After earning my Bachelor's degree in Education I accepted an invitation to teach in Honduras to native second graders.My interest in developing individualized curriculum for those who struggled academically inspired me to earn a Masters in Special Education with certification in Education Therapy.I've used my Masters to develop and deliver education plans for participants in The Disabled Students Program at UC Berkeley and in The Brain Injury Computer Lab at Merritt College in Oakland, California.I assessed for academic skills, placement with aides, and for program accommodations for students enrolled at UC Berkeley.I've used Education Therapy techniques in private and public schools as a Resource Specialist. My work included self- contained classrooms for extremely emotionally disturbed and traumatized children- victims of violence, birth trauma, and neglect, struggling with poor impulse and self-regulating behaviors.Many of these students needed to learn first about protecting and projecting themselves as children who believed they were as worthy as their non-special placement peers of having achievable dreams and goals. By creating an individualized academic, social and emotional plan, through thorough assessments, with input from parents, and all providers, the students' and clients' are given a foundation for learning in an atmosphere of unconditional commitment and trust.

Throughout my teaching career, I have advocated against the practice of placing, to an unfair degree, using non culturally and racial evaluations, the placement of racially diverse and culturally diverse students into Special Education programs. With mistrust in the educational system, I encouraged parents that their racially diverse children deserved and needed best practices in inclusion, and the need for the parents to be involved and proactive in their children’s education.

Educational Assessments/Therapy/Advocacy

Teaching General Studies: Reading, Writing and Math to LD students and adults studying for High School Equivalency Exams. I guided brain injured adults in the use of computer generated remediation software.

Intern Child Life Program/Infant Stimulation Program in the Neo-Natal IC( 500 hours.) Under the supervision of the Child Life Coordinator, I designed and implemented Infant Stimulation Therapies for parent and nursing use, and reported outcomes and progress in the patient’s chart.

I designed and implemented individualized curriculum for SLD/SED students in a contained special day class, in areas of socially appropriate behavior, remedial reading, writing skills and math.

I was tasked with teaching native 2nd grade Honduran Children,within a U.S. accredited curriculum, all subjects: Reading, Written and Oral Language Skills, and math.

The Oral History Project of the Oral History Program at BYU has at its core the finding, interviewing and transcribing of the interviews, people(emeritus professors, founders, employees e.g.) who contributed to the history and excellence of Brigham Young University.It was my job to train and pair peer interviewers and interviewees in discussing the subject's contribution to BYU, but also to discuss the times and societal, local, and national events occurring parallel to their time at BYU.I was editor of the project, which meant overseeing transcription of the interviews, and editing them to final format. I designed the bound volume format and was responsible for personal and historical accuracy before sending the bound volumes to Archives in the Harold B. Lee Library

BYU wanted to develop an Oral History Project which focused on the professional lives of people who had significantly contributed to the school by way of teaching, program development , service individuals, monetary and cultural support.I began my participation as a volunteer at the BYU Harold B. Lee library Archives. After a few months of editing oral histories, I was chosen to lead the program and design the bound oral histories.I designed a program where I invited volunteer interviewers who were peers or friends of those being interviewed, with the idea that more information would be gleaned if a generational compatriot did the interviewing. I trained the volunteers, mostly 60-80 years of age in interviewing techniques. When the taped transcripts arrived at the library, I was in charge of editing the interviews, designing the bound form for the Archives. The program was awarded the highest honor among all U.S. university oral history programs.