Flexible Graduation Pathways.

Kim Bane is an international education consultant with Pathways to Inclusive Education, where she partners with schools around the world to design and implement inclusive practices that support all learners. With experience across 6 continents, Kim brings deep expertise and passion to the field of inclusive education.

She supports schools in building and sustaining cultures of belonging by helping teams think strategically about their goals and develop actionable plans to achieve them. Through coaching and consulting, Kim guides school leaders through the complexities of organizational change and provides direct support to teachers as they strengthen their instructional practices. Her work focuses on key frameworks and approaches such as Universal Design for Learning (UDL), the Co-Instructional Cycle (co-teaching), and tiered systems of support (MTSS) that promote the success of all students.

Zachary Hill is a dedicated international educator committed to fostering inclusive learning environments that empower all students to succeed. Born and raised in Haudenosaunee (Iroquois) territory in what is now Western New York State, Zachary’s foundational belief in the Haudenosaunee’s Seventh Generation Principle shapes his approach to teaching and leadership.

He holds both a Bachelor of Arts and a Master of Science in Education (MSED) in History and Inclusive Education from Nazareth University in Rochester, New York. Zachary began his teaching career at Wayne Central High School, where he spent six years leading a self-contained program tailored for students with severe emotional and behavioral disorders. This formative experience solidified his expertise in specialized intervention and student advocacy.

Driven by a desire to impact global education, Zachary relocated to Dubai, initially serving as a secondary learning support teacher. His leadership and vision quickly led to his appointment as the school’s Director of Student Support Services. During his two-year tenure in this role, he was instrumental in developing innovative, alternative pathways to graduation, ensuring that diverse learners had the tailored support necessary to earn their diplomas.

Currently, Zachary resides in Hungary, where he serves as a high school learning support teacher and the Head of Secondary Learning Support in Budapest. In this role, he continues to champion inclusive practices, collaborate with international faculty, and design robust support systems that allow every student to thrive.

Originally from Albuquerque, New Mexico, Emily earned her B.A. in Psychology and Education from Whitman College in Washington and later completed her M.A. in Special Education at the University of New Mexico.

She began her career in the United States as a self-contained teacher, working with students in grades K–4 with learning and emotional disabilities. Her international journey started in Cairo, Egypt, where she taught for two years before moving to the International School Manila. There, she spent two years in the classroom before being invited to help establish the school’s secondary Learning Center program. Emily led this program for six years, developing pathways to support neurodiverse learners.

In 2021, Emily joined Jakarta Intercultural School, where she launched and coordinated the middle and high school Learning Center programs, expanding options for students with diverse learning needs. In 2025, she became the Life Centered Education Program Coordinator at the International School Bangkok, where her work focuses on broadening transition pathways for students and strengthening community education and training to build inclusive practices.

Emily also serves as an Associate Director with SENIA International and as Chairperson of SENIA Indonesia. She is passionate about equipping students and families with the tools and opportunities they need to pursue the best-fit path for their future.

Roslyn Dotterweich is a postsecondary transition researcher and advocate, bridging research, practice, and inclusion for students with significant support needs in international schools. A PhD student researching postsecondary transition programs and alternative diplomas, she combines 25 years of education experience with scholarly insight.

Currently an Adjunct Professor in Special Education at the University of Northern Colorado, she also implements innovative transition models at the International Community School of Addis Ababa, developing culturally responsive approaches for neurodivergent youth. Roslyn authored SENIA Academy’s Level 2 Postsecondary Transition Fundamentals course, trains educators globally, and consults with schools to strengthen inclusive programming.

As both a specialist and parent of three neurodivergent children (two with Autism, one with Dyslexia), she merges lived experience with systemic research, advocating for families through her blog, www.autismdreamx3.com. Her unique perspective positions her as a key voice in shaping inclusive futures in international education.

As a dedicated educator at the American School in Japan, I am passionate about fostering an inclusive learning environment for all students. Over the past two years, I have co-planned and co-taught English Grades 10 & 11, Geometry, World History, US History, and a signature Deep Learning Seminar class. Through these roles, I have enhanced student engagement and witnessed firsthand the success of utilizing Universal Design for Learning (UDL) principles. I pride myself on knowing my students and their learning needs, believing that the relationships I foster help fuel success in their endeavors. A constant goal of mine is to continue advocating for healthy inclusion in international schools, ensuring all are welcome and supported with the right resources.

I believe in getting involved far beyond the classroom. I am part of the DEI committee on campus and co-sponsor the environmental and speech clubs. Community is an integral part of international schools, and I see myself as a community builder. I take initiative in arranging gatherings outside of school for teachers and their families. Additionally, I am a consummate reader, exploring topics that shape our world today to engage in healthy, real conversations with young adults.

Lizzie has supported and advocated for students and families for the last twenty years in various international schools. Along with her family, she has worked in Hong Kong, South Korea, Thailand, Malaysia, Brazil and Mozambique. She loves playing padel, gardening, and cooking.

Secondary Learning Support Teacher specializing in inclusion, neurodiversity, and executive functioning support within international schools. With experience across MYP and DP settings, and in learning support leadership, I work alongside students, teachers, and families to create practical, individualized pathways for success. My approach combines evidence-based strategies with relationship-driven support, helping students build self-awareness, self-advocacy, and confidence as learners.

Alongside direct student support, I enjoy leading professional learning, facilitating collaborative problem-solving, and helping shape inclusive practices that allow both students and educators to thrive. At the heart of my work is a commitment to creating environments where every learner feels understood, capable, and valued.