Manhattan, NYC, Reading Writing Tutors Specialists

Kirsten is an enthusiastic educator with four years of lead teaching experience. Kirsten obtained her Bachelor’s degree in Elementary Education from Eastern Nazarene College and went on to receive her Master’s degree from Touro University in Childhood Education & Students with Disabilities (Grades 1-6). She is certified in New York State in both General and Special Education for grades 1-6. Prior to moving to New York City, Kirsten served as a 1st-grade student teacher, day camp director, and 2nd-grade teaching intern combating summer learning loss in low-income, high-need communities. Most recently Kirsten taught 4th grade for four years in an integrated co-teaching classroom for a high-performing charter school network in New York City. Kirsten consistently worked with classes containing up to 30% of students requiring Individualized Education Plans. She served as a grade level leader for a team of 5 fourth-grade teachers, providing coaching to other adults and spearheading the curriculum planning across the grade. Beginning in the fall of 2022 Kirsten will teach 3rd-grade literacy and math at a private school on the Upper East Side.

Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.

Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension. She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue. She is also now a Certified Structured Literacy/Dyslexia Interventionist.

Raquel is a handwriting specialist who has been helping children improve their handwriting skills for over 12 years. She graduated magna cum laude from Florida International University with a Master’s in Occupational Therapy. She has worked in various school districts in Florida, Boston, and New York City, working with children with various needs, specializing in handwriting instruction and support. She provides services to young children and has volunteered abroad, assisting parents, educators, and healthcare practitioners in child development. Raquel is a licensed and registered occupational therapist and certified pediatric massage therapist. She is currently seeking additional certification in brain coursework with Amen clinics to understand how neurodiversity impacts individuals. She has been trained in the Handwriting Without Tears program, uses methods found in TV Teacher, and tailors her approach to each child’s needs.

Raquel helps her students express their thoughts and concepts so they can be proud of their written and typing output. She uses various multi-sensory modalities (i.e., chalk, paint, playdough, etc.) and tactile and sensory experiences to help children grasp pre-writing and writing skills in developmentally appropriate and fun ways. Taking advantage of play by incorporating children’s individual interests has helped many of her younger children stay focused during her sessions.  Children are encouraged to find their unique way of recalling letter formation with mantras or songs.  Exercises warm up their hand and upper body muscles, helping her students write more legibly. Varied fine motor activities also help them isolate their fingers and support pencil grasp- which are other ways to help improve handwriting. During the toddler years, she supports pre-writing and readiness activities. She focuses on creating strokes, lines, and curves that prepare them for writing and early literacy. She supports letter formation and directionality in preschool and kindergarten, which is essential for writing efficiently and consistently. Once her students write sentences, Raquel focuses on legibility and spacing between letters and words to improve their readability. As children mature, cursive may be incorporated, which may help them express their ideas with greater fluidity. Raquel teaches typing to students who find handwriting arduous and laborious.

• A review of school-based written work
• Interview with the child and parent(s)
• Observation of near-point and far-point copying
• The WOLD handwriting assessment is timed. This assesses for accuracy, legibility, spacing, and how the child is positioned as they write (nuanced behaviors that demonstrate difficulties, which may make writing more challenging).
• The Berry VMI, the long form, and the short forms. This helps identify possible visual integration and motor and perceptual deficits that may contribute to handwriting difficulties.

LOCATION: Online and throughout Manhattan
TYPE OF SERVICES: Handwriting Assessments, Handwriting Tutor (pre-writing, print, and cursive), and typing.
EXPERTISE: Handwriting
AGES: Preschool through adolescence.

When Taryn was growing up, she loved stories about famous people who struggled with learning differences. Her struggle with learning at a young age made these stories more relatable. From that time on, she knew that she wanted to devote her career to helping children. She volunteered at YAI, an organization for children and young adults with developmental disabilities. She continued this work for many years.

Taryn attended Lehigh University and graduated Phi Beta Kappa with highest honors with a degree in Communications and French. She was recognized as a winner of the “Who’s Who Among American Teachers 2007.” Taryn holds a Master’s Degree from New York University in Elementary Special Education and is trained in The Orton Gillingham Approach which is a multisensory way to teach literacy when reading, writing and spelling, as well as The Judith Hochman method of writing. Taryn also has vast experience working with children with dyslexia and behavioral needs.

Liza is a motivated, goal-oriented elementary education teacher (grades 1-6). She is currently working in a fourth grade classroom in a NYC Department of Education public school in Gramercy. She is from Minneapolis, Minnesota and has 10 years of teaching experience in grades K-5, primarily in grades K-2. In Summer 2019 Liza spent 6 weeks teaching English overseas to 4th-6th grade students. Liza received a Masters in Elementary Education from the University of Minnesota and a bachelor’s degree in Business and Communication from Indiana University. Liza is trained in Wilson Fundations, Guided Reading, Leveled Literacy, Fountas and Pinnell, Teachers College Reading and Writing, and EngageNY Math (Eureka Math).

Throughout her career, Liza has worked with students with diverse needs including students with low English proficiency, dyslexia, anxiety disorders, speech/language impairments, autism spectrum-based behaviors and disabilities, ADD, ADHD, emotional/behavior disorders, as well as low cognitive disabilities. She specializes in working with students who need intervention in phonemic awareness, letter/sound identification, decoding/encoding, fluency, reading comprehension, writing, and math skills/concepts. Liza is a creative thinker who encourages student voice and integrates student interest into learning.

Kim loved the stories about Helen Keller as she was growing up and always knew that she wanted to help children. While she lived in Breckenridge, CO she helped people use sit-ski’s or tethers to enjoy the sport as much as she did. 

Kim received her Master’s degree from Columbia University in Early Childhood Special Education, and then taught at Rusk Hospital for 5 years as a teacher of one and two year old classrooms. At Rusk, she was involved in many research groups, including one that brought sensory integration techniques to the forefront.

Kim specializes in working with children, aged 6 months to 8 years, who are medically fragile, have neurological issues, sensory integration, ADHD, vision therapy and general developmental delays. She is trained in: Brain Gym, Sensory Integration, Stanley Greenspan Floortime techniques, Therapeutic Listening, Feeding therapy, Handwriting without Tears, Social Thinking and Orton Gilllingham.

Michelle is a professionally certified Special Education teacher (Birth – 6th grade) and works as a Special Education Itinerant Teacher (SEIT) with over 10 years of experience. She holds a bachelor’s degree from Syracuse University and a master’s degree from Mercy College. Michelle has also worked with many students 1:1 to support their individualized needs in their home setting.

Michelle currently resides in Manhattan where she works as a SEIT for families throughout the east side neighborhoods. In her 10+ years of experience, Michelle has had the opportunity to work with many different types of children with their individual, unique needs. Due to her diverse professional experience, Michelle possesses a strong background in working with students with learning delays, speech and language development, processing difficulties, ADD/ADHD, as well as, children on the Autism spectrum and emotional/behavior disorders. In addition to working with a diverse range of learners, Michelle has supported parents and teachers on behavior management strategies and utilizing positive behavioral interventions both at home and in their classrooms.

Mariel is a special education teacher with over ten years of experience working with young children. She graduated from Hartwick College in 2010 with degrees in Music Education and German and then spent three years working at the Henry Viscardi School where she was responsible for creating and distributing augmentative communication options for children with varying physical and cognitive disabilities. She went on to complete her Master’s Degree in Early Childhood Education at Brooklyn College and, subsequently, earned a post-master’s Certificate in Early Childhood Special Education from Queens College in 2016.

Mariel has worked in both public and private schools throughout her career and has spent the past five years working as a Special Education Itinerant Teacher (SEIT), special instructor, and ABA therapist for children five years old and younger. Mariel teaches children with autism, expressive language delays, and behavioral challenges in New York City. She is a strong advocate for helping all of her students reach their optimum potential and believes in collaborating with parents, school staff, and colleagues in an effort to provide the best environment and interventions to help children have a positive educational experience.

Alyssa is certified in General Education and Special Education for birth through sixth grade. She received her Bachelor’s degree from SUNY Cortland and her Master’s Degree from Manhattanville College. Alyssa teaches within the NYC DOE and is going on her fifth year as a Kindergarten Special Education teacher in an Integrated Co-Taught (ICT) class.  She also has experience as a Pre-kindergarten enrichment teacher, and in first and second grade.  Alyssa has worked as a Grade Team Lead, where she differentiated lesson plans for all types of learners based on data and led development sessions for teachers.  She has also worked as a New Teacher Coach, helping new teachers plan engaging and meaningful lessons.  Alyssa has experience working with children who are English Language Learners, have autism, ADHD, behavior disorders, speech and language disorders and other learning differences.

Gabrielle’s experience over the last 16 years of teaching has included early childhood special education, middle/upper school executive functioning and guidance, undergraduate and graduate education, and executive functioning in addition to parent education and social-emotional/responsive classroom (life) in 1:1 and group settings.

Gabrielle attended the University of Michigan with a degree in Latin American and Caribbean studies with a minor in Art History. She holds her Master’s in early childhood education and Special Education and has an annotation and additional training in working with students on the Autism Spectrum. She is trained in a variety of multi-sensory learning methods, Brain Gym, Smile Therapeutic Message, etc. Gabrielle has had a career both in the classroom and as a private therapist, coach, and mentor. Working one on one with students as well as providing coaching for families. During her eight years in individual and small group therapy, she has worked in public, private, charter, and pre-schools creating and developing measurable and achievable goals and outcomes along-side other educators, administrators, and therapists.

It has been over 20 years and working with children is still Nicole’s favorite place to be. In 1998, Nicole stepped into a classroom, working as an assistant teacher to students with learning differences while studying psychology at Hunter College. Today, Nicole’s story has not changed because she can still be found exactly where she began.

Nicole earned her Master of Science from Touro College in Early Childhood Special Education (Dual Certification), (May 2007) and holds a Bachelor of Arts in Psychology from Hunter College. Additionally, Nicole completed a Post Graduate certificate program in Applied Behavior Analysis from the Florida Institute of Technology.

Julia graduated from State University of New York at Fredonia with a Bachelor of Science in Childhood and Special Education (Grades 1-6). She then received her M.S.Ed. in Literacy Education (Grades 1-6) from Nazareth College. Julia has over nine years of experience working with students with ASD, ADHD, processing delays, and learning disabilities. During this time, she has taught in a general education setting (ages 5-12), special education settings (ages 4-14), and as a literacy specialist (worked with ages 4-14). Throughout her years of teaching, she has utilized a multitude of programs including: Orton Gillingham, Wilson Fundations Program, Fountas & Pinnell, Reading Street, Wonders, SPIRE, GoMath, and Math Expressions. 

During her individual reading sessions as a literacy specialist, she first assesses the student’s decoding, encoding, fluency, and comprehension skills, and uses the assessment results to guide future sessions. Once she has a full picture of the student’s abilities and has built a relationship with them, she then chooses a curriculum that best suits the needs of the student.

She believes in using a well-balanced approach that encompasses the Five Pillars of Reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency). Individual math sessions follow the same trajectory and include the use of manipulatives and hands-on learning techniques to give the student a multi-sensory learning experience. 

Alicia holds a Master’s Degree in Elementary Education from the University of New Hampshire. She has worked as an educator in various settings, from public and independent schools to tutoring small groups and providing 1-on-1 services within students’ homes. Alicia specializes in teaching young children, toddlers through 3rd grade. Within her repertoire of experience, she has learned how to differentiate instruction, create safe learning environments, and assess and support students across all domains of development.

When teaching math, Alicia incorporates manipulatives such as ten frames and double-sided counters. She uses follow-up questions in response to a student’s work to further support their understanding. Equally important are the discussions she leads on math topics, which create connections across different concepts, support greater retention, and encourage reflection on one’s learning (metacognition). Alicia has utilized the Math in Focus and Bridges in Math programs. Alicia incorporates multisensory reading activities that use sight, hearing, and touch for deeper learning. Furthermore, these multisensory activities often feel like play for a child, allowing them to engage and connect with their learning naturally.

Alicia supports every child by curating book collections that motivate and inspire them. Alicia wants children to develop a love for reading and does so by finding fiction and non-fiction books that her students relate to and find interesting. She has utilized the Wilson / Fundations phonics program and Heggerty’s phonemic awareness program.

She takes the time to build a rapport with every child, getting to know their interests and guiding them to find confidence in their skills. Alicia holds space for the child to let their curiosity, fascination, and inquisitive nature guide the lessons, creating an engaging, unique, individualized experience for every child. She prioritizes fostering strong and positive relationships with families and her students. Alicia believes all children are curious and eager to learn, and she loves to facilitate learning in ways that support their needs and foster their interests and skills.

Alicia currently teaches at an independent school in the Chelsea neighborhood of Manhattan. She specializes in reading, writing, phonics, and math instruction. Alicia has experience working with students with learning differences and knows how to best benefit those students by structuring individualized education plans. She is passionate about education and finds working with her students and their families to be deeply fulfilling.

LOCATION: Queens (Astoria, Long Island City), Manhattan (Chelsea, West Village, East Village, Upper East Side), Brooklyn (Greenpoint, Williamsburg)
TYPE OF SERVICES: Tutoring, homework help
EXPERTISE: Personalized instruction; Multisensory reading, phonics, writing, and math instruction; Early emergent literacy; Executive functioning skills coaching
AGES: Toddlers – 3rd grade

Dana is a special education teacher specializing in working with students who have special needs, specifically students who have developmental and academic delays, as well as behavioral challenges. She is knowledgeable in social emotional development, ensuring children are given the appropriate tools to better cope with conflicts and problem solve more effectively.

Dana graduated from West Virginia University with a BS in Early Childhood Development and Family Studies, with an endorsement in Special Needs. Dana received her Master’s Degree in Early Childhood Education Curriculum and Instruction from William Paterson University in Wayne, New Jersey. She holds two certifications in the state of New Jersey: Teacher of Students with Disabilities and Teacher of Preschool through Grade 3.

Dana has been a teacher for 10 years in a public school setting at an elementary school in Teaneck, NJ. Her first year of teaching she taught Kindergarten, Language and Learning Disabilities (LLD), and after that Pre-K 4 special education.

Brian is certified to teach in Grades 1-6. He has spent the previous eight years teaching children in Ecuador, Azerbaijan, China, and New York City. His students have ranged from pre-K to fifth grade, representing a spectrum of cultures, languages, and abilities. He is passionate about making education a fun and rewarding endeavor for children while encouraging them to take ownership of their own learning goals.

Brian  earned his Masters in Teaching at the University of Georgia with a program focus on constructivist principles within early childhood education. These principles guide his lesson plans which create experiences for students to construct their understanding throughimportant ‘A-ha’ moments. Brian also recognizes the important role of direct and explicit instruction, which is part of a balanced approach to helping any child grow to their potential.

Brian has taught a variety of learners in both general education and ICT classrooms. His students have had speech and language delays, ADD/ADHD, and English as an additional language. In literacy, he has extensive experience implementing the Success for All Stepping Stones and Reading Roots programs and believes in the power of word work in the pursuit of mastery.

Maggi is a multi-certified teacher with over 20 years experience teaching students in New York City. Maggi teaches in general education classes as well as integrated co-teaching classes as the special education provider. Maggi also has over ten years experience as an English as a second language provider. In this role, she has successfully worked with a variety of learners with both language acquisition needs as well as reading deficiencies. Maggi trained in the Orton Gillingham approach to reading as well as Fundations, Leveled Literacy Instruction, and SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Word). She has worked extensively on developing her students reading comprehension while working on fluency, phonics, phonemic awareness, and sight words recognition. She believes all aspects of reading needs are addressed during literacy instruction. In addition to instruction, Maggi is experienced using both formative and summative assessments to determine next steps for her students. These assessments include TC running records, timed fluency passages, and comprehension checks. Using this comprehensive approach not only helps her keep track of her students goals, but it also increases their interest in learning literacy.

Julia graduated from Colgate University with a Bachelor of Arts in Educational Studies. She then joined the Teach For America Corps, where she taught grades kindergarten- fourth grade, while obtaining her Dual M.S.Ed in General and Special Education for grades 1-6. Julia has 4 years experience teaching whole group and small group instruction. During this time, she has taught SEL, writing, math, science and guided literacy in both the General and Special Education setting. She has experience with reading programs like Amplify, CKLA, iReady, NWEA, STEP tool and F&P. In math, she has used tools like Zearn, iReady, NWEA to analyze and target instruction to student needs.

In her most current role, she is a Learning Specialist in which she solely focuses on students with Individual Education Plans (IEPs), for students with processing disorders, learning disabilities and Speech/ Language delays. She uses consistent data tracking to tailor instructional plans that will achieve a student’s IEP and personal goals. Julia progress monitors all of her students frequently to understand what concepts they can grasp and which they need more at bats.

Lillian has been teaching for twelve years teaching both 5th and 6th grade ICT for students with mild to moderate disabilities, in a 2nd-3rd grade self-contained classroom for students with moderate disabilities, and currently math and reading intervention for general education students. She is currently the Special Education Liaison and Lead IEP teacher at a public elementary school in Manhattan. She holds a BA from Tufts University in Peace and Justice Studies and a dual MA from New York University in Child Education and Special Education.

Lillian believes that all students have the capacity to learn, and it is the job of educators to use research-based methods partnered with compassion, understanding, and games. She supports students with reading, writing, and math skills, as well as executive functioning strategies. By getting to know students on a personal level, Lillian is able to connect the material to the individual learner and find the best methods to strengthen areas of need. When tutoring in math, Lillian focuses on building number sense and fluency with number talks and games, while simultaneously strengthening conceptual understanding using math manipulatives and tools. For literacy, Lillian focuses on building strong phonics and phonological awareness through multisensory appraochess to grow students’ decoding and encoding abilities. Self-perception is often a significant piece of learning challenges, so she also focuses on building student self-confidence and advocacy.

Lillian has experience working with students with many different types of learning challenges including: Specific Learning Disabilities, ADHD/ADD, executive functioning needs, ASD, dyscalculia, and other learning issues.

Rachel is a School Psychologist with the New York City Department of Education and certified in the Wilson Reading System. Rachel is passionate about working with children to promote their academic, social, and emotional growth. Her education includes a B.S. in Marketing from the Rutgers School of Business and a Master’s in Education with an Advanced Certificate in School Psychology from CUNY Brooklyn College.

As a School Psychologist, Rachel has worked with a diverse population of general and special education students at the elementary and middle school levels, conducting psycho-educational assessments and providing counseling services. She also fosters collaborative relationships in which children, parents, school staff, and outside agencies can work together to maximize students’ potential and create the most positive school environment that is possible for them.

Gabrielle is an experienced special education teacher with over 10 years of teaching experience. She has taught kindergarten – 5th grade in general education, integrated co-teaching, and self contained settings. She has a Master’s in General Education (1-6) and Special Education certification (1-6) from Hunter College: School of Education. She is in school for her School Building Leader and District Leader Certification through the CITE program at The College of St.Rose.

Gabrielle is an elementary school teacher (K-5) with experience tutoring students (one-on-one and in small groups) and mentoring novice teachers. She provides a nurturing and caring learning experience that allows students to engage in productive struggles and become critical thinkers. She teaches students with diverse backgrounds and abilities (Autism Spectrum Disorder, ADHD, Speech and Language Impairment) and has a strong rapport with students and families. She believes all students can and will learn and thrive in society when provided with excellent instruction, tools, and resources based on their needs. She gives students skills that can be transferable to different areas of their everyday lives.

Zachary is an experienced educator with over a decade of experience in the K-2 learning space. He holds an Ed.M. and M.S.Ed from Teachers College, Columbia University and The College of St. Rose. He has a NYS Professional teaching certificate in Childhood Education, Grades 1-6 and his school building leader license, as well.

Zach has taught first and second grades for over a decade prior to transitioning to a school leader role. Throughout his work he has had extensive development on the Science of Reading and foundational skills in early literacy and math and has consistently been able to move the needle on student achievement with struggling leaders. Zach has experience with the following curricula: Success For All (phonics), Reading Mastery (phonics), Great Minds/Eureka Math, Math In Focus, Singapore Math and Cognitively Guided Instruction. Zach has been trained in the University of Chicago’s STEP Assessment and Fountas and Pinnell’s Benchmark Assessment System.

Zach creates a trusting environment in which students are not afraid to take risks and apply their learning. Zach takes a strength based approach and builds on the capital students already have. Zachary has extensive experience working with children with exceptionalities and neurotypical learners. Zach will employ a variety of research based strategies, hands-on activities and direct instruction to support your learner: this includes a variety of phonics practices focused on decoding/encoding, in math numeracy, cardinality and how numbers work. Additionally, Zach has experience with upper elementary school students (3rd and 4th grades) in preparing them for NYS assessments, both ELA and Math. In addition to coaching students on test taking strategies Zach also focuses on comprehension.

Michelle is an expert literacy specialist with ten years of experience teaching and tutoring students of various educational backgrounds in grades pre-kindergarten through 8th grade. She holds a M.Ed. in Reading Education from the University of Virginia and State Certification in Childhood Education (Grades 1-6), Reading Specialist (K-12), and English as a Second Language (K-12). Michelle also has training in the Orton-Gillingham approach, Fundations, Wilson Reading System, Fountas & Pinnell Leveled Literacy Intervention, and the Teacher’s College Reading and Writing Project.

As a current K-5 reading specialist, Michelle works with students of all educational backgrounds. Michelle has extensive experience working with students with dyslexia, dysgraphia, ADHD, ADD, and learning disabilities. Michelle also works with students who do not have learning disabilities but may benefit from additional support with literacy skills. Her instructional expertise includes phonological awareness, phonics, decoding, spelling, fluency, vocabulary, reading comprehension or writing skills. Michelle individualizes all of her instruction to help students set and reach individual goals and experience successful outcomes.

Kelly received a Master’s degree in Occupational Therapy from Hofstra University, and her bachelor’s degree from SUNY Binghamton where she majored in Psychology and minored in Health and Wellness. The degrees complement each other and well prepared her for a career as an occupational therapist where she focuses on the physical and emotional well-being of individuals.

Kelly has experience providing care to individuals across the life span. This includes working in sensory gyms, elementary schools, outpatient neuro rehabilitation, and skilled nursing facilities.

Kelly currently provides services in the school based setting where she works with students in kindergarten through 8th grade. She supports her students in a variety of areas to increase their participation in the school environment. She supports many of her students with handwriting by using a student-centered and multi-sensory approach. Additionally, she focuses on underlying factors that may affect handwriting abilities (e.g. fine motor skills, visual motor, visual perception).

Peter is an expert handwriting specialist with over seven years of experience assisting students throughout the public and private education sectors. Through his diverse and holistic approach, he was able to improve students’ academic performance significantly. His expertise as bilingual OT practitioner in working with “handwriting without tears” program made him sought after by parents and after school program administrators. Peter is equipped with 7 years of knowledge in supporting pre-school and school age with autism spectrum disorder, dyslexia, dysgraphia, dyscalculia, ADHD, ADD and handwriting motor and sensory dysfunction. He also worked with D75 students whom they presented with various behavioral difficulties and was able to assist them throughout their academic journey.

Peter’s main objective is to create a supportive, structural yet fun environment for all his students to attain their goals and surpass them. He will evaluate and highlight students’ strengths and weaknesses, while designing individualized plans to ensure that they reach their highest potential. Peter’s “Student’s Centered Approach” will improve overall academic performance and participation levels, which will lead to an overall successful outcome.

Patricia has over 25 years of experience teaching children and adults from diverse educational backgrounds to read, write, and spell using the rigorous standards of the Orton-Gillingham approach. Her extensive background includes a Master of Science degree in Special Education/Dyslexia (grades 1-6) and PhD in Literacy Education.

Patricia understands the importance of meeting at-risk learners’ academic as well as psychological needs to promote motivation and achieve positive outcomes. Before instruction begins, Patricia assesses each student to determine his or her strengths, weaknesses, interests, and optimal learning styles. She then creates highly engaging lessons that utilize research-based strategies to target students’ individual goals. Depending on the student, goals can range from mastering the fluid formation of letters to developing more effective independent study skills.

Patricia is described by parents as having a genuine interest and commitment to her students’ progress. She appreciates the tremendous toll that falling behind in reading and writing can have on students’ self-esteem and desire to learn. As such, she strives to create an environment that encourages students to actively participate in the learning process and take pride in their unique strengths and abilities.

Brianne is a strong, empathic, and lively educator. She has degrees in Childhood Education, Special Education, Literature, as well as a Masters Degree in Literacy. Brianne has been teaching in New York City for ten years, as a special educator in both integrated co-teaching and self-contained settings, grades 2-5. In working with students over the years, Brianne has developed many skills, strategies, and tools so that students at all readiness levels can access content. Brianne pairs well with students with learning disabilities, ADHD, Autism, anxiety, behavior disorders and dyslexia. Brianne specializes in creating accessible entry points for all students by implementing Universal Design for Learning (UDL) strategies and tools. Brianne firmly believes in building strong relationships with students, and finding organic connections to learning so that students are intrinsically invested in their education.

Bridget’s experiences over the past 9 years have included working as a specialized autism teacher as a K-2 Elementary School Teacher within a 6:1:2 and 12:1:2 setting in District 75 for children with severe and multiple disabilities (specifically children with language delays and disabilities), a lead teacher within  two and three year old classrooms, and currently as a private SEIT within a preschool program and Applied Behavior Analysis Therapist in Early Intervention.

Bridget has a unique perspective on working with neurodivergent children due to her own diagnosis with ADHD. As a child Bridget struggled through school  with reading delays, math delays, and was bullied in school by her peers which affected her self esteem. It wasn’t until she was failing college that she received a diagnosis of ADHD. Upon receiving her diagnosis she began taking medication and pursued the accommodations and support necessary to treat her learning disability. Upon pursuing treatment she went from being a student on academic probation to a straight A student. It was then that she began to find strategies for her poor working memory, executive dysfunction, auditory processing disorder, and even social skills. This life experience drives Bridget to support children through a strengths based approach and allows her a true sense of understanding for each unique individual that she works with.

Jessica is an elementary school teacher who has three years teaching experience in Ireland where she taught the 4th grade, 1st grade and special education. She has been teaching the 2nd grade for the past two years in a New York City school.

Jessica received a Bachelor of Social Science degree from the University College of Cork, Ireland. She graduated with a Master of Education degree from the University of Limerick, Ireland. She has had the opportunity to educate students with various educational needs from different backgrounds. She focuses on assessing children’s learning styles and needs and strives to find the best approach to boosting their grades and confidence. Jessica utilizes various suitable teaching strategies and resources in order to cater to children’s individual needs. She is extremely passionate about educating children by establishing a positive and safe learning environment. Jessica utilizes technology, visual aids, games, inquiry based activities, manipulatives and graphic organizers in order to ensure children’s understanding. Jessica has four years experience tutoring children individually and in small group settings ranging in ages from 5 years old to 12 years old.  She supports students struggling with mathematics, reading and writing.

Claire has 16 years working as a learning specialist as a headteacher in preschool-2nd Grade, in public school and private special education classrooms, has provided private SEIT work, and worked for various agencies providing a safe environment to strengthen social interaction and communication skills for children. She earned a Master of Science in Teaching, Early Childhood Special Education (Dual Certification) from Bank Street Graduate School and holds a Bachelor of Arts in psychology from New School, Eugene Lange. She is New York State certified in Early Childhood Education and has her New York State certification in Students with Disabilities. Claire is formally trained in Orton Gillingham, Wilson/Fundations, the Corrective Reading Program, Sounds in Motion, and Handwriting Without Tears and is a member of ATIS (Association of Teachers in Independent Schools). Claire incorporates both kinesthetic and tactile strategies to reach all learners. Claire connects to children encountering learning differences by developing a strong sense of empathy and understanding for her students’ individual needs and emotions.        This allows her to tailor her approach to each student, helping them feel valued and heard.