Natalie Danner served as an early childhood inclusion teacher and administrator in New York City for more than ten years, working with young children with and without disabilities.

After completing graduate degrees in School Leadership and Early Childhood Special Education, she decided to pursue her doctorate at the University of Illinois at Urbana-Champaign.

Natalie’s current research interests include blended early childhood teacher preparation and preschool teachers’ attitudes and practices of inclusion. She currently serves as a graduate research assistant for the Illinois Early Childhood Asset Map (IECAM) and graduate intern for the National Center for Montessori Education in the Public Sector.