Welcome! I’m So Glad You’re Here.
I’m Natalie—a high school special education teacher, lifelong early educator, mom, Nana, and passionate advocate for neurodiversity and inclusion.
Teaching students with extensive support needs is not just my profession—it’s personal. My daughter, now grown, received special education services throughout her school years. I’ve been on the parent side of the table, navigating assessments, IEP meetings, and transitions with all the emotions that come with it: hope, fear, confusion, frustration—and love. That experience shaped who I am as a teacher and as a partner to the families I work with.
I know what it feels like to want to be heard and to advocate fiercely for your child. I carry that with me into every IEP meeting, every classroom routine, and every communication home.
What Guides My Teaching
I spent over 25 years in early childhood education before moving to high school special education—and I carry many of those foundational principles with me:
- I believe all students are capable learners, no matter their communication style, diagnosis, or developmental level.
- I believe in assuming competence and building a classroom where students are active participants in their own learning.
- I believe that relationships are everything—between students and staff, between home and school, and between students and their peers.
- I believe that behavior is communication, and often rooted in sensory regulation challenges.
- I believe in offering multiple ways for students to show what they know—through AAC, movement, visuals, or nontraditional forms of expression.
- I believe that our classroom environment matters, and should support calm, creativity, exploration, communication, and autonomy.
My teaching is rooted in observation, reflection, and adaptation. I’m always learning—and always striving to do better for my students and their families.
My Passion Areas
Two of my biggest passion areas are sensory integration and supporting behavior through understanding, not control. Many challenging behaviors are linked to unmet sensory needs. When we take the time to decode what a student’s body is telling us, we can help them regulate, connect, and thrive—not just “get through the day.”
A Few Credentials
California Teaching Credential – Education Specialist, Extensive Support Needs
M.A. in Education
B.A. in Early Childhood Education
A.A. in Merchandise Marketing (I used to design store windows—now I design inclusive classrooms!)