Neurodiverse Learning Lab

I’m a special education teacher with 5+ years of experience creating adapted, accessible curriculum for neurodiverse learners. After seeing how often schools fail to provide the materials our students need, I started designing my resources that are low-prep, inclusive, and aligned with grade-level standards. My goal is to support other educators and make learning more accessible for every student.

My resources are designed with neurodivergent learners in mind, especially nonverbal students and those with autism who need access to the general education curriculum in a more accessible, visual, and structured format. I prioritize low-prep, high-impact materials that are clear, predictable, and adaptable for a range of communication and sensory needs. Everything I create is rooted in the belief that all students deserve a curriculum that works for them, not against them.

My favorite moments as a special education teacher are the ones that don’t need words. There’s something incredibly powerful about seeing that spark of understanding in a student who can’t verbally explain what they know, but you know they know. It’s in the eye contact, the body language, the shift in engagement. Over time, you build an unspoken language and trust with your students, especially those with complex communication needs. That bond allows you to teach in a way that’s deeply personal, intuitive, and effective—and it’s what guides every resource I create.

I hated school growing up. As a kid with ADHD, dyslexia, and a learning disability, I often felt confused, left behind, and misunderstood. I rarely saw materials or teachers that truly met me where I was. That experience stuck with me, and it’s the reason I became a special education teacher. I came back to the classroom to help the kids who feel like I did and to be the kind of teacher I always wished I had. Now, I create resources that are clear, accessible, and empowering for students who learn differently because every child deserves to feel capable, seen, and supported. I know have a bachelor's degree in Early Education PreK-3 and Special Education PreK-12.

Nothing is more frustrating than when a curriculum claims to be “adaptable for special education” but isn’t. As a special education teacher, I’ve spent too many hours trying to modify materials that were never designed with neurodiverse learners in mind. Our students deserve more than watered-down worksheets—they deserve meaningful, accessible resources that meet their learning, communication, and sensory needs from the start. That’s why I create materials specifically for students with autism, learning disabilities, and nonverbal communication styles—truly adaptable resources, not just labeled that way.