I’ve always had a tenacious commitment for children, [social] service, stewardship, advocacy, academic excellence, and practically any endeavor where children and adolescents are inspired to pursue their purpose and positive learning environments – no matter their ability. I have been blessed to work with many students across grade levels, races and ethnicities, and socio-economic statuses. I have worked diligently to complete their evaluations for special education services, develop goals and objectives to help them access the general education curriculum, provide academic interventions through Response to Intervention then both academic and behavioral interventions through the Multi-Tiered Systems of Support framework, and even support school leaders in developing best practice guidelines and checklists to ensure high quality and equitable student outcomes.
Within the 12 years I have served and done this work as a school-based therapist and leader, I have been influenced by the results, both good and bad, and am driven to be more influential in research and education akin to special education. Special education is a complex and very involved process, especially through the lens of legislation (what the law explicitly states) and litigation (how the law is interpreted). I understand it can be challenging at times to understand those complexities, but I also strongly believe the aforementioned is what propelled this enthusiasm and excitement I embrace about the future of special education and where I see myself in it. At the very core of my being, is this ambition to see students who are considered exceptional learners receive a rigorous education that affords them the same opportunities as their non-disabled peers.