The Admire Framework for Inclusion (Paperback)

Create effective and successful inclusion classrooms with a framework that strengthens self-efficacy and equips teachers to be their best in accommodating students with diverse abilities and cultivating supportive relationships among teachers, students, and their families. In this comprehensive guide for preservice and current inclusion professionals, author Toby J. Karten offers evidence-based practices and strategies that inclusion teachers use to nurture all learners.

• Understand how a positive attitude fosters successful inclusion classrooms
• Gain strategies and tools to accommodate students’ diverse needs
• Learn how to cultivate supportive relationships with students and their families
• Engage with practices that nurture the well-being of themselves and their students
• Become equipped to generate solutions to common challenges in inclusion classrooms

Toby J. Karten is an award-winning special educator, dynamic presenter, and author who is passionate about sharing her knowledge with others. Throughout her career, she has taught students with and without exceptionalities from the preschool to graduate level. Toby works with school districts across the United States and internationally as a staff developer, an inclusion coach, an educational consultant, an author, and an adjunct professor. Toby focuses on creative, practical solutions for helping all students gain not only access to but also ongoing successes in inclusion classrooms. She has collaborated with administrators, staff, students, and their families at local, national, and international school sites and conferences as an invited speaker and consultant.
Toby has been recognized by the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. She has authored and edited more than thirty books and quick reference guides on the topics of disability awareness, coteaching, and inclusion classrooms. Her interactive professional development and resources offer ways for staff and students to collaboratively focus their eyes, minds, and actions on how inclusion practices connect to educator, learner, and curriculum realities. Toby’s ongoing professional goal is to help learners achieve successful inclusion experiences in school and life.
She has an undergraduate degree in special education from Brooklyn College, a master’s degree in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate from Gratz College.
To learn more about Toby’s work, visit inclusionworkshops.com.