Philosophy & Approach

Amber Taylor-Garrett Educational Therapy

Co-Creating Your TaylorEd Learning Experience

I offer carefully crafted early intervention and support services in reading, writing, and mathematics using multisensory brain-based learning strategies while supporting students in developing mindfulness, self-reflection, and thoughtful methods for academic growth.

I specialize in Educational Therapy and Assessment Services (Grades 3-8). As a veteran educator, I also provide Educational Consultation Services to support students (Grades Pre-K through 8th) in various traditional and alternative school settings (including preschool, transitional Kindergarten, homeschool, public, charter, and private).

Through my own journey of trauma and healing, I have experienced the transformative power of mindfulness and meditation. Bringing these practices into my work as an educator has revolutionized my teaching. I have come to see mindfulness and compassion as the foundation for learning.

Learning requires risk, but we must feel safe to take risks. We must trust our teachers (or at least believe that trust is possible). Year after year, my students rely on my ability to observe and guide them without judgment. I create a safe space for self-reflection, allowing students to take risks and explore their learning needs in age-appropriate ways.

Core Tenets of My Approach

1. The Mind - by teaching about neuroscience and the brain, I provide students with a way of thinking and talking about their learning without the guilt and shame often associated with learning challenges.

2. Mindfulness - by explicitly teaching and practicing mindfulness strategies, self-regulation, and coping skills, I provide students with opportunities to reflect and regroup for learning and life.

3. Kind Observation - as students develop trust, I provide kind observations related to their behavior, approach to learning, task completion, and academic performance. By explicitly discussing learning and content knowledge, I help students develop skills to reflect on and communicate about their learning needs.

4. Direct Explicit Instruction - I provide direct, explicit research-informed, data-based instruction not only with academic content but also with the executive functioning skills that allow us to access learning, organize information, and complete tasks - including social skills, attention, organization, and planning.

5. Self-Reflection with Compassion - I model and provide opportunities for self-reflection with compassion throughout our sessions. I support students in correcting their work, giving and receiving feedback, tracking their progress, and discussing their learning needs.

6. Self-Knowledge and Self-Advocacy - finally, as students gain self-knowledge, confidence in their abilities, and an understanding of their learning needs, we begin to discuss and practice self-advocacy. I support students in developing the language and skills to name and explain their learning needs, current levels of performance, strengths, challenges/diagnoses, and any accommodations or support services they need.

More About My Approach

Ultimately, each of these skills helps prepare students to explain their learning needs, request accommodations, and lead or participate in their IEP or 504 Plan Meetings. While this is a lifelong journey for anyone with learning differences or disabilities, we must support students in having these discussions in safe, supportive environments and navigating their differences with self-knowledge, compassion, and resilience.

I look forward to partnering with you to co-create your TaylorEd learning experience.