Letter From the Director
Dear Friends and Supporters of the Haring Center,

As I reflect on the past year at the Haring Center, I am filled with gratitude for the community that makes our mission possible. Our work is deeply rooted in a commitment to advancing inclusive education for every child, and your support allows us to continue making a meaningful impact.
This past year has been transformative for the Haring Center as we reimagined the possibilities of inclusive education. Thanks to the dedication of our educators, researchers, and supporters like you, we’re expanding the reach of our work and embracing joyful learning that empowers every child. With each new partnership, program, and classroom, we’re making a difference locally, nationally, and globally.
Our commitment to creating inclusive spaces has extended beyond our walls through professional development partnerships, now reaching school districts in Portland, Singapore, Hawaii, and beyond. This year, we also proudly released the fourth edition of Building Blocks for Teaching Young Children in Inclusive Settings, authored by Drs. Susan Sandall, Ariane Gauvreau, Gail E. Joseph, and Ilene S. Schwartz. Another impactful resource, Meaningful Mealtimes, authored by an interdisciplinary team from the Haring Center—Yev Veverka, Susan A. Ramage, Christy Baker, Kelsey Milne, M.S., and Emilie Dupont, bridges inclusive education with daily routines, helping educators and families foster meaningful connections. In research, the LLAMA (Links to Learning Adaptive Math Assessment) project exemplifies our innovative approach, using a llama-themed interactive app to engage young learners in early math development.
This has been the best start of the school year for the EEU in five years, marking the first time in years that staff could fully focus on students, families, and instructional goals without the disruptions of relocation or pandemic challenges. The school also established a new set of community-centered values, collaboratively developed with input from staff and families, creating a sense of unity and purpose that everyone in the EEU community can embrace and bring to life.
Building on all of that good work, our 23rd annual auction was a true homecoming for our staff and supporters! After four years of virtual and off-site events, we welcomed past and current EEU families, Haring Center staff, and community partners to our newly renovated center and auction tent in May. Filled with love, enthusiasm, and a shared commitment to inclusive education, we surpassed our fundraising goal — thanks to the incredible generosity of our donors and volunteers.
As we look toward the future, the Haring Center remains committed to fostering inclusive environments where every child and educator is empowered to learn, grow, and reach their full potential. Thank you for your unwavering support and for joining us on this journey.
With Gratitude,
Kathleen Artman Meeker
Director, Haring Center for Inclusive Education
Impact Snapshot

180
Serving 180 children annually at the EEU School (Experimental Education Unit)

21,000
Delivering professional development services to more than 21,000 education professionals annually

63
63 school district, county, or agency research partnerships across the state

Empowering Educators: Supporting Teachers in Inclusive Education
The Haring Center has a rich history of spearheading inclusive practices in education. One of its most impactful innovations is the development of a coaching model, which transforms how educators receive guidance and support. This approach, rooted in flexibility and adaptability, meets teachers where they are, offering personalized coaching that evolves with their needs and experiences.
Dr. Kathleen Meeker in collaboration with Dr. Angel Fettig and other researchers developed a coaching model that addresses the unique strengths and needs of teachers. At the heart of the model is a data-driven approach that uses classroom observations and survey insights to match educators with a coaching type that best supports their goals. Unlike traditional coaching, which may rely on one size fits all approaches, the Tiered Coaching Model emphasizes relationship-building and individualized support. Coaches work closely with teachers, guiding them through reflective practices and helping them identify and build upon their strengths. This supportive, non-evaluative approach creates a trusting environment where teachers feel safe to take risks, experiment with new strategies, and deepen their understanding of inclusive teaching methods.
The structure of the model allows for varying levels of support, based on each teacher’s specific needs and classroom dynamics. Newer educators or those working with more complex classroom scenarios might receive more intensive coaching, with frequent, hands-on support and modeling. In contrast, experienced teachers may benefit from less frequent check-ins or group coaching, focusing on fine-tuning their approaches and addressing specific challenges as they arise. This flexibility ensures that all educators, regardless of experience, receive the level of support that best suits their professional journey and classroom requirements.
This model has been adapted across various programs, including at the Experimental Education Unit (EEU) and other community settings across Oregon, Washington, and South Carolina. The Tiered Coaching Model exemplifies the Haring Center’s commitment to inclusive education by equipping teachers to meet diverse classroom needs and enriching learning environments for all students.
Coaching in Practice
The Haring Center provides coaching to classrooms serving children from toddlerhood through high school, both statewide and beyond. We’ve established coaching partnerships with Head Start programs in New Mexico, inclusive preschool classrooms in Singapore, and numerous schools across Washington State.
Haring Center inclusion coaches offer personalized, flexible support to teachers and specifically to centers who participate in the Early Childhood Education and Assistance Program (ECEAP), a preschool program that provides free education, health, and family support services to low-income children and their families.
Before Inclusion Coach Lisa Matsumoto walks into the classroom she understands one important principle: the teacher is the expert of their class. They know the kids, the culture and the community better than anyone else, and she says it starts with “honoring the teacher as the leader of the classroom”.

She and coach Paige Reischl shared that coaching is centered around understanding the unique needs of each teacher and classroom. They invest in building strong, trust-based relationships with teachers. Every coaching relationship begins with reminding teachers that as coaches they begin by “noticing what you’re already good at,” Paige shares. This approach establishes a foundation for understanding each teacher’s unique challenges and providing consistent, tailored support. By meeting teachers where they are, coaches offer strategies for managing challenging behaviors, supporting transitions, and helping teachers prepare for accreditation.
This non-evaluative, relationship-based coaching encourages reflection and empowers teachers to grow in ways that are meaningful and aligned with their own teaching styles and culture of their classroom and school.
Once trust is established, Haring Center inclusion coaches draw upon the work and research of our professional development and research teams, integrating evidence-based practices into their approach. If a teacher needs support for a student with speech delays our coaches can easily walk down the hallway to access resources and guidance from one of our Speech and Language Pathologists. This collaborative environment really serves as a think tank and a resource hub for Haring Center staff that works to support teachers and promote inclusive practices.
A Shared Vision for Inclusive Education
From our research to practice the Haring Center demonstrates that inclusive education is not just a goal but an ongoing process supported by collaboration, trust, and evidence-based practices. By not only equipping educators with the tools and confidence to address diverse classroom needs but also learning from their experiences and respecting their leadership and expertise, the Haring Center creates lasting change that benefits both teachers and students alike. This approach reflects a broader commitment to fostering inclusive environments where every child, regardless of ability or background, can thrive. Together, the Haring Center and its educators are shaping the future of education—one inclusive classroom at a time.
At the Haring Center, we know that inclusive education helps all students learn, play and grow together. EEU parents, Jaime Arranda and Kevin Pringle, alumni Maxford Brown with his parents Tracy and Jeff, and Teacher Via Thomas reflect how the EEU and inclusion has lifelong positive impacts on students and families.
