Meet the team

MEET THE TEAM

Annelies Buurmeijer

Director, 40 hours

-Be responsible for all activities of EC2

- Support teachers by giving advice on teaching approach, materials and strategies;

- Assess level of achievement, learning style, at-risk factors for dyslexia & dyscalculia;

- Advise on entry grade 1 by assessing early academic & language skills;

- Advise on placement in SCS and SKJ with non-verbal ability test, School Questionnaire on learning aptitudes, and career choice assessment;

- Give specialized lessons to students making use of applied academics.

Rayann Ramdin

Youth Development Specialist, 40 hours

- Provide practical help to students with social issues related to school;

- Support parents and teachers with the approach of social matters within the school and the families;

- Organize parenting events, such as informative parent sessions;

- Attend Small Care Team meetings in the schools;

- Do psychological assessments (e.g. concentration, behavior, learning abilities);

- Apply special reading strategies for students with dyslexia.

Aimee Thielman

Behavior Coach, 40 hours

- Assist teachers in learning new skills to deal with children that are demonstrating behavior problems or special needs in their education;

- Provide coaching ideas for parents and teachers;

- Make behavior plans with the teacher;

- Observe students and provide counseling;

- Do practical and creative activities with students to apply new skills.

Lisa Langerak

Project Leader Inclusive Special Education, 40 hours

- Research, develop and implement ISE at primary and secondary level in contact with OCW and employed by EC2.

- Secure funding for materials, staff, building, and implement this plan.

- Give guidance to PEAs and teachers of ISE students.

- Liaise with Department Leaders and Care Coordinators.

- Offer creative expressions and guidance in class of ISE-students.

Ann Jeffrey

Inclusive Special Education Needs Teacher, 40 hours

- Offer learning activities and experiences designed to help students fulfill their potential for intellectual, emotional, physical and social growth;

- Collaborate with support staff to track students' progress;

- Prepare students for trasition to next grade in collaboration with classroom teacher;

- Assess and keep track of childrens' skills and learning requirements;

- Use positive teaching and learning strategies.

Melissa Wight

Inclusive Special Education Needs Teacher, 40 hours

- Offer learning activities and experiences designed to help students fulfill their potential for intellectual, emotional, physical and social growth;

- Collaborate with support staff to track students' progress;

- Prepare students for trasition to next grade in collaboration with classroom teacher;

- Assess and keep track of childrens' skills and learning requirements;

- Use positive teaching and learning strategies.

Jarka Cox

Inclusive Special Education Needs

Assistant Teacher, 36 hours

- Physically assisting students with tasks like eating, using the bathroom, riding the bus, and moving from one classroom to another;

- Provide instructional assistance to special education students

- Work closely with teachers to prepare lesson plans and adapt materials to fit the needs of their students

Noemi Claire A. Mandolado

Personal Education Assistant

- Support one child fulltime or two children parttime in the regular classroom;

- The PEA observes and guides the student throughout the day in all educational activities, in and outside of the class;

- The PEA makes it possible for children with special needs to be part of their peer group (inclusive education) in school

Amanda Aguirre

Personal Education Assistant

- Support one child fulltime or two children parttime in the regular classroom;

- The PEA observes and guides the student throughout the day in all educational activities, in and outside of the class;

- The PEA makes it possible for children with special needs to be part of their peer group (inclusive education) in school

Ana Johnson

Personal Education Assistant

- Support one child fulltime or two children parttime in the regular classroom;

- The PEA observes and guides the student throughout the day in all educational activities, in and outside of the class;

- The PEA makes it possible for children with special needs to be part of their peer group (inclusive education) in school

Marjolyn Madeline Thielman

Personal Education Assistant

- Support one child fulltime or two children parttime in the regular classroom;

- The PEA observes and guides the student throughout the day in all educational activities, in and outside of the class;

- The PEA makes it possible for children with special needs to be part of their peer group (inclusive education) in school