Kayla has held a variety of roles supporting Deafblind learners. No matter the role, Kayla has always made Inclusion a priority for all her learners and has fought to eliminate systemic barriers to being included. Most recently, Kayla has worked as an Independent Living Teacher for the Helen Keller National Center and an education specialist for the California Deafblind Services. Kayla recently moved to Washington state with her two small children and husband and is focusing on educating the public and other educators about the value and joy of Inclusive Education. You can also follow Kayla on Instagram @InclusionStartsNow. 

Cara is a homegrown Jersey girl who was leading classrooms in her basement to her imaginary students at a young age. She has been a Special Education Teacher for 10 years working in a variety of classrooms from second grade to sixth grade. Cara has her Bachelor's of Science from Saint Joseph's University in Elementary and Special Education and a Master's in Educational Leadership from Montclair State University. Her primary experience has been as an elementary Co-Teacher. Cara has worked with her Co-Teacher, Danielle Juhring for several years where they have been the models and experts of Co-Teaching and classroom management. Cara is passionate about Inclusive Education and designing classrooms that reflect Universal Design of Learning in order for all types of learners to feel supportive. She is so excited for the opportunity to mentor teachers in Co-Teaching and inclusive practices and research. When not advocating for all students, Cara enjoys pizza, coffee, and spending time with her husband and two year old daughter. 

Danielle Juhring is a certified Teacher and holds certifications in Special Education and School Leadership, including Principal and Supervisor certificates. Throughout her fourteen year career, Danielle has worked in public, private, and charter schools in underserved cities in New Jersey.  She has taught in inclusive settings for most of her teaching career; both in well-established inclusive environments as well as building capacity for stronger inclusionary practices in newly-established programs. Danielle currently Co-Teaches with Cara Vega, another Inclusive Education Consultant here at the Inclusive Education Collective, where their classroom is often showcased as a model for other district educators to observe and learn from.

Bradley Luvaas has been working in Education for nearly a decade and is in the final stages of completing his PhD. Mr. Luvaas has an ardent passion for inclusionary measures within the field of education. He is a father of four children, two of which have a rare condition known as Tatton-Brown Rahman Syndrome (TBRS). Mr. Luvaas’ experience as both an educator and father of special needs children allows him to view inclusionary measures from multiple perspectives. These perspectives ensure that Mr. Luvaas is not only aware of the needs of the child but also the capability of the school system to provide those needs.Mr. Luvaas’s educational philosophy regarding inclusionary practices is that they are essential to the development and learning of all students. Inclusionary measures require thorough planning and execution to reach maximum effectiveness. This involves educating stakeholders on proper inclusionary practices, methodology, and implementation. It is Mr. Luvaas’s goal that all students regardless of ability attain their right to a free appropriate public education as outlined by the IDEA Act.