ELENA BIACOV

Skilled individual with passion for helping students reach academic goals. Creates engaging learning experiences tailored to meet individual student needs. Smart candidate develops strategies to help students bolster academic performance.

Certificate of Proficiency in English by The University of Michigan

• Learning Difficulties (dyslexia), ADHD (attention deficit hyperactivity disorder) and Behavioral Problems
• Specific Language Disorder. Assessment and Intervention.
• Transition of Students with Disabilities from Primary to Secondary Education. Transition program. Steps and Actions
• Child and Adolescent in the Era of Covid-19. Impact and Management.
• LSVT LOUD & LSVT BIG. Τhe Τherapeutic Αpplication in Children and Adults.
• "YES I CAN". A Different Educational Approach and Philosophies of Life Inside and Outside of the Classroom.
• Μanaging Εxam Stress and Stressful Situations.

Teacher at a Public Elementary School (2017-2018)

• Design and develop lesson plans and district curriculum standards. Integrate technology and innovative teaching methods to enhance learning experiences.
• Effectively communicate subject matter to students using diverse teaching strategies. Adapt teaching methods to accommodate different learning styles and individual needs.
• Establish and maintain a positive and inclusive classroom environment. Implement effective behavior management strategies and enforce disciplinary measures when necessary.
• Develop and administer assessments to measure student progress and understanding. Analyze assessment data to inform instructional decisions and provide constructive feedback.
• Establish effective communication with parents or guardians, providing regular updates on student progress. Collaborate with parents to address concerns and involve them in their child's education.
• Collaborate with colleagues, administrators, and support staff to enhance the overall educational experience. Participate in grade-level or subject-area teams to plan and coordinate instructional activities.

Special Teacher at a Special Elementary School for Children with Pervasive Developmental Disorders (2018-2019)

• Creating Individualized Education Plans (IEPs): work with parents, caregivers, and other professionals to create IEPs that are tailored to the unique needs of each student. These plans outline the student's current abilities, goals, and objectives, as well as the specific accommodations and modifications that will be made to ensure their success.
• Providing instruction: provide direct instruction in academic subjects such as math, reading, and writing, as well as social skills, communication, and life skills. Also, use a variety of teaching methods and materials to accommodate the diverse needs of the students.
• Modifying curriculum: modify the curriculum to ensure that it is accessible to the students with disabilities. Also, use visual aids, assistive technology, or other tools to help the students understand complex concepts and ideas.
• Collaborating with other professionals: work with speech therapists, occupational therapists, psychologists, and other professionals to provide comprehensive support to the students. Also, collaborate on assessments, interventions, and strategies to help students overcome challenges and reach their full potential.
• Monitoring progress: monitoring the progress of the students and making adjustments to their IEPs as needed. Also, communicate with the parents and caregivers about their child's progress and work together to develop strategies for success.
• Providing emotional support: provide emotional support to the students, helping them to build confidence and self-esteem, and develop positive relationships with their peers. Also, provide guidance and support to parents and caregivers to help them navigate the challenges of raising the child with a disability.

Special Teacher at "PROSVASI", a Centre of Creative Education and Activities for Children with Special Needs.

• Safe employment and utilization of the free time of children/teenagers/people with disabilities, with the development of personal or group activity.
• Individual and group training of children/adolescents/persons with disabilities on self-care issues (nutrition, cleanliness, hygiene, etc.).
• Development of social skills.
• Implementation of expression and entertainment programs, speech exercises, sports and physical education.
• Development of friendships and social relations.
• Support for the family caring for the child/adolescent/disabled person.
• Training of family members in the appropriate treatment of the specialized care and education needs of children/adolescents/people with disabilities.
• Informing the family and referring them to the competent services to meet the specialized needs of children with disabilities.
• Interconnection with the educational units of special education, the National Center for Direct Social Assistance, the social services of the local and regional administration organizations, the organizations and services for supporting and asserting the rights of people with disabilities with the network of primary health services in the area .
• Interface with organizations that implement professional training programs.