New Webinar
April 22nd at 4:00 PM (PT)
More About Our Presenters:
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Jaimee Kidder (PhD, BCBA) serves as a Special Education Program Supervisor at the Office of Superintendent of Public Instruction (OSPI) in Washington state, with a focus on inclusionary practices and positive behavior support for all students. Dr. Kidder has 20 years of experience in special education and is deeply committed to working in a variety of spaces to support educators in implementing inclusive best practices, disrupting unjust and ableist beliefs about students with disabilities, partnering authentically with students and families, and building school communities in which all students belong.
Gail Ghere, Ph.D. is a Research Associate with the TIES Center and the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Dr. Ghere has over 40 years of experience in PreK-12 education, ranging from being a related service provider to a Director of Special Education in a mid-size urban public school. She has published in the areas of collaborative instructional systems for special education (inclusive of students who are English learners), MTSS for All, separate school placements, classroom assessment practices, professional development processes, program evaluation, and paraprofessional development.
Jennifer Sommerness, Ed.S. is a researcher at the TIES Center and National Center on Educational Outcomes (NCEO), at the University of Minnesota. She is known for her dedication to inclusive education and student success within general education. Jennifer has partnered in initiatives aimed at empowering educators to create inclusive learning environments where all students, including those with extensive support needs, can thrive. Her expertise and collaborative approach to professional development equip educators to embrace inclusive practices and foster a culture of belonging for each and every learner. Jennifer's background first as an inclusive special educator, then as a national independent consultant with a background in educational administration and professional development provides the basis for her perspectives and practical strategies that create systems change. She has interests in and is published in the areas of professional development processes, collaborative instructional systems for special education (inclusive of students who are English learners), classroom assessment practices, transition-aged inclusive practices, positive behavioral supports and communication, and paraprofessional.
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