Page 11 - EdViewptsSpring2021

were then asked to explore what ensured that students’ individualized address organization, task initiation,
strategy represented the best fit to needs were being met, increased and prioritization will hopefully not only
increase learning. These steps helped positive parent engagement, and serve the students within this present
promote relevancy and cooperation. helped generalize skills over multiple environment, but will also prove
Third, building communication systems learning environments. Targeting foundational with applicability in their
between the home and school person specific strategies and skills to future.

Resources
Dawson, P. & Guare, R. (2009). Smart but Scattered. New York: The Guilford Press.

About the Authors

Dr. Michelle Terzini-Hollar began her career in education as a World Language and ESL teacher. As
a result of teaching in a variety of socio-economic environments, the importance of understanding the
inner world of children and how their personal experiences and perceptions influence learning occurred.
As a result, she decided to earn an MS.Ed in the psychology of the bi-lingual child, a P.D. in bi-lingual
school psychology, and a Ph.D. Her areas of research interest include stress and coping, psychological
well-being, literacy, and play. She recently earned Leadership Circle Profile Certification. The Leadership
Circle Profile is a 360 leadership assessment tool that helps leaders identify creative competencies,
reactive tendencies and internal operating systems. She is currently the supervisor of the Child Study
Team in Demarest, NJ.
Julie Worgul began her career as a special education teacher. As she quickly fell in love with the
joy of teaching reading, she went on to graduate school for Literacy where she received her Reading
Specialist Certification. While teaching in a resource setting, she discovered that there was a population
of students that she was unable to provide proper instruction to. Therefore, she sought out her 200-hour
Orton-Gillingham teacher training through Fairleigh Dickinson University. With a passion to share the
knowledge she had gained with other educators, she continued her training in supervision and in 2016
earned her Supervisor of Curriculum Instruction certification. Currently, Ms. Worgul is an LDT-C for the
Demarest School District.
Sandy Pih has worked with children diagnosed with neurodevelopmental delays for 17 years in both
school and community-based settings. As a certified behavior analyst, a certified general education and
special education teacher, and a licensed social worker, she is currently a behavior consultant for Region
III/Valley Regional Programs in Bergen County. Ms. Pih holds masters’ degrees in education from Bank
Street College of Education and in social work from Columbia University. She completed coursework in
Applied Behavior Analysis at Queens College. Ms. Pih specializes in staff training, parent training, and in
social skills instruction for students with neurodevelopmental disorders.

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Educational Viewpoints -9- Spring 2021