Valentina Edwards

Experience

Learning Specialist, February 2024 - to date
- Led curricular adaptations and pedagogical adjustments to learning plans based on students’ individual needs,
including the modification of rubrics, classroom materials, and evaluations.
- Delivered co-teaching and pull-out
sessions in English, communication, and mathematics, and provided targeted academic and behavioural support for
neurodivergent students (Autism, ADHD, Down syndrome) and students with physical disabilities, including cerebral
palsy, hemiparesis, and Duchenne muscular dystrophy.
- Observed, designed, and implemented academic and behavioural intervention strategies within the classroom,
through one-to-one support, and in collaboration with teachers. Developed implementation and intervention protocols
for inclusive education and diversity support, co-created and designed a sensory room and its operational protocols,
and conducted tutorial sessions and workshops focused on organisation, study skills, vocational orientation, and
socio-emotional development.
- Prepared pedagogical reports and delivered structured feedback to parents and guardians. Created Individualised
Education Plans (IEPs), Strategic Project Plans, and provided ongoing training and professional support to teachers
on adapting classroom materials. Maintained regular coordination meetings with parents, guardians, and external
therapists to ensure consistency of academic and behavioural interventions.


Teacher assistant, January 2023- December 2023
- Designed and implemented significant curriculum and learning plan adaptations based on individual developmental
and learning needs. Delivered targeted interventions to support the development of age-appropriate social skills,
behaviour regulation, and emotional self-management within the classroom.
- Provided ongoing emotional and behavioural support through psychoeducational workshops and co-teaching, contributing to positive classroom dynamics. Supported classroom management through the use of playful, sensory,
and relaxation-based activities tailored to the needs of the group, promoting engagement and emotional regulation in
early childhood settings.
- Prepared psychological and progress reports and delivered structured feedback to parents through quarterly
meetings, with additional individual sessions when required. Maintained clear and timely communication with families,
informing parents of any academic, behavioural, emotional, or developmental concerns to ensure early intervention
and coordinated support.


Educational Psychology trainee and Co-tutor for 11th grade, February 2022 - December 2022
- Delivered organisational skills, study techniques and psychoeducational workshops. Additionally, I supported
students’ wellbeing and learning through structured interventions, individual tutoring and counseling sessions tailored
to their academic and socio-emotional needs.
- Contributed to career guidance activities, including the planning and delivery of a vocational fair.
- Conducted classroom observations and professional interviews with teachers and clinical psychologists as required,
and administered projective and psychometric evaluations.
- Supported students with learning difficulties that required accommodations through the school’s Learning Support
programme.



Private tutor, August 2019 - to date
- Designed and delivered workshops focused on early stimulation, academic levelling, emotional support, impulse
control, and social skills. Led motor development activities for infants and toddlers aged 8 months to 2 years,
supporting early physical and socio-emotional development.
- Planned and facilitated educational and creative activities, including arts and crafts workshops for children aged 7 to 8
years. Provided academic support in English, mathematics, and language for kindergarten and first-grade students,
adapting activities to developmental stages and learning needs.
- Taught study methodologies across various courses and provided academic support in International Baccalaureate
(IB) subjects, supporting students’ organisation, learning strategies, and academic progress.