Skip links

Our Team

Pathways to Inclusive Education can help you ​transform your organization.

Kim Bane

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 and tiered systems of support (often referred to as MTSS) that address the needs of the whole child.

Paula Peters

As a practitioner, teacher leader and coach, Paula Peters believes that all students deserve high-challenge, high-support rigorous experiences that will prepare them for learning in the 21st century and beyond. Through professional presentations, job embedded coaching and collaboration, she works with teachers and administrators to maximize lesson design and lesson delivery that improves student outcomes while meeting the needs of a wide range of learners. As an international educator, Paula has worked with a varied number of curricula and pedagogies and has extensive experience in integrated, co -taught and special needs classrooms. Best of all, Paula has worked with and on teams from the implementation to refining stages of change in educational settings.

Jason Hicks

With experience as a teacher, coach and administrator, Jason Hicks is dedicated to supporting mission-driven organizations develop capacity as highly collaborative learning groups. Drawing on the ideas of leading organizational change theories, he successfully designs and facilitates processes which allow groups to move through the work while building upon their habits of collaboration and impacting student learning. Jason has effectively led, coached and/or consulted in the areas of strategic planning, accreditation, standards-based grading, service-learning, advisory, instructional coaching and co-teaching.​

Kelly Miller

Kelly Miller is a Board Certified Behavior Analyst, Licensed Clinical Social Worker, and Autism Consultant. Her practical and hands-on experience spans two decades, including mental health and school settings. Kelly works to expand teacher’s instructional repertoires to encompass not only academic, but social, emotional, and behavioral systems of support. With a focus of maximizing positive behavior momentum in the classroom, educators will reclaim valuable learning time. Kelly coaches and provides live modeling and support within the classroom. Workshops are rooted in inclusive practices, enabling teachers to develop their own “take away toolkit” full of evidence-based strategies that can be immediately applied in their classroom.

Amber Schmidt

Amber Schmidt is a nationally certified school psychologist and is currently working on obtaining her doctorate in clinical psychology. Her experiences in both U.S. public schools and international schools as a school psychologist and Director of Student Support Services have equipped her to understand, design and implement a multi-tiered system of support (MTSS) across all grade levels. Amber is dedicated to all facets of MTSS that include academics, behavior, and social-emotional needs of students. Amber works with administration, teacher leaders, coaches, classroom teachers, student support services team, and any other stakeholders to define what MTSS should look like in a school's individual setting, as well as creates and executes implementation plans that ensure the fidelity and sustainability of a multi- tiered system of support framework.

Kristel Solomon-Saleem

Kristel Solomon-Saleem has been an educational leader for over 15 years working both in the United States and internationally. Most recently Kristel has transitioned as the Director of Learner Support in Hong Kong to another international school in Saudi Arabia. Her dedication and passion in the field of education has led her to work with a wide range of schools and organizations that ensure children have access to quality education so that they may find their individual pathways to excellence. Her personal commitment to leading has involved engaging in work with the Adaptive Schools and Cognitive Coaching. She was a contributor to the International Baccalaureate (IB) Guidelines for Inclusive Education. As a workshop leader, Kristel endeavors to develop and support teacher self-efficacy in their work with all learners. Her belief in the possibilities and unseen potential of a life long learner has led her to explore the physiological and neurological makeup of individuals in order to gain a deeper understanding of our students and enhance our role as educators. Kristel is a graduate of Temple University with degrees in Elementary and Special Education and a Masters Degree in Educational Psychology. She is currently pursuing an additional graduate certification in Mind, Brain and Teaching from Johns Hopkins University. ​.

Eric Warneke

As an educator, psychologist, and administrator, Eric Warneke has served a diverse group of students and fellow educators over more than a decade in the public schools. Eric started his career as a School Psychologist in a Middle School serving Army dependents at Fort Carson, followed by the opportunity to hone his mental health and leadership skills at an Elementary School in the Denver metro area. Since that time he has served as an instructional specialist providing consultation and training for educators on topics such as educational intervention, program evaluation and planning, assessment and student evaluation, and behavioral classroom management. Most recently Eric has been both a Special Education Coordinator and Director of Special Education serving PreK-12 students and educators. Areas of specialization include assessment and evaluation, specialized programming, Multi Tiered Systems of Support (MTSS) leadership, special education law and process, executive function interventions, and classroom behavior management. Eric is a licensed School Psychologist and School District Administrator.

Francine Alberts

Francine Alberts is an ASHA (American Speech-Language-Hearing Association) certified Speech Language Pathologist with over 25 years experience working with children, families and teachers. She focuses on building relationships with children in order to support their communication, play, social development and emotional regulation. Francine has spent many years collaborating with diverse teams of professionals to support all students with a focus on students with Autism. Her developmentally-based treatment approach is rooted in principles from evidence-based models including Hanen, Floortime, Early-Start Denver Model, and Social Thinking, among others. She loves being in classrooms and is always excited to problem- solve with general education teachers to find ways to help students be engaged learners as well as to build classroom environments that support communication skills. Her career has included work in public and private schools, autism treatment centers and in families’ homes, both in the United States and abroad.

Margaret Waweru-Kihara

Margaret Waweru-Kihara is a passionate and excellence-oriented Disability and Inclusion Consultant with over 33 years of experience as a Pediatric Occupational Therapy with a specialization in school-based therapy, parental and teacher empowerment through coaching and workshops. In addition to clinical work in schools, she has worked in many roles such as University lecturer in Occupational Therapy, Head of Learning Support in an International School, and consultant for many international organizations including UNICEF. Her career background illustrates exemplary global work experience in North America, Europe and Africa both in clinical and educational settings, she has acquired knowledge, skills and experiences on current international best current practice in childhood disability management; disability assessment, how it impacts learning and school/home/community life participation, environmental/activity adaptations and assistive technology, development and implementation of appropriate and applicable intervention and teaching strategies to remediate challenges. In addition to Occupational Therapy degree and various certifications in clinical practice, Margaret holds a Masters in Rehabilitation from the University College Dublin and is currently pursuing a Professional Diploma in Inclusive Education from Dublin City University.

​Leslie Gaiser

​Leslie Gaiser is a special education teacher and educational consultant. She has her Master's in Special Education and an Educational Specialist degree in School Administration with an added endorsement of a Special Education Director. She has worked in the field of education over 20 years with all grades and ability levels of students. In her current role she provides consultation with school teams for students with disabilities who are having difficulty accessing educational settings whether it is because of an academic or behavioral need. She is also active in delivery of focused professional development to groups in areas of special education practices, multi-sensory literacy strategies, math strategies, twice exceptional strategies, behavior supports, and executive function strategies. More recently, Leslie has begun to incorporate using technology to deliver instruction in online settings effectively to increase engagement and motivation.