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Sarah Semon is the Technical Assistance Coordinator for the IRIS Center in the Peabody College of Education at Vanderbilt University, USA. Her research involves policy analysis, instructional collaboration, and practices to support inclusive and equitable education. Given her experience teaching in elementary and high school special education and inclusive settings, she is passionate about this. Sarah enjoys supporting and collaborating with local, national, and international colleagues and scholars committed to promoting inclusion, cultural and linguistic sensitivity, and academic mastery in public schools.

Nicholas Catania is an Assistant Professor and Program Manager of Elementary Education at State College of Florida, USA. His research focuses on teacher preparation for social justice and equitable policies and practices for the inclusion, advancement, and dignity of marginalized populations, including LGBTQ+ children and families. Nicholas also works closely with teacher candidates, coaching them to improve their teaching practices in the clinical setting. He recently published in the International Journal for Research in Education, the European Journal of Education Research, Power and Education, and The Qualitative Report.

Danielle Lane is an Assistant Professor of Special Education at Western Oregon University. Her research focuses on global understandings of disabilities in various cultural contexts. Specifically, she is interested in centralizing the importance of inclusive practices in educational provisions that are provided to students with disabilities. Danielle teaches courses in special education at the graduate level. She recently published in the British Journal of Special Education, the British Journal of Learning Disabilities, Curriculum and Teaching Dialogue, and co-edited the text Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts.

Jessica Hinton is a doctoral candidate at the University of South Florida and a special education teacher leader at a public middle school.  Her research interests are Multi-Tiered System of Supports, preservice and in-service teacher training in inclusive practices, and special education teacher promotion and retention. She believes in inclusive practices that leverage student and teacher strengths to reduce disproportionalities in disability identification and school discipline.She is the social/membership officer for the Tampa Bay Chapter of CEC. She coauthored Collaborative Writing Groups for Academic Publishing: The 3C & 4P Way and is published in TEACHING Exceptional Children. She believes that narrative provides a bridge between theory and practice to represent and engage practitioners in academic literature.