The Learning Investigator

For 23 years, I have dedicated my career to teaching students with profound and complex needs. I believe every child deserves meaningful access to learning, and I work tirelessly to adapt materials, activities, and experiences so all students can actively participate and be successful. Exposure to the curriculum is important, but true learning happens when we bring instruction to a level where students can engage, communicate, and experience success in their own unique way. Over the years, I have learned that student growth is often directly connected to the amount of heart, creativity, persistence, and dedication a teacher pours into their work — the “blood, sweat, and tears” behind every adapted lesson and individualized support. The resources I create come directly from real classroom experience and years of working hands-on with students with significant disabilities. My goal is to help educators bring out the very best in their students by providing practical, engaging, and meaningful materials that support participation, communication, and learning for all.

My teaching style is investigative, individualized, and centered around the belief that every child learns differently. Over the years, I have learned to look beyond traditional teaching methods and carefully analyze how each student accesses, processes, and responds to learning experiences. Many worksheets and classroom activities can be visually and cognitively overwhelming for students with significant disabilities. Because of this, I intentionally break activities down into manageable, meaningful steps. What may appear to be a simple activity — such as one addition problem on a page — is actually packed with rich learning opportunities. Within that single task, students may be working on number identification, counting with one-to-one correspondence, communication, attention, fine motor skills, and comprehension. I also strongly believe in incorporating AAC and communication opportunities into learning activities whenever possible. Students should always have a voice and a way to participate. My materials are designed to encourage communication, choice making, and engagement. For example, students may use their AAC device to answer questions, request materials, identify numbers, or choose what color they would like to use while coloring pictures connected to the activity. I believe learning should be accessible, interactive, and meaningful. My goal is not simply for students to complete a worksheet, but for them to actively participate in a learning experience that builds independence, communication, confidence, and success.