Kim Bane is an international education consultant who, along with her colleagues at Pathways to Inclusive Education, works with schools across the globe to design and implement inclusive educational practices that support the needs of all learners. Kim brings experience, dedication and passion to this work, having successfully collaborated with schools both in the United States and across the Middle East, Africa and Asia to transform the learning experience for students, teachers, and school leaders. Pathways to Inclusive Education supports schools in creating and sustaining inclusive cultures by thinking strategically about the journey a school will need to embark on and then helping to design a course of action that will accomplish this goal. Through coaching and consulting, Kim supports school leaders as they strategically navigate this complex organizational change. She guides and provides direct instruction for teachers as they develop their understanding on the critical instructional components and approaches that support inclusive practices such as Universal Design for Learning, the Co-Instructional Cycle (co-teaching), and tiered systems of support (often referred to as MTSS) that address the needs of the whole child.
Using his experience as a social studies teacher, administrator, coach, and consultant Jason Hicks collaborates with educators as they aspire to achieve their school’s strategic priorities and evolve professional practice. Over 25 years, he has learned much while working in schools in the United States, India, and the United Arab Emirates; he has also had the good fortune to consult with schools on five continents. Jason pairs his practice with a deep commitment to compassion knowing that each of us is in a different spot on a unique personal and professional journey. You can often find Jason sitting with a teacher as they reflect on a lesson through the lens of Universal Design for Learning, leading learning with teams as they build their collaborative capacity, or engaging in a coaching conversation with a dedicated educator who is planning a process or reflecting on a recent event.
Anita is an educational consultant and founder of the HAGT Learners Collaborative. She currently coordinates the High Ability Program at the American School of Bombay and conducts professional development workshops, courses, and ongoing coaching at a number of private international schools with European and American curricula. She previously created and coordinated special and gifted education programs at the American School of Doha and at Academia Cotopaxi. She also worked as a program specialist in the Los Angeles Unified School District in California, supporting 16 schools. She has a master's degree in special and gifted education, a K-12 principal’s license, and certification as an educational diagnostician. Her published writing includes The 3 E’s of Authentic Parent Partnership for Gifted Students and Ability Grouping ≠ Tracking. Anita serves as a New England Association of Schools and Colleges (NEASC) accreditation school visitor and as a professional mentor for the Association of International Educators and Leaders of Color (AIELOC).
Michael, an entertaining and light-hearted presenter and designer, brings a diverse background in education, training, startups, technology, and marketing to his work. With a strong focus on seamlessly integrating both established and emerging technologies into the classroom, he is eager to be at the cutting edge of innovations and breakthroughs in the field of artificial intelligence.
Michael and his wife Lori, are parents to an adult child with profound autism. Their family experiences motivates them to assist all educators provide all students inclusive learning opportunities in education.
Mona Stuart is an accomplished international educator and admissions specialist with extensive experience in communications strategy and personal coaching. She began her career as a middle and high school English teacher in Canada and Europe, where she established a strong foundation in education and boarding school programs. She is the creator of PartnerWell, an educational consulting and coaching firm.
As the Communications Director at Jakarta Intercultural School, Mona was instrumental in creating the school’s inaugural Transition Program Team and reimagined how communications and admissions could work together to tell a school’s story. Following this role, she served as the Admissions Director at Singapore American School, where she and her team successfully enrolled and supported over 1,100 new students annually in a highly competitive environment by taking care of ‘one well-known, well-served family at a time.’
Mona’s personal experiences as the mother of a child with ADHD have profoundly shaped her approach to intentional and compassionate admissions and parent relations. Her Optimal Admissions methodology has influenced the philosophies of international school admissions leaders. In recent years, she has contributed to perception studies and admissions audits for international schools and has actively participated on non-profit boards, including an international school in Germany.
With over 25 years of experience in international education and transition work, Mona is committed to simplifying and mapping complex educational landscapes in ways that help others lead and make decisions with intention.
Lori Boll brings a wealth of experience and a deep personal connection to the field of Inclusive Education. Her journey began in 2003 when her son Braden was diagnosed with autism spectrum disorder (ASD) and an Intellectual Developmental Disorder (IDD), a pivotal moment that ignited her passion for advocating for creating more inclusive schools.
With two Masters degrees in Reading Education and Special Education, Lori has amassed over twenty-five years of teaching experience in both international and domestic settings. Her career has taken her to the American International School Riyadh, Jakarta Intercultural School, Concordia International School, Shanghai, International School Bangkok, as well as schools in Saipan, California and Colorado. Notably, she has spearheaded the creation of higher support needs programs in China and Thailand.
Lori is the co-author of "Navigating Special Education Relationships: Building Collective Efficacy for a Collaborative Team" fostering collaborative and effective working teams of families, teachers and practitioners.
Currently serving as the Executive Director of SENIA International, Lori channels her passion into supporting the professional development of educators worldwide. Through her leadership, she continues to advocate for inclusive practices and empower educators to make a meaningful difference in the lives of neurodivergent and disabled individuals.
Andrew Hoover joined the Office of Overseas Schools (A/OS) in August 2022 as the Regional Education Officer for East Asia Pacific. Andrew is originally from Massachusetts and taught social studies to high and middle school students for four years in the United States before embarking on a 28-year international school career in 1994.
Before joining A/OS, Andrew served as the Head of School at the American International School Chennai (AISC), Tamil Nadu, India, from 2011-2022. Prior to his tenure at AISC, Andrew served as the founding Middle School Principal at the American School of Bombay, India from 2005-2011; he was a teacher at the American School in Japan from 1994-2005. Andrew’s first overseas post was with the Peace Corps in Niger, West Africa from 1985-1987. With over 35 years of working in schools, Andrew has pursued his passions for creating supportive and challenging learning cultures for all students, and for systems thinking, strategic planning, and service/experiential learning.
Andrew lives in Washington, DC and Oregon with his wife Kay Clarke. His children, Calder and Adrienne, both attended international schools and are thriving as third culture adults in the United States.
Laura Cox (she/her) is an international educator and leader originally from the US with Masters in both Special Education and Leadership. She is currently the K12 Inclusion Services Coordinator at the American International School of Johannesburg.
She is very geeky about MTSS, UDL, the Science of Reading, and Cognitive Coaching. These areas and much more are discussed in her blog Tales of La Tortugita.
As an educational consultant, I specialize in supporting neurodiverse children and their families in international schools. I create comprehensive learner profiles to help schools understand each child's unique needs and abilities.
I also work with schools to improve their disability-inclusive practices through professional development, teaching assistant training, and ongoing support.With 25+ years of experience in teaching and learning support, I serve on the International and European boards of directors for SENIA and am a Council of International Schools Affiliated Consultant.
I am passionate about helping children and their families achieve their full potential and believe that every child deserves quality education tailored to their unique needs.
Lauren Jones is an educational and leadership consultant working with schools and organizations
worldwide. Her work includes assessing student support systems and structures, and supporting
schools and organizations in developing programmatic design, and policy to support expanded
inclusion of neurodivergent learners.. Lauren has worked with the Ministry of Education in
Rwanda, National Geographic Society, Save the Children, Africa International Schools
Association, International School Services, as well as various international and US-based
schools as a consultant. Lauren is a CIS affiliated consultant and she serves on the board of
Parents Alliance for Inclusion. She is a published author.
Before consulting, Lauren was the Head of School at the International School of Kigali, in
Rwanda. Through her leadership, the school developed a comprehensive student support
program, and expanded its admissions of neurodivergent students. Lauren chose to reallocate her
budget to prioritize Student Support Services during her tenure as a head. Prior to her time in
Rwanda, Lauren led work in inclusion in Doha, Qatar, as a leader in Qatar Foundation. She
developed innovative programs and redesigned school systems to expand the scope of students
schools could serve. Lauren is the facilitator and editor for the Business Model Playbook project
with the Office of Overseas Schools.
Lauren is passionate about helping schools and organizations shift their culture and mindsets
through experiences, education, and relationships. She supports communities in developing
foundations and systems that will support all students with a whole-child approach that
empowers teachers, families, and students.
Andrea is an experienced educator with a passion for fostering inclusive, student-centered learning environments. With a background as an elementary school homeroom teacher, she has consistently championed student-led inquiry, empowering young learners to explore and engage deeply with the world around them. Andrea holds a Master's in Education with a focus on literacy interventions, equipping her with specialized skills to support diverse learners in reaching their full potential.
Throughout her teaching career, Andrea has had the privilege of working in various international settings, including North America, the Middle East, and Asia. These experiences have enriched her perspective and deepened her commitment to creating inclusive classrooms where every student feels valued and supported.
Recently, Andrea has returned to her home country of Canada, where she continues to contribute to the field of education through her involvement with SENIA International. Beyond the classroom, she enjoys a range of outdoor activities, including kayaking and hiking, which allow her to connect with nature and recharge. Andrea is also an avid reader, home cook, and dedicated volunteer with local animal rescue organizations, reflecting her deep love for animals and her community.
