“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.

My specialties and certifications:

  • Disability Inclusion and Equity Professional Learning;

    • Michigan Standard Teaching Certificate (2026);

    • Exceptional Needs Specialist, Early Childhood through Young Adulthood, Severe and Multiple Disabilities, The National Board for Professional Teaching Standards (2023);

    • Trauma Informed Book Club, Alex Shevnet (10 hours, 2023);

    • Elementary Teaching for Equity and Justice, Equity Literacy Institute (4.5 hours, 2022);

    • Restorative Justice Summer Intensive for Educators, Amplify RJ (24 hours, 2022);

    • Master of Education in Special Education, West Chester University of Pennsylvania (2020);

    • Dual Bachelor of Science degrees in Elementary and Special Education, West Chester University of Pennsylvania (2012);

  • Neurodiversity affirming support for students with Autism Spectrum Disorder;

    • Strengths-Based Approach to Autism & Behavior, Learn Play Thrive (2022);

    • Authentic AAC, Learn Play Thrive (12 hours, 2022);

    • Graduate Certificate in Autism Spectrum Disorders, West Chester University of Pennsylvania (2020);

  • Play-Based and Social-Emotional Learning;

    • DIRFloortime® Basic Certificate, The International Council on Development and Learning (2022);

    • Co-Regulation & Sensory Safety: The Foundation of Successful Participation, Kelly Mahler (2022).

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.