*Why did you decide to work with children?

I've always loved being around kids. They have a way of making you see the world with fresh eyes — full of fun and possibility. What I enjoy most is being a small part of their journey, watching them learn and figure things out for themselves. There's a real joy in that.

*What attracts you the most to working with neurodiverse (both neurotypical and neurodivergent) children?

Every child has a unique way of thinking and learning, and I love that challenge. It's about discovering what makes a child tick, celebrating their strengths, and supporting them in areas where they might need extra guidance. The spectrum of neurodiversity makes this work endlessly fascinating.

*Share an anecdote from your experience as an Educational and Special Skills Facilitator that resonates with you the most and has inspired you.

I’ll always remember a young student with autism spectrum disorder and severe communication difficulties. Initially, this child seemed closed off, relying on gestures and limited speech. Connecting at first felt daunting.

I began by simply observing. A fascination with toy cars and marbles became apparent. I carefully incorporated these interests into our work sessions. At first, the progress was subtle, but change began to unfold. Eye contact became more frequent, sounds and word imitations increased, and a spark of joy appeared when concepts clicked.

Over time, this child flourished. Confidence grew, communication expanded, and connections to others began to form. It was a powerful testament to the resilience of children with special needs. Their progress might look different, but with patience and tailored support, their potential is awe-inspiring.

This, above all, fuels my passion as an Educational and Special Skills Facilitator.

*In your own way, how do you want to contribute to Lighthouse's goal to champion inclusion?

I want to be a role model for acceptance and understanding. For me, inclusion means giving every child an equal chance to shine, no matter their differences. It's about creating an environment where everyone feels safe, respected, and valued — where being different isn’t just accepted, it’s celebrated.

*Why did you decide to work with children?

Growing up as a third-culture kid, moving countries and switching schools, I encountered amazing teachers from around the world who naturally became my role models. I knew I wanted to be a teacher from my teenage years. I really love how each child lives in a unique world, and by getting to know them, you might be lucky enough to catch glimpses of their world through their words, gestures, art, and so many other ways.

*What attracts you the most to working with neurodiverse children?

I believe there is no one who is truly “normal” — we are all, to some degree, on the spectrum. My husband teases me, saying I must have OCD when it comes to cleaning the house. I didn’t talk much until I was three — my brother did all the talking, and now it’s as though we’ve switched roles. My grandpa even thought I was mute! When I see a child, it’s a child — no matter where they are on the spectrum. As a teacher, the more challenging it is to connect with a child, the more rewarding it is to see them open up and make progress.

*How long have you worked in the field of education? Share an anecdote that resonates with you and has inspired you.

My very first experience “teaching” was at 15, when I visited a Montessori school in Auckland, NZ. I was invited to give a short class on Japanese culture by my host mother, who was a strong advocate of Montessori methods. From that moment, I knew I would enjoy teaching. One of my first jobs as an undergraduate was teaching at an English language school. I have now been working in education for nearly 20 years.

Many educational methods inspire me, but Paulo Freire has been especially influential. He coined the term “facilitators” for teachers, meaning educators create an environment where students are encouraged to think, not just absorb facts. I am also inspired by Dan J. Siegel, author of The Whole-Brain Child, who helped answer my long-term question as a teacher and a mother: how to set boundaries with children. His advice: say YES to their feelings, but NO to their actions.

*How do you want to contribute to Lighthouse’s goal of championing inclusion? Why did you decide to work at Lighthouse?

After teaching in a preschool for nearly ten years while raising three children — and now training a fearful rescue dog — I believe my strength lies in being patient with different needs. We all have our quirks and strengths. I hope to help build communities that celebrate diversity and difference, creating a society that is more accepting and loving rather than excluding or judging others.

*Why did you decide to work with children?

I’ve always enjoyed working with children, and they are always fun to be around. I especially love their unpredictability — it keeps every day exciting and new!

*What attracts you the most to working with neurodiverse children?

What attracts me most to working with neurodiverse children is the impact we can make on them and their families. I think, particularly in Japan, this is an area that significantly lacks resources, so being able to create a supportive space for these families is very important.

*How long have you worked in the field of education?

I’ve worked in education for almost three years, with experience in both Canada and Japan.

*Share an anecdote from your experience as an educator that resonates with you and has inspired you.

My first job working with a neurodiverse child had a profound impact on how I want to continue working with others. Seeing the positive effect our work had on the child and their family was inspiring. Watching the child’s smile brought me joy, and that’s something I hope to carry forward here at Lighthouse.

*How do you want to contribute to Lighthouse’s goal of championing inclusion? Why did you decide to work at Lighthouse?

I want to help create a space where not just the children, but also their families feel included throughout the process. I hope to provide an environment where families feel comfortable and heard, and where we can work together to achieve the goals we’ve set for the children.

I decided to work at Lighthouse because of the culture and passion they have for supporting neurodiverse children. Lighthouse makes a meaningful impact on the lives of many children and families, and I wanted to be part of that.

*Why did you decide to work with children?

I began teaching almost three years ago, and at first, I wasn’t sure if I would enjoy it. However, as I got to know the kids in my classes, I realized that I care deeply about them and want to do my best to prepare them for the challenges they will face throughout their lives.

*What attracts you the most to working with neurodiverse children?

I love their personalities and the joy they express when doing the things they love, like singing, dancing, or drawing.

*How long have you worked in the field of education?

I have been teaching for about three years and plan to continue working with children for the foreseeable future.

*Share an anecdote from your experience as an educator that resonates with you and has inspired you.

I love everything about being a teacher, though I know many might not fully understand what I mean. That’s okay — it’s something that must be experienced. I never imagined I would become a teacher, nor did I realize how challenging the job truly is, which is why you have to love it.

There is something special about seeing your students happy that makes you want to protect that happiness, no matter how impossible it may seem. It is my students’ happiness and the sense of duty I feel to do right by them that drives me. To me, teaching is a privilege, and I must continue to work hard to be worthy of it.

*How do you want to contribute to Lighthouse’s goal of championing inclusion? Why did you decide to work at Lighthouse?

I believe I am a good judge of character, and seeing how my coworkers interact with students, parents, and each other with warmth and kindness inspired me to join Lighthouse. I consider myself a relatively jaded person, and the level of kindness I see demonstrated at Lighthouse is truly remarkable.

*Why did you decide to work with children? (Please specify your years of experience)

I chose to work with children because I am committed to helping them develop their skills. With 14 years of experience in education, I have witnessed firsthand how impactful early learning can be in shaping a child’s future. This long-term experience has strengthened my passion for guiding young children as they discover new concepts, develop critical thinking skills, and build a foundation for lifelong learning.

*What attracts you most to working with neurodiverse children (both neurotypical and neurodivergent)?

I am drawn to the opportunity to celebrate each child’s unique way of learning and to create an inclusive environment where every child feels valued and supported. I find it rewarding to adapt teaching methods to meet diverse needs, fostering both confidence and growth. Working with neurodivergent children also reinforces my commitment to promoting understanding and acceptance, benefiting all students and enriching the learning community.

*Share an anecdote that inspires you the most as an educator

In my experience, I worked with a young neurodivergent student who struggled with communication and social interaction. Initially, he was very withdrawn and hesitant to engage with the class. I dedicated time to understanding his interests and strengths, incorporating these into our lessons and encouraging small, manageable social interactions.

Over several months, I witnessed a remarkable transformation. He began participating more confidently, expressing himself through creative activities, and even initiating interactions with his peers.

This experience inspired me to continuously advocate for inclusive teaching practices and to believe in every child’s potential to grow and thrive, regardless of their challenges. It reinforced my commitment to creating a classroom where all students feel seen, supported, and empowered.