Our Team Dedicated to Inclusive Classrooms

Bio Image for Cathlin Goulding
Cathlin Goulding
Web Editor
Cathlin Goulding
Web Editor

Cathlin Goulding previously taught English and poetry at a public high school in the East San Francisco Bay Area. She holds a B.A. in Literature/Writing from the University of California, San Diego, an M.A. in Education from the University of California, Berkeley, and a doctorate in Curriculum and Teaching from Teachers College, Columbia University. Currently, she is an Andrew W. Mellon postdoctoral research fellow at the 9/11 Memorial & Museum and a visiting scholar at New York University.


Bio Image for Kara Gustafson Hollins
Kara Gustafson Hollins
Senior Staff Developer
Kara Gustafson Hollins
Senior Staff Developer

Kara Gustafson Hollins earned a B.S. in Inclusive Elementary & Special Education and Fine Arts from Syracuse University, her M.A. in Curriculum and Literacy Studies from the University of North Carolina at Chapel Hill, and an Ed.D. in Curriculum and Teaching at Teachers College, Columbia University. Kara has taught throughout the elementary and middle school grades, and was a K-5 literacy coach. A former Teachers College Reading and Writing Project staff developer, Kara has supported schools in New York City and across the country with inclusive literacy practices. Kara currently teaches in the Preservice Elementary Inclusive Program at Teachers College, and has also taught the Literacy Specialist Program.


Bio image for Britt Hamre
Britt Hamre
Founding Co-Director
Britt Hamre
Founding Co-Director

Britt Hamre is a full-time Lecturer in the Inclusive Education Programs at Teachers College where she teaches students who will be general and special educators. She received her Bachelor degree at the University of Wisconsin-Madison in Special Education in the area of Severe Cognitive Disabilities, a Masters degree at Mercer University in Early Childhood Education, and her Doctorate in Curriculum and Teaching at Teachers College, Columbia University. She is a contributing author in Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries (with the Preservice Inclusion Study Group).


Bio Image for Erika Hughes Hooper
Erika Hughes Hooper
Senior Staff Developer
Erika Hughes Hooper
Senior Staff Developer

Erika Hughes Hooper received her undergraduate degree in Dance from Bard College. She has a Masters degree from Hunter College in Special Education with a concentration in Learning Disabilities. Prior to her work as a Staff Developer for the Inclusive Classrooms Project, Erika was a teacher in New York City public schools.


Bio Image for Katie Ledwell
Katie Ledwell
Staff Developer
Katie Ledwell
Staff Developer

Katie Ledwell completed her B.A. at Barnard College, Columbia University, with a major in Anthropology and a minor in English, and earned her Masters degree in Teaching Childhood Education at Fordham University through the New York City Teaching Fellows. Before joining TCICP, she taught fourth grade for many years in Washington Heights and the Bronx. In addition to her work as a staff developer, she is currently an instructor and student teaching coordinator in the Elementary Inclusive Program at Teachers College.


Bio image for Caitlin Levy
Caitlin Levy
Senior Manager
Caitlin Levy
Senior Manager

Caitlin Levy received her undergraduate degree from Penn State University in Psychology, her Masters degree from NYU in Spanish Language and Literatures, and her Masters degree from Teachers College, Columbia University in Psychology in Education. Caitlin joined The Inclusive Classrooms Project after managing the Elementary Inclusive Education Program at Teachers College, Columbia University.


Bio image for Celia Oyler
Celia Oyler
Founding Co-Director
Celia Oyler
Founding Co-Director

Celia Oyler is a Professor of Education at Teachers College, where she coordinates the Inclusive Education Programs. Celia has her B.S. in Special Education from Southern Connecticut State College, M.Ed. from the University of Vermont in their Consulting Teacher/Learning Specialist Program, and Ph.D. in Curriculum and Instruction from the University of Illinois. She is the author of three books: Actions Speak Louder than Words: Community Activism as Curriculum, Making Room for Students: Sharing Teacher Authority in Room 104, and Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries (with the Preservice Inclusion Study Group).


Bio Image for Anne Palmer
Anne Palmer
Senior Staff Developer
Anne Palmer
Senior Staff Developer

Anne Palmer attended Bard College as an undergraduate and has a B.A. in Dance. She has a Masters degree from Hunter College in Special Education with a concentration in Behavior Disorders. Prior to her work as a Staff Developer for the Inclusive Classrooms Project, Anne taught all grades K-5 in New York City public schools. She has a special interest in supporting students with challenging behavior, understanding their strengths, and helping them thrive in the least restrictive environment.


Project Credits

The production of this website was supported by a grant from the New York City Department of Education. 

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Web design by Cinnamon McCullum.

 

Teacher Contributors

Ashley Abelson
Loriel Brown
Abe Cohen
Kimberly Chu
John Colin
Kelly Connolly
Irvin Crusoe
Monika Cummings
Michele DeMeglio
Mary Donovan
Michelle Eilets
Nicholas Felts
Andrea Fonseca
Sandra Fredrickson
Xochitil Garcia
Cynthia Gillespe
Noelle Gerkhardt
Stacey Harmon Warren
John Heneghan
Hilary Hodes
Samantha Katz
Mary Kaufmann
Laurian Kidd
Ana Lopez
Janice Manning
Marissa Martucci
Stephanie McGill
Kassandra Minor
Rita Morgan
Jenna Morvay
James O'Brien
Julie Pagan
Emily Parr
Chanel Quintero
Mia Reyes
Sofia Russo
Nicole Sackler Moskal
Catina Sementini
Kayla Shaoul
Elizabeth Silva
Charlene Sinckler
Lincoln Smith
Mary Tomac
Chimay Toral
Dana Toth
Danielle Vega
Jessica Winder
Florence Yan
Sarah Zimmerman

Have a Look at Publications We’ve Produced