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BS computer Science (Computers)
Completed masters degree (MEd)
I have a Masters in Special Education. With respect to that knowledge area, I have special interests in working with students with autism or Asperger's, but also transitioning special needs youth.
In addition, I have taken many Elementary Education courses while finishing my graduate studies, thus I feel confident in teaching those related topics, too. Lastly, I also have a Bachelors in Computer Science and can teach many subjects related to that area.
In my personal life, I enjoy gaining first hand community social science, history, and art knowledge, by learning about my town's history and building architectures and also by participating as a community volunteer for many local projects and non profit programs. I have a Masters in Special Education. With respect to that knowledge area, I have special interests in working with students with autism or Asperger's, but also transitioning special needs youth.
In addition, I
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Having finished my coursework for a masters in Special Education, I have learned many strategies to help students overcome their issues with having ADHD or ADD. Many of these strategies are related to overcoming the student’s hyperactive (for those with ADHD) or inattentiveness (for those with ADD) or Executive Function problems (for those with either of these).
As a parent to a child with autism who has co-morbid ADD issues (and I, myself, who have ADD like issues), my first line defense is to make sure “environmental” corrections are in place. For example, are we sleeping and exercising enough? I find just these intervention help tremendously for my issues. But even with my son, who needs addition intervention, often simply tapping him on the shoulder to bring him back from his “dreamland” state is all that is required to help him.
I'm graduating with a masters in Special Ed and have completed all my Special Education coursework with a 3.87 in those courses. I have personally incorporated the more global topic of Autism Spectrum Disorders (which is the umbrella diagnosis to both Asperger's and autism) into many my work products of that curriculum and that of my General Ed coursework, too. I do this because I'd like to work with individuals w/ ASDs once I graduate.
In my field work, which related to my courses, there too, I seek out projects where I can work with students with ASDs. I have participated in 4-5 field work projects where I worked with these students. Not included in that count is the summer that I helped in the my local school district's ESY Autism Program nor the semester I helped in a self contained classroom for students with ASDs.
Further, I am taking coursework toward an completing Autism Certificate though UC Denver. And have taken several seminars, webcasts on various topics related to ASDs (too numerous to count).
Lastly, I have first hand knowledge of ASDs as a mother of a son who has High Functioning Autism (HFA) and is also gifted (it's called being twice exceptional). Many would have diagnosed him with Asperger's, instead. But indeed, according to the DSM IV he was Language Delayed; so he fits the autism / HFA DX, better in some respects. On a related note, I coordinate my local ASD parent support group and contribute to many online support groups, too.
I'm graduating with a masters in Special Ed soon and have already completed my Special Education coursework with a 3.87. I have incorporated the topic of Autism Spectrum Disorders (which is the umbrella diagnosis to both autism and Asperger's) into much of my coursework for that curriculum. In my field work, which related to my taken courses, there too, I seek out projects where I can work with students with ASDs. I do this because I'd like to work with individuals w/ ASDs once I graduate.
Specific to my autism field work, and studies... I worked with students in a summer ESY class that were mostly nonverbal students and that were learning Life Skills. Likewise an autism class, that I helped with for a semester, was self contained and had students with autism that were a mix of verbal and nonverbal. Through my grad studies, I've taken both a Significant Needs and an Applied Behavior Analysis (ABA) course. In my Effective Practices for Young Children with ASDs (for Autism Certification) my major project considered the activity scheduling and accommodations needed for a preschool nonverbal girl; so she'd be well supported in an integrated preschool. My field work includes working with 1st graders with autism in which I did a research study about better designed location transitions. And, working with a youth with autism, his parents, and teacher to clarify this student's transition path (from high school to post secondary opportunities). I took a workshop on Applied Behavior Analysis Verbal Behaviors (ABA-VB). Throughout fieldwork experiences, I find that students with autism are, more often than not, visual in learning style, so visual supports are often a first line of defense for any accommodations for these students.
I'm graduating with a masters in Special Ed and have completed my Special Education coursework with a 3.87 in those courses. I have taken dyslexia as a topic in both that curriculum and as part of my General Ed. coursework.
Specific to Dyslexia intervention, It is generally a umbrella term describing a multitude of issues with learning to read or with reading fluently (since there seems to be little agreement on exactly what Dyslexia is, currently). Phonological (or developmental) dyslexia, surface (or orthographic) dyslexia, deep (or acquired) dyslexia, mixed dyslexia, double deficit dyslexia, and even stealth dyslexia are all fairly common terms under their related umbrella term of "Dyslexia".
For example, most often the term is related to having phonemic awareness issues. This phonological dyslexia is a issue when the student can't sound out or otherwise manipulate phonemes well (that is, the sounds of the student's host language). This is the underlying issue with the student’s ability to segment, blend or even rhyme words. Perhaps, to even hear the phonemic utterances, correctly (for example, many with Auditory Processing Disorder will find this to be particularly problematic).
A good initial assessment to confirm that the student’s “Dyslexia” is a phonemic awareness issue, is to administer a nonsense word test like the DIBELS measurement’s Nonsense Word Fluency (NWF) subtest. Also, multi-sensory methods of reading intervention which includes Lindamood Bell and Orton Gillingham interventions, are often the best interventions for this group of dyslexics. But, I also find that good phonemic awareness lessons can be found both at Florida Center for Reading Research (FCRR; Reading First website), and at University of Texas at Austin’s Vaughn Gross Center for Reading and Language Arts (especially, for ESL students with reading issues). Likewise, though, I have found good lessons for these students in my grad reading course’s CORE Reading Sourcebooks.
I'm graduating with a masters in Special Education and have completed all my Special Ed. coursework with a 3.87. I have taken phonics as a topic in both that curriculum and as part of my General Ed. coursework.
In those courses' field work, I created and taught phonics lessons and other reading lessons. I have also used several standardized and curriculum based measurements to baseline, assess and track student progress in reading (standardized measurements include DIBELS and Woodcock Johnson III).
In the broader topic of general reading instruction, I have taught lessons and assessed students using the Big 5 Components of Reading (Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension). Also, I am familiar with multi-sensory methods of reading intervention including Lindamood Bell and Orton Gillingham.
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