ABOUT EILEEN

BACKGROUND
I was also a student who struggled.

I don't recall being taught to read. I struggled with decoding, comprehension, spelling, and writing. My friends and classmates could coherently retell the main idea of a paragraph when I could not. Math, thankfully, made sense to me. It felt like a tricky puzzle for which I had a map to follow to the correct answer. Writing was the opposite. It was vague and unclear how to get from point A to point B. Difficulties initiating tasks and maintaining my attention did not make things any easier. 

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None of the public or private schools I attended in the 80s appeared to have a learning specialist. My teachers reported I was "bright and well-liked" but cautioned I did not take school seriously enough. Their proposed solution was that I should "pay more attention and try harder."

“Kids do well when they can.” - Dr. Ross W. Greene 

As I approached adulthood, I slowly figured out how to learn and what worked for me. Although I still often reread texts, and composing a simple email takes me much longer than it does most people, I love to write and read for pleasure. (And I also love working with children on both!) Nonetheless, the journey was painful and often confusing and discouraging. Kids with learning differences have to work (much) harder than their peers. And they notice. Had my learning issues been recognized and addressed early on, I have no doubt my academic progress and confidence would have greatly benefited. 
 

"Teachers do well when they can." - Eileen

I was a classroom teacher for 20 years. During this time, while teaching in the Oakland Unified School District and at two independent schools, I became increasingly aware of how many of my students struggled with executive function deficits, attention challenges, and learning issues. Each year, 10-20% of my class presented with difficulty reading. I participated in many workshops and professional development sessions that covered an array of important topics; however, neither the coursework I completed for my teaching credential nor the professional development my employers offered provided the information or training necessary to adequately support children whose needs or differences fell beyond "typical." 

When I had the opportunity to work one-on-one, my students were better able to focus their attention (as was I) and they made significant progress. I imagined how much more effective I could be with additional education and training. This thought was exciting and motivating! So, I decided to step away from the classroom and pursue a graduate certificate and masters degree in educational therapy. Now, as a certificated educational therapist, I support children's uniquely individual learning needs and help them build confidence, knowledge, academic skills, and awareness about how they learn.

When I am not working with students, I am probably hiking with my fluffy pup or hanging out with my endlessly imaginative 8-year old.