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Susan D. Dixon is a speech and language pathologist supporting elementary-aged children in the Monroe County Community School Corporation in Indiana. She also works for the Indiana Institute on Disability and Community at Indiana University.

Kim Davis has retired as a research associate for the Indiana Resource for Autism at the Indiana Institute on Disability and Community at Indiana University Bloomington.

Julie A. Schmidt has served as a school psychologist, Director of Student Services, Associate Superintendent of Student Services, and recently retired from Kildeer Countryside CCSD 96 in Illinois after serving as Superintendent of Schools for 13 years. The district began its professional learning communities (PLC) journey nearly 25 years ago, and all seven schools have been recognized as Model PLC at Work^® schools. She is passionate about ensuring ALL students have an opportunity to thrive and reach their goals.

With over 30 years of experience in K–12 education, author and education expert Jeanne Spiller is an associate with Solution Tree, supporting schools and districts through workshops, coaching, and collaborative initiatives to enhance instruction, foster innovation, and promote equity.

Heather serves as the superintendent of schools in Fox Lake District 114 in the northern Illinois suburbs. Her work focuses on ensuring learning for ALL in schools.

Cate Hart Hyatt has spent more than 30 years as an educator, teaching preschool through graduate school students. She is a research associate for the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University.

Carrie Chapman, PhD, is a faculty member in the Educational Studies: K–12 and Secondary Programs Department at Minnesota State University, Mankato. She is also the College of Education co-teaching coordinator.

Brandon Jones, an author and consultant, works with educators to implement the Professional Learning Communities at Work® and RTI at Work™ processes. As a practitioner, he has served as a high school teacher and assistant principal, as well as a principal at the elementary, middle, and secondary level.

Educators gain practical, research-based educational tools to explicitly grow and teach executive function. Designed for secondary students, this book helps teachers support students, increase independence, and create calmer and more effective classrooms—where students manage time, advocate for themselves, and thrive independently.

This resource offers practical strategies to support students with disabilities in the arts. It provides guidance on reducing barriers, encouraging creativity, and fostering inclusive learning environments, ensuring all students can explore their potential and thrive in arts education.