Our Services

In today’s classrooms, general and special education teachers are merged into co-taught spaces to teach students with and without disabilities. Oftentimes, they are not guided on how to co-teach with evidence-based practices. We provide an interactive in-person or virtual workshop experience on the various co-teaching models and inclusive practices that challenges traditional notions of ability/disability.

We conduct follow up in-person or virtual coaching sessions with teachers where we visit their classrooms and provide co-teaching teams with small group planning sessions on how to incorporate inclusive practices, and the co-teaching models into their daily instruction.

We consult in-person or virtually with school/district administration on structures that maximize opportunities for participation for a diverse student body and how to organize your co-teaching staff with necessary supports.

Hello Inclusion has gathered a compilation of antiracist/culturally relevant children’s literature across all grade levels that considers different groups and communities of people (Black, White, Hispanic/Latinx(o)(a), Asian, Indigenous, MENA, LGBTQIA+, etc.).

We introduce corresponding lessons to this literature that incorporate the leading research on the science of reading and writing (utilizing National Reading Panel/What Works Clearinghouse) and that infuses principles of antiracism and culturally relevant teaching.

We offer in-person or virtual workshops, coaching, and consultations with schools to introduce the children’s literature and to model lessons that discuss issues of race, culture, ethnicity, class, religion, gender, and sexual identity.

Disproportionality in special education is the over and underrepresentation of particular racial/ethnic groups in special education and disability categories.

We offer in-person or virtual workshops with school staff and district/school level consultations on how to curb disproportionality rates amongst particular racial/ethnic groups.

During these workshops and consultations, we discuss concepts of (anti)racism, monolingualism, linguistic diversity, classroom management, literacy instruction, colorism, deficit thinking, bias, and the history of special education and testing.

Literacy is a human right and is a fundamental part of the human experience. It is the collective responsibility of all middle and high school teachers (regardless of subject area) to develop their theoretical, practical, methodological, and evidence-based knowledge for teaching reading and writing in their subject areas.

Through in-person or virtual workshops, coaching, and consultations, we will model for middle and high school teachers the evidence-based strategies from several decades of literacy research.

Teachers will be taught the rules of the English language, how to assess students using various practical tools, how to incorporate the various dimensions of the science of reading/writing into their lessons, how to balance teaching students how to read/write in their subject areas, etc.

An emphasis will be placed on incorporating antiracist/culturally relevant children’s literature into their instruction.

Universal Design for Learning offers a conceptualization of planning, teaching, and learning, which presumes that all students possess unique sets of strengths and needs.

We provide in-person or virtual workshops, coaching, and consultations on how to make your school’s curriculum and environment more accessible to a broad range of students.

We coach teachers on how to plan curriculum that includes:

• multiple means of representation

• multiple means of action and expression

• multiple means of engagement

Differentiated instruction offers a concept of lesson planning that strives to incorporate diversity into teaching by including modifications that can be made to the learning tasks offered to students.

We provide in-person or virtual workshops, and coaching on how to make teachers lessons differentiated based on:

• content: the topics, and skills

• process: the mode of engagement

• product: the evidence of learning

• learning environment

• student readiness

• student interest

• student learning profile including racial/cultural learning styles

This in-person or virtual course examines the education of children with disabilities, along with the historical, social, cultural, and legal foundations of special education in the U.S.A.

It explores the various perspectives on inclusion and disability, causes and effects of various exceptionalities.

Special education evidence-based practices are discussed, modeled, and explored on how best to incorporate them in a paraprofessional’s daily work responsibilities.

Positive racial socialization prepares students for bias, societal racism, within-group internalized racism, and the perception of others.

These in-person or virtual parent workshops unpack the concept of internalized, interpersonal, institutional, and structural racism that impact children.

We increase their awareness of how these systems play out in the developmental stages of childhood and adolescence.

We discuss with parents how to strength the children’s level of resiliency, coping mechanisms, and positive identity development with protective and proactive messages and structures in the home environment.