BA, MA, EdS in Education, HQT in the four Common Core classes of Ohio curriculum, 15 years experience teaching Special Education, versatile and dedicated advocate with a solid focus on the individual needs of students. Kindhearted and empathetic professional that is flexible and accommodating in the design and implementation of inspiring hands-on lessons, employing wide-ranging academic approaches to enhance student achievement. Skilled in addressing student needs, ensuring students will thrive and develop in an adaptable educational atmosphere. Firm behavioral management techniques, possessing excellent interpersonal and communication skills to develop an excellent rapport with all members, student stakeholders and of the school community.
Provides direct and indirect instructional support to students in a positive environment; Employs special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory; Instructs students in academic subjects using a variety of techniques such as phonetics, multi-sensory learning, and repetition to reinforce learning and to meet students' varying needs and interests; Teaches socially acceptable behavior, as determined by the students’ individualized education programs (IEPs) by employing techniques in an overall positive behavioral support system; Modifies the general education curriculum for students with disabilities based upon a variety of instructional techniques and technologies; Plans and conducts activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate; Establishes and enforces rules for behavior and procedures for maintaining an environment conducive to learning for all students; Meets with parents to discuss their children's progress and to determine priorities for their children and their individualized educational needs; Confers with parents, administrators, testing specialists, social workers, and other professionals to develop individualized education programs (IEPs) designed to promote students' educational, physical, and social/emotional development; Maintains accurate and complete student records and prepare reports on children and activities, as required by laws, district policies, and administrative regulations; Establishes clear objectives for all lessons, units, and projects and communicate those objectives to students; Develops plans for effective communication, monitoring, and follow-up of students in inclusive classroom settings; Provides crisis intervention, as needed, for students and those in inclusive classrooms; Assists in collection of data for providing appropriate classroom interventions; Serves as a member of a multidisciplinary team as appropriate; Assists in preparation of data for local, state, and federal reports; Maintains professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities; and, Performs related work as required.
HQT in Social Studies, Math, Science and Language Arts
C.P.I. Non-Violent Crisis Intervention
“Violence and Disasters: Helping Children and Adolescents Cope”; Emotional Disturbance: Criteria for Determining Eligibility for Special Education”; “Developmental and Psychological Disorders in Special Education”; “Emotional Disturbance”. “Schizophrenia”;, and “Behavior Problems: Intervention Strategies”., “The Autism Spectrum”,
Capstone Projects-initiated 2015-2016
Capstone 1. “What Dreams May Come” (student written, student artwork and student publication) December 2015
She is a very trustworthy person, very polite and helpful. She is very caring
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