Chicago State University (Special Education)
Chicago State University (Master's)
University of Illinois at Chicago (UIC) (Graduate Coursework)
I have always taught secondary students with high incidence disabilities, within various settings and subject area classes. My passion for teaching students with disabilities extends beyond the status quo expectations of teaching academic or subject matter courses with the expectations of meeting mastery on standardized tests. I strongly believe that the best way to prepare students with disabilities for transitioning into adulthood is to equip them with skills in areas in addition to academics such as: independent living, functional, employment, vocational, and community integration skills, as mandated by the Individuals with Disabilities Education Act and its amendments.
In my role as a Special Educator., I have taken the lead concerning implementing transition based activities into the practices at my current place of work in several ways. I collaborated with agencies such as DHS and Bridges from School to Work in order to connect my senior students with disabilities with employment and education service providers, upon graduating from high school. I also took the initiative to create a transition seminar class to address the need for students to learn to identify their strengths, interests, and challenges related to their postsecondary employment and educational goals. The work of providing transition services to students with disabilities is one that I cherish and continue to promote through teaching self-advocacy skills and disability awareness skills.
I would greatly appreciate the opportunity to enhance your academic and/or transition skills through my services.
I have taught students with special needs for over sixteen years and have built great relationships with my students that helped to foster the highest level of learning for all of my students. My expertise is in the area of providing instruction to students with disabilities in the areas of foundational math and reading skills, self-advocacy, self-awareness, and post-secondary education, and employment planning.
I am here to help you to improve in basic math, reading, and writing skills, as well as transition skills needed in order to go from elementary to middle school, middle to high school, and/or high school to postsecondary education and employment settings. Let me know how I can help in any of these areas, and I will do my best to support you in meeting your goals. Good Luck. I have always taught secondary students with high incidence disabilities, within various settings and subject area classes. My passion for teaching students with disabilities extends beyond the status quo expectations of teaching academic or subject matter courses with the expectations of meeting mastery on standardized tests. I strongly believe
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.