Dr. Linda I. Schwarz, ED.D.

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Every single thing in our natural world is unique. No two things in nature are exactly alike, and that includes every student that I’ve ever taught. For me, that’s the beauty of teaching. As I teach each student how to learn, I learn how to teach each student. With this perspective in mind, my teaching is customized to the needs of the student. While classroom instruction has to accommodate groups, individualized holistic instruction is designed around the cognitive, psychological, and academic needs of a single student. The end result is a skilled student who is empowered with their individualized understanding of how to learn. 

 

My students attend elementary school, middle school, high school, college, graduate school, and beyond.  They may be struggling with attention deficit disorder (ADD or ADHD); memory difficulties; learning disabilities affecting reading (including Dyslexia), writing (including dysgraphia), math (from mild to dyscalculia); organization difficulties; timing perception; task engagement; self-discipline; study skills; test taking issues, and more. They may come to me from an academic setting, from an occupational setting or right after a closed head injury or a stroke.

 

ASSESSMENT:

Assessment helps create a road map of needs, and those needs lead to the establishment of prescriptive approaches that are intended to make cognitive effort and academic achievement easier. Prescriptive assessment information could be ascertained while working with me, or I would be happy to use any current information that the student may bring with them. 

Assessments for Special Accommodations during tests or instruction are usually done as a prescribed battery from the institution requiring verification of need.

 

EXAMPLES OF SERVICES PROVIDED INCLUDE:

• Self-awareness leading to self-empowerment

• Behavior Management Plans

• Psycho-educational Diagnostic Assessment and Prescription

• Educational Therapy (including holistic and multisensory approaches to learning; phonemic, phonetic, and visual/written skill development)

• Collaboration with Parents, Teachers, and all members of the student’s support team

• Study Skills at any level (Elementary, Secondary, College, Graduate School and Professional Studies)

• Assessment and Advocacy for Special Accommodations 

• Consultation for School Placement

 

SOME CHARACTERISTICS ADDRESSED INCLUDE:

• Twice Exceptional (including Gifted with a coexisting learning issue)

• Processing disorders (Specific Learning Disabilities including Dyslexia, Dyscalculia, & Dysgraphia)

• Any form of reading, writing, or math difficulty including the application of these skills across subjects

• Executive Functioning Difficulties (including ADD/ADHD)

• Learning difficulties associated with: 

  •     Visual Perception 

  •     Asperger’s syndrome

  •     Autism

  •     Soto’s Syndrome

  •     Mild-Moderate Cerebral Palsy

• Learning affected by anxiety, OCD, impulsivity, perfectionism, memory difficulties

 

TRAINING AND CREDENTIALS:

I have had the pleasure of teaching students in all grade levels and stages of life. This includes elementary school, secondary school, college, graduate school, professional school, and totally out of school but in need of cognitive learning support. I studied at UCLA for my BA in English and Sociology, at CSU for my California State teaching credentials (Secondary and Special Education Pre-K through Adult), and later for CLAD certification, as well as certifications in Autism, Asperger’s syndrome, and as a Resource Specialist. I completed my Doctorate in Special Education at The Johns Hopkins University in Baltimore, MD. 

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