With a strong foundation in psychology and education, Carol brings a rich and specialised background that has shaped the development of targeted programmes to support educators working with students with additional needs.

Her expertise includes Augmentative and Alternative Communication (AAC), enabling her to advocate for and implement diverse communication methods that unlock learning for students with complex needs. 

Carol has designed and led the implementation of bespoke curriculums for specialist schools, while also adapting mainstream curriculums in both the UK and New Zealand.

A former principal, Sharyn has a comprehensive understanding of child development and effective pedagogical practices. She has experience as a Teaching Fellow at the University of Waikato in the Language and Literacy department. 

Sharyn is passionate about cognitive development and overcoming barriers to learning. She is a trainer for the Neurosequential Model in Education (NME), which provides a neuroscience-based approach to understanding and addressing the impact of trauma on learning and behaviour.

Catherine has a wealth of experience spanning primary, intermediate, and secondary education in both mainstream and specialist settings across New Zealand and the United States.

She has established transition units and satellite classes within mainstream schools and she actively integrates cultural competencies into her practice, participating in initiatives such as Te Whakamānawa to uphold the principles of Te Tiriti o Waitangi.

Her expertise in curriculum adaptation, assistive technology, and evidence-based practices positions her as a valuable resource for educators seeking to improve accessible curricula for students with special educational needs in mainstream classrooms.

Emma has extensive experience supporting children and young people aged 5 to 21 with diverse needs, in particular enabling tamariki and rangatahi with special needs and disabilities to fully engage with the curriculum and actively participate in school life. 

At Parkside, she is a clinical supervisor and contributes to inducting teacher aides, Occupational Therapists, and student placements. She works closely to implement strategies that foster sensory regulation, complex toileting programmes, specialised classroom furniture and equipment, as well as enhancing fine motor skills, handwriting, visual perception, social skills, and self-care abilities. 

Driven by a passion for equity and inclusion, Emma is committed to empowering teachers with practical, evidence-based strategies to support learners with diverse needs.

Aneta brings a wealth of experience to inclusive education. Her passion lies in fostering inclusive environments where all tamariki can thrive in ways that suit their unique strengths and needs. 

Her focus is on developing strong partnerships with mainstream schools to support ORS-funded students. This includes collaborating with teachers to adapt the curriculum, modify assessments, set and implement IEP goals, and establish positive behaviour support systems. 

Through the delivery of evidence-based behaviour support programmes and inclusive practices, she and her team aim to remove barriers to learning and create positive outcomes for schools and ensuring every student has the opportunity to succeed.

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