I’m a specialist teacher and doctoral candidate passionate about inclusion. My commitment to supporting learners with additional needs began early, growing up alongside my younger brother, who is autistic. That experience led me into caregiving, therapy, and support roles, and eventually into teaching and research.
I’ve taught in mainstream and specialist schools, satellite classes, and transition hubs. I bring practical experience in AAC (low- and high-tech), MAPA, and inclusive communication. I’ve been studying New Zealand Sign Language for several years and am now learning te reo Māori. I currently work as an ORS specialist teacher.
I’m also a doctoral candidate at the University of Canterbury. My academic background includes a Bachelor of Education Studies, a Master of Teaching and Learning (Distinction), and a Postgraduate Certificate in Digital and Collaborative Learning. My research explores how learning-disabled young people in Aotearoa experience the transition from school to adult life.
Outside of education, I’m into CrossFit, yoga, and creative projects like pottery and woodwork.
This research centers the voices of learning-disabled young people during the transition from school to adulthood. Using inclusive communication tools, it shows that when young people are directly asked about their goals, meaningful pathways emerge—challenging assumptions, reducing exclusion, and ensuring every future begins with choice.
This winning presentation examines how disabled young adults experience the transition from school to adulthood. Using accessible interviews and layered multimodal analysis, it captures communication beyond speech. Findings show that belonging, relationships and purpose matter, but being listened to is the top priority, and future planning should begin with people’s goals.