Ameina Storey-Edwards

- Foundations of Special Education - Inclusive Education and Inclusive Classroom Practices - Learning Disabilities and Neurodiversity - Curriculum Differentiation and Instructional Adaptation - Assessment of Students with Disabilities - Individualized Education Programs and Support Planning - Evidence-Based Literacy and Numeracy Interventions - Behaviour Management and Positive Behaviour Support - Supporting Students with Autism and Intellectual Disabilities - Transition Planning from Primary to Secondary Education - Family-School Collaboration in Special Education

My relevant teaching and professional-learning experience includes: 2001–2023 Special Education and Primary Education Teacher Carmen Rene Memorial School, Saint Lucia Delivered primary instruction and specialised support for students with learning disabilities and other educational needs. Adapted curricula, developed individualised interventions, assessed student progress and collaborated with families and school personnel. 2023 Lead Educator, Special Education Pilot Programme Dodd’s Prison, Barbados Designed and delivered literacy, numeracy and functional learning interventions for incarcerated learners experiencing learning difficulties. Conducted individual assessments and developed differentiated, life-skills-oriented instruction. 2024–2025 Special Education Teacher Special Education Unit, St. Stephen’s Primary School, Barbados Taught students with diverse learning needs, including learning disabilities, autism, intellectual disabilities and behavioural or emotional needs. Developed individualised support plans and differentiated instructional and assessment activities. Former Appointment Learning Support Specialist Ann Hill School, Barbados Provided specialised learning support and adapted instruction for students with disabilities and complex learning needs. 2025 Consultant and Professional Learning Facilitator Queen Elizabeth Hospital, Barbados Designed and delivered disability-awareness and inclusive-practice training for medical doctors and nurses. Topics included autism, intellectual disabilities, learning disabilities, sensory-processing needs, communication and reasonable accommodation. 2024–2026 Disability Awareness and Inclusive Practice Trainer Barbados Police Service and other professional-training settings, Barbados Designed and facilitated professional-learning sessions on disability awareness, communication, de-escalation and appropriate interaction with persons with autism, intellectual disabilities, learning disabilities and sensory-processing needs. 2025–2026 Independent Consultant and Project Coordinator Pathways to Inclusion Project, Government of Saint Lucia Facilitated stakeholder learning and professional dialogue with education officials, school leaders and teachers concerning inclusive education, transition support, curriculum adaptation, teacher preparedness and coordinated support for students with disabilities. Although I have not yet held a formal university faculty appointment, I bring more than 23 years of teaching experience, doctoral-level research expertise and substantial experience designing and facilitating professional learning for adults. These experiences have prepared me to support graduate students through applied, evidence-based and inclusive online instruction.

Through lecturing, I hope to contribute to the preparation and continued development of educators who can translate special-education theory and research into effective classroom practice. I want to share the knowledge gained through more than 23 years of teaching, professional training and doctoral research while also learning from my students’ experiences and perspectives. Lecturing would allow me to mentor current and future educators, contribute a Caribbean and international perspective to discussions of disability and inclusion, and continue developing as a higher-education teacher, researcher and scholar. I would describe my teaching style as student-centred, inclusive, supportive and practice-oriented. I explain concepts clearly and connect theory to authentic cases, professional experiences and realistic classroom challenges. I encourage reflection, respectful discussion, critical thinking and collaborative problem-solving. In an online course, I would maintain an active and approachable presence, provide clear expectations and accessible materials, and offer timely, constructive feedback. My goal is to create a learning environment that is academically rigorous while ensuring that students feel respected, supported and confident applying what they learn.