Toby J. Karten is an experienced educator who has been immersed in the field of special education for her entire career. As an accomplished author and researcher, she has presented successful staff development to local, national, and international audiences. Toby is affiliated with Drew and Monmouth University and is an adjunct professor and graduate instructor at the Regional Training Center, which is affiliated with Gratz College and The College of New Jersey. Being involved in the field of special education for the past three decades has afforded Ms. Karten an opportunity to help many children and adults from elementary through graduate levels around the world. She has been a resource teacher, staff developer, adult educator, and inclusion coach and consultant in New York and New Jersey schools and in many districts nationally and globally. In addition to her roles as an inclusion coach, student and family advocate, professional developer, mentor and resource teacher, Toby designed graduate courses titled From Challenge to Success; LD, ADHD, and the Spectrum and Skills and Strategies for Inclusion and disABILITY Awareness.  She has trained instructors in three states to teach her courses. In addition, she has designed online courses for NaMaYa titled Collaborative Practices for Inclusive Classrooms and Interventions for Students with Dyslexia and Other Reading Differences. She has been recognized by both the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. She earned an undergraduate degree in special education from Brooklyn College, a master of science in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate from Gratz College. Toby has authored several books and resources about inclusion practices and the CCSS, which are currently used for instruction on many college and university campuses and schools throughout the world.Ms. Karten is married, has a son, and a few dogs. She enjoys teaching, reading, writing, artwork, and most of all, learning.  Toby believes that inclusion does not begin and end in the classroom, but is a philosophy that continues throughout life. Hence, inclusion is not only research-based, but life-based as well!

"Inclusion is more than just placing students with needs into regular education classrooms. This book is the necessary piece to including all students successfully in the learning and living classroom. The information, planning, and questioning will help all schools develop the tools necessary to reach all students."

• AcknowledgmentsAbout the AuthorIntroductionPart I: Collaborative Inclusion KnowledgeChapter 1. The StudentsChapter 2. Inclusion Coaching Roles and PartnershipsChapter 3. Connecting the Rules to Inclusion Coaching StrategiesPart II: Establishing Inclusion Coaching BaselinesChapter 4. Beginning Steps of an Inclusion Coaching ProgramChapter 5. Adaptations, Skills, and DifferentiationChapter 6. Curriculum PlanningPart III: Strengths and Challenges of InclusionChapter 7. Inclusion MattersChapter 8. Organization and CommunicationChapter 9. Inclusion LensesChapter 10. Taking the Inclusion Walk: Instruction, Data, and AssessmentsPart IV: Professional DevelopmentChapter 11. Framing InclusionChapter 12. Collaborative Interdependent Inclusion SkillsPart V: Inclusion Coaching RealitiesChapter 13. Response to Inclusion InterventionsChapter 14. Relating to EducatorsChapter 15. Embracing AchievementsBibliographyIndex

Toby J. Karten is an experienced educator who has been immersed in the field of special education for her entire career. As an accomplished author and researcher, she has presented successful staff development to local, national, and international audiences. Toby is affiliated with Drew and Monmouth University and is an adjunct professor and graduate instructor at the Regional Training Center, which is affiliated with Gratz College and The College of New Jersey. Being involved in the field of special education for the past three decades has afforded Ms. Karten an opportunity to help many children and adults from elementary through graduate levels around the world. She has been a resource teacher, staff developer, adult educator, and inclusion coach and consultant in New York and New Jersey schools and in many districts nationally and globally. In addition to her roles as an inclusion coach, student and family advocate, professional developer, mentor and resource teacher, Toby designed graduate courses titled From Challenge to Success; LD, ADHD, and the Spectrum and Skills and Strategies for Inclusion and disABILITY Awareness.  She has trained instructors in three states to teach her courses. In addition, she has designed online courses for NaMaYa titled Collaborative Practices for Inclusive Classrooms and Interventions for Students with Dyslexia and Other Reading Differences. She has been recognized by both the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. She earned an undergraduate degree in special education from Brooklyn College, a master of science in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate from Gratz College. Toby has authored several books and resources about inclusion practices and the CCSS, which are currently used for instruction on many college and university campuses and schools throughout the world.Ms. Karten is married, has a son, and a few dogs. She enjoys teaching, reading, writing, artwork, and most of all, learning.  Toby believes that inclusion does not begin and end in the classroom, but is a philosophy that continues throughout life. Hence, inclusion is not only research-based, but life-based as well!

"Inclusion is more than just placing students with needs into regular education classrooms. This book is the necessary piece to including all students successfully in the learning and living classroom. The information, planning, and questioning will help all schools develop the tools necessary to reach all students."

• AcknowledgmentsAbout the AuthorIntroductionPart I: Collaborative Inclusion KnowledgeChapter 1. The StudentsChapter 2. Inclusion Coaching Roles and PartnershipsChapter 3. Connecting the Rules to Inclusion Coaching StrategiesPart II: Establishing Inclusion Coaching BaselinesChapter 4. Beginning Steps of an Inclusion Coaching ProgramChapter 5. Adaptations, Skills, and DifferentiationChapter 6. Curriculum PlanningPart III: Strengths and Challenges of InclusionChapter 7. Inclusion MattersChapter 8. Organization and CommunicationChapter 9. Inclusion LensesChapter 10. Taking the Inclusion Walk: Instruction, Data, and AssessmentsPart IV: Professional DevelopmentChapter 11. Framing InclusionChapter 12. Collaborative Interdependent Inclusion SkillsPart V: Inclusion Coaching RealitiesChapter 13. Response to Inclusion InterventionsChapter 14. Relating to EducatorsChapter 15. Embracing AchievementsBibliographyIndex

Toby J. Karten is an experienced educator who has been immersed in the field of special education for her entire career. As an accomplished author and researcher, she has presented successful staff development to local, national, and international audiences. Toby is affiliated with Drew and Monmouth University and is an adjunct professor and graduate instructor at the Regional Training Center, which is affiliated with Gratz College and The College of New Jersey. Being involved in the field of special education for the past three decades has afforded Ms. Karten an opportunity to help many children and adults from elementary through graduate levels around the world. She has been a resource teacher, staff developer, adult educator, and inclusion coach and consultant in New York and New Jersey schools and in many districts nationally and globally. In addition to her roles as an inclusion coach, student and family advocate, professional developer, mentor and resource teacher, Toby designed graduate courses titled From Challenge to Success; LD, ADHD, and the Spectrum and Skills and Strategies for Inclusion and disABILITY Awareness.  She has trained instructors in three states to teach her courses. In addition, she has designed online courses for NaMaYa titled Collaborative Practices for Inclusive Classrooms and Interventions for Students with Dyslexia and Other Reading Differences. She has been recognized by both the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. She earned an undergraduate degree in special education from Brooklyn College, a master of science in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate from Gratz College. Toby has authored several books and resources about inclusion practices and the CCSS, which are currently used for instruction on many college and university campuses and schools throughout the world.Ms. Karten is married, has a son, and a few dogs. She enjoys teaching, reading, writing, artwork, and most of all, learning.  Toby believes that inclusion does not begin and end in the classroom, but is a philosophy that continues throughout life. Hence, inclusion is not only research-based, but life-based as well!

"Inclusion is more than just placing students with needs into regular education classrooms. This book is the necessary piece to including all students successfully in the learning and living classroom. The information, planning, and questioning will help all schools develop the tools necessary to reach all students."

• AcknowledgmentsAbout the AuthorIntroductionPart I: Collaborative Inclusion KnowledgeChapter 1. The StudentsChapter 2. Inclusion Coaching Roles and PartnershipsChapter 3. Connecting the Rules to Inclusion Coaching StrategiesPart II: Establishing Inclusion Coaching BaselinesChapter 4. Beginning Steps of an Inclusion Coaching ProgramChapter 5. Adaptations, Skills, and DifferentiationChapter 6. Curriculum PlanningPart III: Strengths and Challenges of InclusionChapter 7. Inclusion MattersChapter 8. Organization and CommunicationChapter 9. Inclusion LensesChapter 10. Taking the Inclusion Walk: Instruction, Data, and AssessmentsPart IV: Professional DevelopmentChapter 11. Framing InclusionChapter 12. Collaborative Interdependent Inclusion SkillsPart V: Inclusion Coaching RealitiesChapter 13. Response to Inclusion InterventionsChapter 14. Relating to EducatorsChapter 15. Embracing AchievementsBibliographyIndex