“Silly Rabbit, Trix are for kids!”
Growing up, I was frustrated by Trix commercials. The rabbit was clever, persistent, and capable, yet always denied access to a bowl of fruity cereal. When simply being himself failed, he adapted in ways he believed would earn acceptance—changing his appearance, his behavior, even his safety.
That pattern isn’t far from what I’ve seen play out in schools, where disabled students are often expected to earn access, trust, or support at the expense of their identity. Not always due to a lack of care, but because schools have been historically under-resourced in training, systems, and time to do things differently.
Creating my special education consulting business was a response to that realization: a way to challenge practices that demand disabled students contort themselves for access, to partner with schools in strengthening inclusive systems, and to advocate for environments that prioritize trust, safety, and belonging.
After fourteen years in the education field, I am excited to use my skillsets, experiences, and professional learning with local schools, families, and students. I have established student support programs as a founding school team member, led school-wide, equity-focused professional development, and built capacity to provide meaningful academic, social, and emotional experiences for students with complex support needs within the general education environment.
I graduated from West Chester University of Pennsylvania with dual Bachelor’s degrees in Elementary Education and Special Education (2012), Master’s degree in Special Education (2020), and Graduate Certificate in Autism Spectrum Disorders (2020). In 2024, I received my Early Childhood through Young Adulthood Exceptional Needs Specialist certification through the National Board for Professional Teaching Standards (NBPTS).
I would love to partner with you
—whether you’re a caregiver, an educator, or a school leader—
to ensure that children with disabilities receive the support, access, and inclusion they deserve. Every child is a valuable member of our community, and it’s our collective responsibility to create environments where they can thrive, not by asking them to change who they are, but by changing the systems around them.
I believe in…
Community thrives when we lean on one another. I believe success isn’t about doing everything alone, but about sharing strengths, accepting support, and building connections that make us all stronger.
Interdependence
Celebrating Strengths & Differences
Every child is already whole, worthy, and a vital part of their community. I focus on highlighting what makes students shine, honoring their interests, and creating space for multiple ways of learning and communicating.
Children deserve agency in their lives and learning. I listen deeply, invite choice, and respect both their “yes” and their “no,” however they communicate it.
Agency
Self-advocacy is learned, not expected. I help children build the skills to recognize and express their needs, ask for support, and grow in understanding of themselves and others.
Advocacy
Play is essential—not extra. I weave games and fun into learning, building confidence, motivation, and authentic connections, while making space for those magical, unplanned moments.
Play & Joy
Intentional Planning & Sustainable Systems
With lived experience of ADHD, I know the power of systems that truly work. I design tools and structures that save time, reduce stress, and let caregivers and educators focus on what matters most: supporting children.