About
The EdQuity Mission
EdQuity Advocacy aims to provide families and children with disabilities with the tools and support that enable every child to reach their full potential. By providing a variety of services including educational advocacy, caregiver support and education, and tutoring, it is the goal of EdQuity Advocacy to meet the varying needs of diverse families.
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At the core of my advocacy is the understanding that all students are capable of learning and it is the responsibility of districts, schools, educators, therapists, and support staff to facilitate an academic environment that supports the needs of all students. As your advocate, my goal is to help you ensure that your child receives the supports and services they need to reach their potential.​
EdQuity Advocacy strives to provide a supportive and inclusive environment for all families and to embrace the principles of diversity, equity, inclusion, and accessibility (DEIA). This includes all family structures, LGBTQIA+, ethnicities, races, religions, disabilities, immigration statuses, and other identities.
Educational Philosophy
Every individual is capable of learning.
It is not the individual or their disability that prevents them from learning, but the result of a system that is not designed for individual learners.
Children are whole beings with wants, needs, feelings, and desires.
Education should be viewed through this lens, rather than the compartmentalization of learning as it is currently.
A child cannot learn if their most essential needs (food, shelter, safety) are not being met. It is vital that needs are met before any efforts to teach are made.
All students have the right to an accessible and appropriate education.
The system is also responsible for endowing students with the skills, knowledge and confidence they need to advocate for their own needs.
All behavior is communication.
Children do not engage in inappropriate behaviors without reason. It is vital that educators seek out and address the function of the behavior and not the behavior itself.
Children should not be penalized for their behaviors, rather be provided with access to the tools to meet the need communicated through the behavior.
Learning begins and ends at home.
Educators serve an important role in endowing students with knowledge, but only so much can be accomplished within the confines of an academic environment where students spend less than 25% of their time. The content taught by educators only covers a small fraction of what children need to grow and succeed.
So many vital elements of learning take place outside of the school environment - real world application of learned skills, generalization, practice, exposure to different perspectives, access to knowledge not taught in schools, social/emotional development, etc.