*Why did you decide to work with children?

I've always loved being around kids. They have this way of making you see the world with fresh eyes – it's full of fun and possibility. I guess what I enjoy the most is being a small part of that 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 neurodiversified (both neurotypical and neurodivergent) children?

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

*Share an anecdote in 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. Finding a way to connect at first felt daunting.

I began by simply observing. A fascination with toy cars and marbles became apparent. I carefully weaved these interests into our work sessions. It was subtle at first, but change began to unfold. Eye contact became more frequent, sounds and word imitations increased, and there was a spark of joy 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, the potential they hold is awe-inspiring.

This, above all, is what 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 when I was a teenager. I really love how each child lives in this unique world and by getting to know them, you might be lucky to be shown glimpses of their world through their words, gestures, art and so many different ways.

*What attracts you the most to working with neuro-diversified children?

I believe that there is no-one who is “normal” and we are all to a degree on the spectrum. I mean my husband teases me how I must have OCD when it comes to cleaning the house. Apparently, I didn’t talk much until the age of three - my brother did the talking and now it is as though we have switched roles - and my grandpa thought I was a mute. When I see a child, it’s a child however on the spectrum he or she is. As a teacher, I guess you could say that the more challenging the experience of connecting with a child, the more rewarding to see that child opening up and making progress.

*How long have you worked in the field of education? Share an anecdote in your experience as an educator that resonates with you the most and has inspired you?

My very first time “teaching” was when I was 15 and I visited a Montessori school in Auckland, NZ. I was invited to do a short class on Japanese culture by my host mother who was a strong advocate of the Montessori methods. Since then I knew that I would enjoy any teaching job. It is no coincidence that one of the first jobs I took as an undergrad student was teaching at an English language school. So I have been working in this field for nearly 20 years. For me, many educational methods inspire me in their own ways but definitely Paulo Freire is especially influential. He coined the term “facilitators” for teachers, meaning they are there to create an educational environment where students are not told facts but encouraged how to think. I have also been very much inspired by Dan J. Siegel, the author of “the Whole Brain Child”, who answered my longterm question as a teacher and a mother of how to set boundaries with children: say YES to their feelings but NO to their actions.

*In your way, how do you want to contribute to Lighthouse’s goal to champion for inclusion? Why did you decide to work at Lighthouse?

After working as a teacher in a preschool for nearly ten years while raising three children and now training a fearful rescue dog, I think I could say that my strength lies is knowing how to be “patient” to different needs. After all, we all have our quirks and strengths. I think it would do good to everyone if there are more communities friendly to diversities and differences so that the society and the world would be more accepting and loving rather than excluding and hating others.

• Why did you decide to work with children?    

I’ve always enjoyed working with children and they are always a fun time to be around. I also just enjoy the unpredictability of how children can be, it keeps everyday exciting and new!

• What attracts you the most to working with neuro-diversified children?

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

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

I’ve worked in the field of education for almost 3 years now. With experiences in both Canada and Japan.

• Share an anecdote in your experience as an educator that resonates with you the most and has inspired you?

My first job working with a neuro-diversified child has really impacted the way I want to continue to work with others. Just seeing how much of an impact that working with them had was inspiring and I wanted to continue to do work that brought joy and happiness to others. Seeing the child’s smile really brought joy to me as well and thats something I want to also carry forward here at Lighthouse.

• In your way, how do you want to contribute to Lighthouse’s goal to champion for inclusion?  Why did you decide to work at Lighthouse?

I think I want to continue to make a space where not just the children, but also the families feel included in the whole process. I want to help provide a space where families feel comfortable and heard, and where we can work together to move towards the goals we’ve set for the children.

I decided to work at Lighthouse because of the culture and passion that they have for working with neuro-diversified children. Lighthouse is a place that makes an impact in many children and families lives and I wanted to be a part of that.

* Why did you decide to work with children?   

I began teaching almost three years ago, and I was not really sure if I would like it. However, as I got to know the kids in my classes, I realized that I care about them and want to do my best to prepare them for the challenges they will face throughout their life.

*What attracts you the most to working with neuro-diversified children?

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

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

I have been teaching for about 3 years, and plan on continuing working with children for the foreseeable future.

*Share an anecdote in your experience as an educator that resonates with you the most and has inspired you?              

I love everything about being a teacher, and I know that many will not understand what I mean by that. However, I think that is okay, because it is something that has to be experienced. I never knew that I would be a teacher, nor did I understand that it is a very difficult job which is why you have to love it.

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

* In your way, how do you want to contribute to Lighthouse’s goal to champion inclusion?  Why did you decide to work at Lighthouse?

  I feel that I am a pretty good judge of character, and seeing the way my coworkers interact with the students, parents, and each other with warmth and kindness inspired me to want to join Lighthouse. I consider myself to be a relatively jaded person, and the level of kindness that I see demonstrated at Lighthouse is truly something special.

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

I chose to work with children because I am committed in helping them develop their skills. With my 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 through discovering new concepts, developing critical thinking skills, and building a foundation for lifelong learning.

• What attracts you most to working with neurodiversified children (both neurotypical and neurodivergent)?

It is the opportunity to celebrate their unique ways 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 confidence and growth. Working with neurodivergent children also drives 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 past experience I worked with a young student who was neurodivergent and struggled with communication and social interaction. At first, he was very withdrawn and hesitant to engage with the class. I dedicated time to understanding his interests and strengths, incorporating those into our lessons and encouraging small, manageable social interactions.

Over several months, I witnessed a remarkable transformation. He began to participate more confidently, express himself through creative activities and even initiate 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.