Tanya F.

Tanya is an experienced educator with over 20 years of teaching experience in the Durham District School Board (DDSB). She holds a Master of Arts in History and English from the University of Toronto, a Teaching Specialist qualification from Queen’s University, and both a Bachelor of Education and an Honours Bachelor of Arts in English and History from York University.

Throughout her career, Tanya has taught a wide range of subjects, including English, History, Law, Politics, Civics, and Careers, in mainstream classrooms, adult education, and small-group learning environments. She also has experience tutoring university-level academic writing and supporting neurodivergent youth in both educational and social settings.

As a tutor, Tanya believes that every student has unique strengths and learning needs. She takes a supportive, individualized approach, helping students build the skills, confidence, and strategies they need to achieve their academic goals. Her focus is not only on improving academic performance but also on fostering a positive self-image, empowering students to recognize their abilities and reach their full potential.

Outside of teaching, Tanya is the proud mother of three teenagers. She enjoys spending time outdoors, whether participating in activities herself or cheering on her children from the sidelines at sporting events and recreational activities.

Ohimai M.

Ohimai is an Ontario Certified Teacher with a Master of Education degree and over 10 years of experience teaching at the secondary and post-secondary levels. He has taught Mathematics, Electronics, Technology, and Religious Education, and has experience working with students at the elementary, secondary, and college levels.

In addition to teaching within Ontario school boards, Ohimai has served as an Electronics Professor at Durham College for over a decade, where he has helped students succeed in engineering and technology-related courses. His extensive teaching experience enables him to explain complex concepts in a clear, engaging, and supportive manner.

Ohimai believes every student can succeed with the right guidance and encouragement. He tailors each lesson to the individual learner, helping students build confidence, strengthen foundational skills, improve academic performance, and develop effective learning strategies. He is committed to creating a positive learning environment where students feel supported, motivated, and empowered to achieve their goals.

Kaitlyn G.

Kaitlyn is currently completing her final year of the Bachelor of Education (Primary/Junior) program at Ontario Tech University. She is passionate about helping children build confidence, develop strong foundational skills, and foster a lifelong love of learning.

Kaitlyn brings several years of experience working with children in educational settings. Before pursuing her Bachelor of Education, she worked as a Registered Early Childhood Educator (RECE) in kindergarten classrooms throughout Durham Region and Clarington. She has also completed teaching practicum placements in both Kindergarten and Grade 1/2 classrooms, where she planned and delivered engaging lessons across a variety of curriculum areas, including literacy and mathematics.

Her teaching approach is positive, interactive, and student-centered. Kaitlyn believes that children learn best when they feel supported, encouraged, and actively engaged in the learning process. She strives to create a welcoming environment where students feel comfortable asking questions, taking academic risks, and celebrating their growth and achievements.

Whether a student requires additional support, confidence-building opportunities, or enrichment to extend their learning, Kaitlyn is committed to providing personalized instruction tailored to each child’s unique strengths, needs, and learning goals.

Victoria M.

Victoria is a recent graduate of Ontario Tech University, where she earned both a Master of Education and a Bachelor of Health Sciences. Her Master’s research focused on supporting neurodiverse youth and promoting healthy technology use, reflecting her passion for inclusive education and student well-being.

Throughout her academic career, Victoria gained valuable teaching and mentoring experience as a university Teaching Assistant, Peer Tutor, and Peer Success Facilitator. She has supported students in a variety of subjects, including biology, chemistry, and health sciences, while also helping learners strengthen their study habits, organizational skills, and overall academic confidence.

Victoria believes that every student learns differently and takes a personalized, hands-on approach to instruction. She is committed to creating engaging learning experiences that are tailored to each student’s unique strengths, needs, and goals. In addition to subject-specific support, she enjoys helping students develop effective learning strategies that foster independence and long-term academic success.

Outside of her professional work, Victoria enjoys reading, swimming, and spending quality time with family and friends.

Alexis R.

Alexis is a Board Certified Behavior Analyst (BCBA) and Registered Behaviour Analyst (RBA) based in Ontario, with over five years of experience supporting students with diverse learning needs. They have extensive experience working with individuals with autism, ADHD, Down syndrome, and learning disabilities, implementing personalized, evidence-based strategies that promote academic success, skill development, and greater independence.

Holding a Master’s degree in Applied Behavior Analysis, Alexis is dedicated to creating supportive, engaging, and individualized learning environments that build on each student’s unique strengths, interests, and goals. Their collaborative and student-centered approach helps learners develop confidence, achieve meaningful progress, and reach their full potential.

Kitty S.

Kitty is a dedicated and compassionate Child and Youth Worker (CYW) with over 10 years of experience supporting neurodivergent learners, including students with Autism. She brings a strong, student-centred approach, focusing on the development of executive functioning skills, communication strategies, social-emotional growth, and self-advocacy.

Kitty provides individualized, responsive support tailored to each student’s unique needs. She is deeply committed to fostering an inclusive and supportive learning environment that prioritizes student well-being. Her calm, patient demeanor helps create a structured, low-stress setting where students feel safe, comfortable, and ready to learn.

She is passionate about equipping students with the tools they need to build confidence, independence, and long-term success.

Brooke B.

Brooke is currently a Bachelor of Education student at Ontario Tech University and will be graduating this year as a certified Primary/Junior teacher. She previously studied Social Service Work and American Sign Language and has four years of experience working as an educational assistant, supporting Deaf and hard-of-hearing students.

Brooke is passionate about teaching and committed to creating supportive, engaging learning environments where students feel confident and motivated to learn. She believes there is no one “right way” to teach and focuses on building strong relationships with her students. By understanding each student’s unique strengths, perspectives, and interests, Brooke tailors her approach to meet their individual needs and support meaningful learning.

Meera S.C.

Meera Shelly Chemparathy is a compassionate and dedicated ABA tutor with a strong background in psychology, behavioural science, and student support. She is currently completing her Autism and Behavioural Science program at Durham College, building on her previous graduate studies in psychology as well as specialized training in mental health and addictions.

Meera has experience supporting children and youth in both educational and therapeutic settings, where she integrates principles of Applied Behaviour Analysis (ABA) into her work. She uses evidence-based strategies such as reinforcement, task analysis, and individualized skill-building to support the development of communication, social, and learning skills.

Meera is passionate about creating supportive, structured environments that help students build confidence, develop independence, and make meaningful progress. Her approach is patient, collaborative, and tailored to each child’s unique strengths and needs.

Savannah P.

Savannah is a dedicated ABA therapist who recently graduated from the Developmental Service Worker program at Centennial College. She has always had a natural passion for working with children, which was shaped early on through her experiences growing up as the oldest in her family and supporting younger relatives, including those with diverse learning needs and disabilities.

Her personal experiences have deeply influenced her commitment to this field, including supporting a close family member with a hearing impairment. These experiences have strengthened her understanding of the importance of individualized support and inclusive care.

Savannah is passionate about helping children grow, develop meaningful skills, and build confidence. She finds the most fulfillment in seeing the progress and positive changes in the lives of the individuals she works with, whether through her own support or as part of a collaborative team. Her approach is compassionate, patient, and focused on supporting each child’s unique journey.

Hooria M.

Hooria is a Board Certified Behavior Analyst (BCBA) and Registered Behavior Analyst in Ontario with several years of experience supporting children with autism and developmental differences. She holds a master’s degree in Applied Behavior Analysis (ABA) and has worked extensively with children and families across therapeutic and educational settings.

Hooria specializes in using evidence-based ABA strategies to help children develop communication, social, emotional, and daily living skills. She is passionate about creating supportive and individualized learning environments where children can build independence, confidence, and meaningful connections.

Throughout her career, Hooria has worked closely with families, educators, and multidisciplinary teams to design practical interventions that support children both at home and in school settings. She believes that collaboration with caregivers is essential for meaningful and lasting progress.

In addition to her clinical work, Hooria has experience supporting children during important developmental transitions, including entry into school. Her goal is to empower children and families with compassionate, research-based strategies that promote growth, learning, and long-term success.