2025 Summer Inclusion Leadership Conference

This presentation calls educators to use the Collaboration Framework and High-Leverage Practices (HLP) to prepare teachers, service providers, and school leaders to collaborate with diverse families of children with disabilities. By using Culturally Inclusive Pedagogies and Practices (CIPP), educators can foster a sense of belonging for Multilingual Learners (MLs) and their families. Appropriate programming is crucial, as MLs do not necessarily have a language disorder. Understanding language development lays the groundwork for differentiating between a language difference and a language disorder. Resources for multilingual learners, families, and educational teams will be provided.

This session equips administrators and teachers with a framework to support general and special education teams in collaboratively planning inclusive instruction. Participants will explore how to guide educators in integrating Universal Design for Learning (UDL), differentiation, and Specially Designed Instruction (SDI) into unit and lesson planning. The session will model a structured planning process that school leaders can use to facilitate team discussions, provide coaching, and ensure instruction meets the diverse needs of all learners. Attendees will leave with practical tools and strategies to implement this approach at the school or district level, fostering a culture of collaboration and equity in instruction.

This presentation will equip parents and caregivers with the knowledge and tools to advocate for inclusive education. Participants will gain practical strategies for working with schools, navigating special education processes, and building strong advocacy networks. Whether you're a parent fighting for your child’s rights or an ally committed to equity in education, this session will provide actionable steps to create meaningful change.

The presentation will highlight the variety of current applications of Al in special education as well as new and emerging applications. It will be an engaging workshop based on original research by the presenters.

Large numbers of students with disabilities in New jersey continue to be educated in seperate environments. This workshop examines some of the most common misconceptions about the practice of inclusive education and outlines its developmental and research-based benefits for all students.  Strategies for developing anti-ableist pedagogy  and creating access to learning and communities of belonging will be explored. 

During this session, Arthur and Michele will facilitate a panel discussion with self-advocates around inclusive education and inclusive adult communities. Panel participants will share both their positive and challenging experiences from an educational, social, employment, and community standpoint. Panelists will include Raritan Valley Community College Achievement Center Alumni and Committee Members.

At various times students with disabilities may require adult support to access instruction, resulting in assignment of paraprofessionals. Research has shown paraprofessionals often assume too much responsibility for the student, become overprotective, inadvertently interfere with the student’s social interactions, and are sometimes viewed by parents and educators as the student’s primary teacher. Therefore, it is important to view use of a paraprofessional as a temporary measure, with plans established to fade support as much and as soon as possible to encourage independence. While a small number of published guidelines exist for determining the need for a paraprofessional, in the absence of widely accepted decision-making tools, schools are left to develop their own practices. This session is designed to provide participants with tips for doing so, as well as give access to tools that can be adapted for their own use.

This session will introduce participants to an innovative free resource called the New Jersey School Climate Improvement (NJ SCI) Survey and Platform, developed by Rutgers University in collaboration with the New Jersey Department of Education. The NJ SCI Platform supports school and district leaders in collecting high quality school climate data, analyzing results and prioritizing needs, setting improvement goals, and developing, implementing, and monitoring a strategic plan featuring research-based strategies for improving school climate. The presentation will provide an overview of the NJ SCI Platform emphasizing tools and practices for promoting the development of inclusive environments for all students.  

Join an inspiring session led by the 2025 All-In Honors Recipient, Marie V. Duffy Elementary School from Wharton, NJ. Learn about their transformative journey toward creating a more inclusive school environment, and explore how teachers and administrators collaborated during the first two years of the NJIP Grant to foster a school culture that embraces inclusivity at every level. Participants will gain valuable insights into how this school successfully shifted mindsets, built staff capacity, and strategically planned professional development to ensure sustained, positive change. Leave equipped with actionable ideas for creating a more inclusive culture in your own educational community!