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Mount Holyoke College (History)
Dominican University (Master's)
University of Illinois at Chicago (Graduate Coursework)
In addition to a Master’s degree in Education, I am certified by the Illinois State Board of Education in elementary and secondary Learning Behavior Specialist.
I provide individualized intensive intervention utilizing specific, and when appropriate, alternative teaching strategies. I have found that working with a student's teacher and, if applicable, IEP team, is very valuable in the therapeutic process. I am very adept at interpreting and applying intervention plans and individual education plans. I especially enjoy the one-to-one relationship of educational therapy, within which I can quickly diagnose a student's strengths and weaknesses and work with him or her on precisely those issues that need addressing. I can conduct formal and informal assessment of academic skills, then collaboratively set goals and develop intervention plans that address not only academic difficulties, but also psycho-educational and social-emotional aspects of life-long learning. With my direction and your hard work, we can help you find the success that eludes you in the classroom environment!
I have served as a special education teacher in a variety of roles and I am familiar with the many aspects of delivering special education services to students with Aspergers Syndrome, ADHD, specific learning disabilities, emotional and behavioral disorders. I have experience working with students on a variety of assistive technology products and will recommend technology to improve both organizational and academic skill. In addition, I am familiar with accessing and using digital texts and have completed coursework at UIC in Assistive Technology.
I can provide case management for clients with a wide range of learning disabilities and learning issues by coordinating with the student’s team of teachers, parents, and allied professionals. In addition to a Master’s degree in Education, I am certified by the Illinois State Board of Education in elementary and secondary Learning Behavior Specialist.
I provide individualized intensive intervention utilizing specific, and when appropriate, alternative teaching strategies. I have found that working with a student's teacher
We have called upon Marion B. to assist with Honors Biology, History, Geography and English over an extended period and multi-hour sessions. Although my selfish interest would be to keep the demand for Marion B.'s teaching assistance to a minimum to aid us in scheduling her help, I have to confirm that she has complete command of a variety of subjects, a great approach to helping students and has been an amazing find for us.
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.
I am a certified special education teacher (LBS 1) and have worked with Aspergers students in my classes and private tutoring.
I am a retired Marine and my husband is retired Navy so I am very familiar with the demands of the military. In addition, I have twenty years of experience teaching general education subjects and test taking skills.
I have recently finished a certificate in health care which required several college level biology courses. I have also successfully tutored several students in high school biology, both regular and Honors.
I am a certified special education teacher (LBS 1) endorsed in Learning Disabilities. I am trained to teach the Language! program by Sopris West and the Wilson Reading Systems for struggling readers along with other curricula for students with reading learning disabilities.
I am a certified elementary education teacher with 20 years of teaching experience. I am certified to teach kindergarten through 9th grade in the state of Illinois. Not only have I been a classroom teacher with responsibility for teaching all subjects, but I have also developed curriculum for both gifted and talented students as well as special education programs. Support in these programs included reading, math, science, social studies, study skills, writing and language arts. I created hands on experiences in all subject areas that reinforce skills children are required to learn at their grade level and beyond. I have worked with large classrooms, small groups and one-on-one. Throughout my career as a teacher I have tutored elementary aged students using a variety of materials and techniques, depending on the needs of the students and their families.
I am a certified special education teacher. I am trained to teach the Language! program by Sopris West and Wilson reading program for struggling readers, which includes a phonics component, along with other curricula for students with reading learning disabilities.
Over the past 15 years, I've worked with special needs and at-risk students in self-contained classrooms, resource rooms, general education classrooms and private tutoring. I have taught multi-grade, multi-subject self-contained classes, small groups, one-on-one, and in the general education classroom. I am an astute diagnostician of learning problems and highly skilled in developing strategies that allow my students to be highly successful. I believe that self-esteem and motivation are critical to the learning process, as is parental involvement. My goal is not just to help children, but to empower them. I have written over 200 IEP's, 504 plans, and accommodations and modifications to facilitate student success. I will work with your child's teachers, support staff and special services to ensure that your child receives a consistent, appropriate, and effective educational experience.
I have taught and tutored students with learning disabilities, social and emotional disorders, and ADHD since receiving my masters degree in special education in 1993. I am currently a certified Learning Behavior Specialist I with endorsements in learning disabilities and social/emotional disorders. In addition, I am considered highly qualified by the State Board of Education to teach all academic subjects to students from kindergarten through 8th grade , both disabled and non-disabled. I am trained in Language! by Sopris West and the Wilson Reading System. I have also written reading and reading and writing curricula for elementary through secondary age children, served on reading program adoption committees, and participated in training teachers in writing IEP’s, goals and benchmarks. In addition, I have taken graduate level courses in assistive technology and have experience in the integration of technology into the classroom and selecting assistive technology for special needs students.
I've worked with middle and high school students who struggle with organization and study skills. In fact, my primary role as a high school resource teacher was to work with students, their teachers, and families on exactly these issues. As students advance in school, the number and complexity of assignments increases. At the same time, the amount of individual academic support decreases. This can create problems for students with marginal organization and study skills, despite past success.
Study skills include the ability to take and use notes, to organize information in a way that is useful for homework and tests, and to plan and organize schoolwork and projects with the goal of enhancing academic achievement and reducing stress. These are skills that are critical, not only in high school, but for college and beyond. My role as a tutor is to analyze where the breakdown is occurring, and customize a plan that meets the individual needs of the student.
In this age of texting, instant messaging and email, the ability of people to write a well-constructed piece of work has diminished. High stakes standardized testing, college applications, Advance Placement tests and others requiring a timed written response sends many students into a panic. The remedy for this involves direct instruction in grammar, vocabulary, and different types of writing combined with timed practice writing. The process takes some time and effort but it will improve both everyday writing skills as well as test scores.