get to know us!
The mission of New Frontiers in Learning is to provide the highest quality education and social support services to young adults who learn differently. Our ongoing personalized programming is designed to meet the needs of students who benefit from individualized supports in the areas of academic learning, executive functioning, and social interaction at the secondary and postsecondary levels.
We are a support program for middle school, high school and college students of all ability levels, including students diagnosed with various learning differences as well as those who may simply benefit from some assistance developing time management, organizational, financial management, or related executive functioning skills.
We provide services in The Tri-State Area, as well as remotely via video conferencing. Our supports allow students to apply for and attend colleges based on their plan of study or personal campus preferences. We work collaboratively with the schools to assist students in learning how to access the supports available on their respective campuses, while providing the supplementary supports students need in order to be successful in high school and college environments.
At New Frontiers in Learning, we strive to provide students with individualized coaching through authentic learning experiences that assist in the mastery of 5 critical skill areas.
It is important for students to have key foundational knowledge and skills to be able to comprehend text, write fluently, and perform basic math functions. Students develop such skills in collaboration with their individual coaches and use the backdrop of their academic responsibilities to develop these skills.
Executive functioning skills are the set of processes that manage, control, and regulate one’s other cognitive processes, and include such skills as inhibition, planning, organization, and working memory.
Students use their own assignments and responsibilities to build competence for survival in today's world. Executive functioning instruction focuses on skills such as organization, planning, prioritizing, self-monitoring, goal setting, and time management.
Self-advocacy is the ability to represent oneself, one’s views, and interests.
Students develop their ability to seek out appropriate supports and resources on campus when necessary, while receiving advocacy supports from their coaches.
With coaching supports, students learn how develop various independence skills, such as self-monitoring, initiating tasks, coping with obstacles, etc.
New Frontiers in Learning offers individualized academic and social coaching and tutoring during the school year, winter and summer sessions for high school and college students. Current high school students, students transitioning from high school to college, and current college students are all encouraged to apply!
Individually scheduled weekly one-on-one coaching sessions are offered to students taking summer and winter session courses. Students meet with their coaches as often as necessary. Coaches provide support for middle school, high school and college level coursework.
Session Dates: Summer and winter session tutoring dates are subject to the institutions’ summer and winter session academic calendars.
Location: Students have the option of meeting with their coach at our main office located at 80 Broad Street in New York City or in our Long Island office located at 1025 Northern Boulevard in Roslyn. Coaches can also meet with students in a place more convenient to the student's schedule in the New York City, Long Island, Westchester, and Northern New Jersey areas.
Summer in the City days consist of meaningful social and cultural experiences tied to the development of executive functioning ability for life-long independence. Coaches are available in the mornings and afternoons to meet and bring students to Grand Central and Penn Station.
Students participate in daily check-ins where staff and students are able to connect with and reflect on how they are feeling each day, as well as review the upcoming activities, trips, etc. Students also use this time to participate in ice breaker activities and to share current events, both of which give students the opportunity to practice their interpersonal communication skills in a safe and supportive environment.
This is a time for students to develop their listening and reading comprehension skills with the goal of being prepared for the demands of college level English, writing, and literature classes. Our students participate in a book club, where they read short stories written by well known, classic authors and new writers fresh on the literary scene. Our book club gives the students an opportunity to dig deeper into literature and develop their higher level text comprehension skills (i.e., story analysis, prediction, author's perspective, imagery, etc.) with a focus on critical and analytical thinking skills.
Using creative writing prompts, students also participate in creative writing activities. Students learn to brainstorm a topic to write about, outline their piece, revise and make final edits, critique a peer's work, and share their own work with a group of peers.
Executive functioning skills, such as time management, planning, and organization are addressed. Students learn how to use a calendar for a variety of different reasons, such as keeping track of classes, study times, extracurricular activities, etc. Students learn to use both traditional tools, as well as technology to organize their responsibilities and set reminders for important dates, meetings, etc. Students work alongside staff to plan attractions throughout the city, taking into account all important aspects, such as hours of operation, cost, and travel routes.
Students learn navigation skills by helping to plan routes via subway and walking. Examples of activities include museums, parks and natural landmarks. Past visits have included: The Intrepid, The Museum of Natural History, The Metropolitan Museum of Art, The Museum of Modern Art, The Museum of Jewish Heritage, The New York Aquarium, Central Park, Brooklyn Bridge, 9/11 Memorial, sightseeing cruises, and many more!
New Frontiers in Learning's College Readiness Experience is a summer program for students that are interested in preparing for the rigors of college life. Students will build foundations and develop skills in the areas of academics, executive functioning, self-advocacy, campus/residential life, and independence. Students participate in small group activities and discussions to develop skills through a curriculum that focuses on preparing them for the transition to college and young adult life. Throughout each three week session, students will work on skills specific to being a successful college student.
New Frontiers in Learning's Individualized College Transition Plan is a unique program for students that have been accepted to, and are getting ready to attend, college. Students will work one-on-one with their coach to gain a better understanding of the differences between high school and college, as well as identify the resources available on the campus they will be attending. Students will develop strategies and systems to access resources on their respective campus while focusing on five critical skill areas: Academics, Executive Functioning, Self-Advocacy, Social Engagement, and Residential Life/Independent Living
Weekends in the City offers adolescents and young adults a monthly social activity on either a Saturday or Sunday. Staff meet students in either Grand Central or Penn Station and partake in excursions around New York City landmarks and events. The New York City region offers numerous opportunities for building social and executive functioning competence through authentic learning experiences. Students learn to problem solve, navigate the social world, and build lasting friendships.
New Frontiers in Learning’s skilled career advisors provide career development coaching to individuals who may benefit from assistance with the time management, organizational needs, and initiating and follow through behaviors necessary to find and sustain meaningful employment. Services include:
• Cover letter and resume building and revising
• Interview preparation and follow-up
• Job identification and development
• Job search and retention
Individuals will receive assistance in advocating for accommodations at job sites as appropriate. Career advisors are available to students throughout the year and provide ongoing support as needed to employers, employees, and families.
New Frontiers in Learning's Independent Living Program builds a network of supports for individuals establishing themselves as independent adults. Utilizing a personalized approach, we assist individuals in identifying and meeting their personal goals in the areas of independent living, finding and sustaining employment, and developing a meaningful and relevant social community.
• Assistance with roommate matching as applicable to the individual and includes connecting potential roommate candidates and facilitating introductory meetings
• One-hour sessions with coaches are held individually or in roommate pairs located in the home 1-3 times per week (once a week can be a remote session)
• Coaches guide in the establishment of individualized goals focused around executive functioning and independence
• Staff available for individuals via phone and email communication
• Skills worked on:
1. Scheduling and follow through of weekly responsibilities and
2. Making and following through with other appointments (i.e., doctor)
3. Budgeting and bill paying
4. Cleaning and meal preparation
5. Navigating interpersonal/roommate relationships
6. Assistance in planning, organizing, and scheduling individual
or small group social/recreational activities
7. Hygiene and self-care
• Social Planning Meetings: Once a week all participants will attend a 1 to 2-hour planning meeting in order to coordinate the week's social events
• Group focus will be developing and utilizing the executive functioning skills necessary to initiate, plan, and implement social activities, as well as teamwork, delegation of responsibilities, respect for another's home, community development, etc.
• Example of an activity: Potluck dinner and a movie that is budgeted by the individuals and hosted by varying participants each week.
• Social events: Two 3 to 4-hour fun events based on participants' interests will be planned each week; individuals will participate in a minimum of one per week.
• Skills worked on: Time management, interpersonal skills, budgeting, and teamwork.
• One-hour individual sessions and small group seminars with coaches held each week
• Skill development necessary to find and sustain meaningful employment
• Liaison between employers and individuals if necessary
• Skills worked on:
1. Cover letter and resume building and revising
2. Interview preparation and follow-up for internships and jobs
3. Identification of employment and volunteer opportunities
4. Job readiness skill development
5. Job etiquette and navigating the social piece of working
6. Employment transition and retention
Tier 1: Social Community Supports or Job Coaching/Management only
Tier 2: Independent Living and Social Community Supports or Social Community Supports and Job Coaching/Management
Tier 3: Independent Living, Social Community, and Job Coaching/Management
1. Application: Interested candidates must submit a brief application which includes contact information, educational/employment history, strengths and needs, etc.
a. Enrollment Application
b. Roommate Questionnaire
2. Evaluation: Please submit a copy of the applicant’s most current neuropsychological or psychoeducational evaluation or IEP.
3. Two Letters of Reference: References can be academic, career-related, and/or personal and should focus on the applicant’s qualities, character, and attributes.
4. In Your Own Words: In 200-250 words, please tell us a little about yourself. This should include your academic and/or career, social, and independent living goals.
5. In-Person Meeting: All applicants attend a “getting to know you” meeting where they have the opportunity to learn more about services provided. There is a $250 non-refundable application fee collected at the in-person meeting.
The New Frontiers team is committed to providing high quality support services that enable and empower adolescents and young adults to meet the academic and social rigors of school and to prepare them for life-long success. Each member of our team is well versed in working with students with challenges in academic learning, executive functioning, and social interaction at the secondary and postsecondary levels.
Each administrator holds a minimum of a Master’s degree in Special Education, as well as previous experience working with an adolescent and postsecondary population. Our coaches have, at minimum, a Bachelor’s degree from a variety of highly accredited universities. The credentials of the New Frontiers staff include several publications, conference speaking engagements and workshops, special education teaching licensure, college teaching, and advanced certificates in autism spectrum disorders.
Daniel grew up in an entrepreneurial and educationally-minded family, and has spent his entire adult life in the world of education management and entrepreneurship.
He graduated from The George Washington University with a Bachelor of Business Administration (concentration in Marketing). Daniel joined his father at the firm he started over 25 years ago to provide high-quality educational opportunities to students and families ranging from General to Special Education, spanning Early Childhood to K-12. Through the growth of the business and creating/expansion of at least half a dozen schools and related programs over the better part of a decade, he was lucky enough to direct projects and departments including but not limited to operations, admissions, facilities, and marketing, while helping shape the conversations around construction, real estate, finance and human resources.
These collective experiences gave him the foundation and confidence to establish New Frontiers in Learning. As Founder/Executive Director, Daniel’s role incorporates strategic vision, financing/budgeting, branding/marketing and overall leadership aimed at ensuring a professional and enjoyable work environment and the absolute best place for students and families seeking support.
His work defines him personally and professionally, and the team-oriented, quality-above-all-else approach taken at New Frontiers motivates him to move the organization forward every day.
Samantha Feinman, MS. Ed., TSHH, graduated from the State University of New York at Cortland with a BS in Speech Pathology and Audiology, and a minor in Psychology of the Exceptional Child. Her Master's degree, from Long Island University's C.W. Post campus is in Special Education, with a concentration in autism spectrum disorders. She is currently completing her Ph.D. in Educational Psychology at the Graduate Center of the City University of New York. Her experience includes: Teacher of the Speech/Hearing Impaired at the Developmental Disabilities Institute in Suffolk County, NY, Special Education Teacher in Nassau County, NY, and Adjunct Associate Professor in the Special Education Program in the School of Education at Pace University. Samantha sits on the Executive Board for CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) of Nassau County and is a member of the Long Island Professionals ADHD Consortium, as well as the Long Island Learning Specialists' Group. Samantha has presented research, workshops and professional development seminars and webinars at various national conferences, CUNY and private colleges, high schools, SEPTAs and local organizations.
As a founding team member, Samantha served as the Campus-Life Coordinator for a college support program for students with autism spectrum disorders and related learning differences. Her responsibilities as Campus-Life Coordinator included coordinating social support services, facilitating student engagement in campus activities, working with the Director of Residential Life to plan housing arrangements, supporting students in the residence halls, and educating and supporting residential staff. Samantha has considerable experience supporting students academically at the postsecondary level, as well as experience working directly with students and families to assist them in the college transition process. As Director of New Frontiers in Learning, Samantha believes that building a strong academic and social skills foundation, coupled with the development of executive functioning skills, are the keys to success for our students in college and beyond.
Marty McGreevy brings many years of experience in the human services and special education field to New Frontiers in Learning. He earned his Bachelor's degree in Management from Providence College. Marty is a former AmeriCorps volunteer; during his service he taught environmental studies in the Adirondacks. Additionally, he holds an M.Ed in Special Education from The University of Vermont. He brings a passionate and committed energy to our team and works to build on each student's strengths to promote a sense of purpose and independence.
Raul Jimenez II, MST, is a graduate of the Autism Specialist Post- Graduate Program at Pace University. He earned his Master's Degree in Special Education, while serving as a New York City Teaching Fellow. His undergraduate degree in Psychology was received from Connecticut College.
Raul brings over 10 years of experience teaching youth with learning challenges across the United States. His experience includes classroom teaching, as well as residential management. His strong commitment to community service and to young people with disabilities has been evidenced through his outstanding contributions, including his work as a member of Americorps NCCC, a national community service program, whose projects included working at a homeless shelter in Utah and building homes for migrant farm workers in Southern California.
Raul is someone who has found his passion of working with students through his experience teaching, studying and researching the ever-changing field of autism spectrum disorders. He is a strong advocate, and has a natural ability to build relationships with young adults. He brings a multi-faceted experience to the NFiL team to help the students to reach their fullest potential.
Casey graduated from Lafayette College with a Bachelor of Arts degree, majoring in both Government and Law and Economics, with a minor in Africana Studies. The broad scope of his education, coupled with the nature of a liberal arts college, has provided him with content knowledge applicable across different courses of study. Since high school, Casey has tutored students with physical and learning disabilities. He joined the NFiL team in the spring of 2013, providing academic and social support as a part-time coach to college students with diverse learning needs. Casey believes that there is no single approach to teaching students, and that an individualized and personal approach to each student is the best way to help them succeed through high school, college, and beyond.
Kasey joins New Frontiers in Learning with insight and enthusiasm cultivated from many years of working with individuals of different abilities from early childhood to young adulthood. Her experiences range from volunteering as a swim coach for Special Olympics to working with infants with developmental delays. Kasey studied English at SUNY College at Oneonta, returning home to begin working as a Teacher’s Assistant in a one-to-one Early Intervention Group Developmental Model. Drawing from her work and volunteer experiences, Kasey individualized care depending on the abilities and goals for each child in the class. Kasey’s classroom experience enabled her to progress to a Case Manager/Site Administrator position, where she further facilitated the center/home based therapies for children and their families. Her administrative and communicative skill sets, compounded by her experience in the education field, led her to become Outreach Coordinator and Brand Ambassador for Explore + Discover. She has worked with organizations such as the NYC Food Bank and NYC Mammas Give Back to facilitate food and diaper drives, as well as clothes and toy collections for families in need. Given the nature of the New Frontiers’ mission to provide supports that are both personalized and strengths-based, Kasey is a perfect fit on the team. With a focus on outreach and public relations, she is excited to help connect the community to the supports available through the organization.
Jason earned his Master of Arts degree in Mental Health Counseling from Hofstra University and his Bachelor of Arts degree in Psychology and Philosophy at Adelphi University. He prides himself on striving to embody the three essential characteristics of a counselor in his approach to working with students, which include empathy, unconditional positive regard and genuineness. Jason's experience in student advisement, counseling and diversity education allow him to build effective collaborative relationships with the students at New Frontiers in Learning. Additionally, his knowledge and experience in writing, career services, history, and education further inform his work with students. Jason has a passion for learning and personal growth and strives to cultivate this passion in his students.
Fallon is a New York State and nationally certified school psychologist currently completing her Ph.D. in School Psychology at Fordham University. She received her Master's Degree in Education from Brooklyn College, where she graduated with honors. Fallon has extensive experience across academic contexts, from preschool to college, supporting students' academic and social-emotional development. She joins New Frontiers in Learning from a therapeutic preschool program, where she assessed children for special education eligibility, developed Individual Educational Programs, and consulted with parents and clinicians regarding children's educational and clinical needs. She is passionate about fostering a collaborative relationship with students to help instill their interest in learning and encourage their success.
Lexi graduated with a Bachelor's Degree in Child and Family Studies from Oneonta State College. She continued her education with the professional goal of helping others, and obtained her Master's Degree in Social Work from Fordham University. Lexi's passion to guide others to reach their highest potential grew after working with adolescents. She consistently incorporates her knowledge and understanding of differentiation and utilizes a strengths-based approach to guide students in reaching their fullest potential. Keeping a positive outlook and maintaining positive energy are key philosophies that Lexi incorporates in all aspects of her career and life.
Ashley holds Masters Degrees in both Spanish and TESOL from NYU. After teaching Spanish at the K-12 level, she switched to her real passion: English Language Learners in higher education. She has taught First-Year Experience Courses at Marymount Manhattan College and taught in the CUNY CLIP program at Bronx Community College. Currently, she is the Academic Coordinator and a Lecturer in the LINCC Program as well as an instructor of Latin American Studies at Nassau Community College, where she has been for 10 years. She has published for Idiom, as well as presented at several New York State TESOL, Long Island ESOL and International TESOL Conferences. She is also a part of the Conference Planning Committee for the annual Long Island ESOL Conference. In addition, she is a Co-Chair for the Higher Education Special Interest Group (SIG) for New York State TESOL and has led workshops at the Literacy Assistance Center (LAC). Her presentations and interests include teaching civility/appropriate academic language and behavior in the university classroom and bridging the gap between high school and mainstream university classes.
Jillian is a currently earning a Master's Degree from the Silberman School of Social Work at Hunter College. She has a Master's Degree in Special Education from Pace University through the New York City Teaching Fellowship. She completed her undergraduate degree in Communication Disorders at the State University of New York at New Paltz. Jillian has worked with people with disabilities for over a decade in a variety of settings. This experience led her to pursue a career in education. As a former public school teacher, she has learned the importance of encouraging students to achieve their goals both inside and outside of the classroom. She believes that with the proper support, every student has the potential to become successful. She follows a holistic approach to learning that involves student directed instruction, social-emotional support and self- advocacy. Jillian hopes to continue her work as an advocate for children with disabilities and become a school social worker after the completion of her MSW.
Julia graduated from Providence College in 2011 with a Bachelor's degree in psychology. She recently earned her M.S. Ed in Therapeutic Interventions in May 2015 from Fordham University, where she is currently pursuing her PhD in School Psychology. She has worked with students of all ages and in many different settings, from running an after-school program in low income neighborhoods in Providence, RI with local youth, to working as a teaching assistant in special education classrooms in a BOCES program for the past 8 years. She was raised by two phenomenal teachers that taught her the importance of learning, working hard, and never ceasing to look for ways to overcome obstacles. She hopes that her passion for education and the belief that anyone can develop the skills to achieve their goals will help her to assist students in need.
Nicholas earned his Masters degree at SUNY New Paltz and his Bachelor of Science at SUNY Cortland. Both of his degrees were in Adolescent Education with a Concentration in Mathematics. He comes from a family of educators and feels that education is the foundation of the future. Nicholas has worked with students from five years of age all the way through college. He has been fortunate enough to work with students from a wide variety of backgrounds and abilities, and he has taught in various academic settings. Through his foundation in mathematics, ability to create a rapport with students, and classroom experience, Nicholas plans to help students grow both academically and personally.
Alex graduated in 2014 with her Juris Doctorate from the Hofstra University Maurice A. Deane School of Law. She received her Bachelor of Arts degree in Psychology, also from Hofstra University.
Alex loves learning and education, and believes that everyone has the capacity to succeed if given the proper tools. Her diverse education has provided her with the understanding that all people learn differently and all areas of study have their own approach. Through this knowledge, Alex hopes to help her students develop a love of learning and a passion for success in a way that works for them.
Sheila Simchon-Steinhof, MS, received her Master's Degree and NY State Certification as a School Psychologist in 2006 from Touro College. In early 2013, Sheila was appointed by the Governor of New York as a member of the Advisory Council for Licensed Private Career Schools. Shortly after joining the council, she was nominated chair of the Student Access Subcommittee. Her role as Student Advocate focuses on helping students with disabilities receive support and services on state and federal levels. Sheila is currently attending Fordham University where she is completing her License in Clinical Social Work, LCSW.
Sheila has served as a Learning Disabilities Specialist since 2006, training professionals in higher education on the best practices of working with students with learning disabilities. She has also been providing clients with psycho-educational assessments to obtain appropriate accommodations and services, and providing individual support to students struggling in school, career and life. Other previous roles also include: CUNY Learning Disabilities Project Coordinator (2006-2011) and Vice President of Programs at the Learning Disabilities Association of New York City (2011-2015).
With dedicated passion, Sheila works with every client to maximize their potential and offer individualized guidance to support and empower for success.
Victor attended Stony Brook University where he earned both his Master of Arts degree and Bachelor of Arts degree in Psychology. He has a keen interest in acquiring and sharing knowledge, and has collaborated on several research studies at Stony Brook University and Columbia University. His research experience spans several different domains and populations; this enables him to understand each student individually, and to demonstrate the care and sensitivity required to better foster their needs. Victor sees the inherent value of each student, identifies their strengths and interests, and strives to cultivate them to produce the best intellectual outcomes. He enjoys music, film, and kayaking.
Elisabeth’s undergraduate degree in Psychology was received from Centenary College in 2012. She earned her Master’s Degree in School Psychology from Fairleigh Dickinson University in 2014. Elisabeth is currently a school psychology doctoral student at Fairleigh Dickinson University expected to graduate in May 2017. Having already achieved a passing score on The Praxis Series® School Psychologist examination, Elisabeth will become a nationally certified school psychologist (NCSP) upon graduation. As an aspiring school psychologist, Elisabeth’s unique skills make her the ideal professional and resource to assist children who learn differently. She is qualified to provide direct support and interventions to help children succeed academically and socially. Her collaboration with students, families, school personnel, and other professionals creates a safe and supportive learning environment. Elisabeth has experience providing support services to children who learn differently. Very similar to the services provided by New Frontiers in Learning, Elisabeth was an academic coach for FDU COMPASS: Asperger’s Program. The program’s mission is to help college students with Asperger's Syndrome recognize and make use of existing academic and social strengths. Elisabeth is currently a psychoeducational therapist at the Children’s Evaluation and Rehabilitation Center (CERC) at Albert Einstein College of Medicine providing remedial strategies and educational therapy techniques to adolescents. She is also an Individual Social Skills counselor for an extended school year program providing support in terms of problem-solving, social skills training and behavior management.
El Schneider is a graduate from Hunter College, where she was Valedictorian of her class. She received a Bachelor’s Degree in Psychology with a minor in Sociology. While at Hunter, El worked at the Office of Assembly Member Daniel O’Donnell and at the Hunter LGBT Social Science and Public Policy Center where she did research on anti-bullying policies and programs. She also proudly served as a mentor for new students with interest in public policy and social service. El is the first recipient of the Lew Todd Scholarship from the Stonewall Democrats of New York for service in the LGBT Community. El is working on a Master’s Degree in Social Work and hopes to continue her work with adolescents and young adults throughout her career.
Nina is a writer and teacher with an MFA from the University of Arizona. She has several years of experience teaching English Composition, Rhetoric, Research Skills, and Creative Writing to undergraduates, including ESL students and those with other diverse learning needs. She believes writing is the most empowering skill one can master -- no matter what your interests may be, if you can compose a strong essay, you can conquer the world. She's excited to be back in New York to continue helping students find academic success.
Bill earned a BA in English Literature from Loyola University in Maryland and a Master’s Degree in Special Education at Pace University while serving in the New York City Teaching Fellows program. Bill also received an Advanced Certificate in Autism Spectrum Disorders from Pace University where he conducted action research on the effects of social stories and technology on the socialization skills of students with autism.
Bill fell in love with teaching while working at a community center for disadvantaged children in Santiago, Chile during a semester abroad. He has collected a diverse array of teaching experiences ranging from tutoring children of migrant workers to implementing positive behavioral interventions for children with autism, emotional and behavioral disorders, and other developmental disabilities. He has taught special education in New York City for the past six and half years and has helped transition students with disabilities from a self-contained setting to general education programs, as well as to a school-to-work program as part of Project Search at Montefiore Hospital. Bill is a firm believer that all individuals can achieve their dreams when given the right nurturing and support.
Amanda graduated as a Commonwealth Honors College Scholar with distinction from the University of Massachusetts- Amherst with a B.A. in Psychology. She is currently a fourth year doctoral student in the Clinical Psychology Ph.D. program at Fairleigh Dickinson University. Through her clinical training, she has worked with patients across the lifespan that are managing a wide range of psychopathology and disabilities. Born and raised in New York, she was always aware of and fascinated by the unique human experiences within the ever-evolving and shifting cultural landscape around her. These dynamics sparked an interest in social justice, and as a graduate student, Amanda’s scholarly interests include the intersection between policy and psychology. Specifically, Amanda is interested in policy reformation to improve public education and eradicate barriers to mental healthcare nationwide. As a graduate student intern with the American Psychological Association at the United Nations, Amanda is actively involved in the NGO Committee on the Family and the NGO Child Rights Committee. Amanda also serves as an adjunct psychology instructor at Mercy College and Fairleigh Dickinson University.
Annabelle is a PhD student studying Clinical Psychology at Long Island University. She graduated from New York University with a Bachelor’s degree in Applied Psychology and a minor in American Sign Language. She has worked with youth of all ages in managing both academic and personal stressors. Through these experiences, Annabelle has gained a deep appreciation for the resilience and fortitude of young people. She personalizes her approach to each and every student in order to foster agency and provide the tools necessary for success. Annabelle grew up in New York City and attended the Rodeph Sholom School and the Spence School. She enjoys reading, photography, and spending time with her four younger siblings.
Kate brings over a decade of experience to the field of academic coaching. She earned both her Bachelor's and Master's degrees in Special Education, and for the past ten years has taught and coached students with learning differences and special needs. Kate has extensive experience coaching students with a variety of disabilities, ranging from students with mild attentional challenges to more involved students who require complete learning and daily living support. Additionally, Kate previously worked as an executive functioning tutor for students at high-performing high schools in New York City. In 2014, she founded and directed a New York City tech-based summer program for teenagers with high functioning Autism. Kate currently lives in Connecticut and serves as an educational consultant, curriculum developer, and educational coach to high school and college-aged students.
Sarah is currently a doctoral candidate in the School Psychology program at Fordham University. She has had extensive experience working with individuals with diverse learning needs and is passionate about eliciting positive change in children and students. In high school, she worked as a summer camp counselor for elementary aged students and was also a volunteer for a program that assisted students with developmental disabilities. During her time in college in New Orleans at Tulane University, where she received a Bachelor of Arts degree in Sociology and Social Policy, she tutored students at nearby public elementary schools who were suffering the aftermath of Hurricane Katrina. The experience of working with these students helped her realize that, with a strong rapport and trust between student and coach, tutor, or mentor, positive change is possible.
In May 2014, Sarah received her Master's degree in Mental Health Counseling from Fordham University. During this time, she also worked at the Seaver Autism Center for Research and Treatment at the Icahn School of Medicine at Mount Sinai where she administered diagnostic assessments and wrote formal psychiatric reports offering recommendations for educational, therapeutic, psychological, and psychiatric services. She also co-led a social skills group for six children diagnosed on the autism spectrum. Sarah continues to positively impact others and foster relationships at New Frontiers in Learning by providing support and increasing student motivation. She is also interested in mindfulness, yoga, and photography and hopes to instill creative and mindful approaches to learning with the students she works with to help them achieve their goals.
Rebecca is a Clinical Psychology doctoral student at Long Island University in Brooklyn, where she is training to be a psychotherapist and is engaged in various research endeavors. After obtaining her Bachelors of Arts degree in International Relations and Middle Eastern Studies and working for non-profit organizations that promote ethnic reconciliation, Rebecca realized that she wanted to shift her focus to promoting positive change at the individual level, focusing directly on a person's psychological well-being in order to promote mental and emotional well-being. Prior to starting her doctoral program, Rebecca obtained a Masters of Arts degree in Clinical Psychology from Columbia University Teachers College and worked as a Vocational Counselor at a GED program for 16-21 year olds. Through her work with adolescents and young adults, she gained skills in one-on-one academic and vocational counseling within a therapeutic framework and solidified her passion for working with young people who have a wide range of learning needs. Rebecca is excited to continue working with young people, both therapeutically and academically, throughout her career.
Katarina has a Bachelor’s degree in Cognitive Science, with an emphasis in Linguistics, from the University of California, Santa Cruz. She has previous professional experience as an Applied Behavioral Analyst, working with students diagnosed with Autism Spectrum Disorder, and as a research assistant investigating the cognitive processing of adults with traumatic brain injury (TBI). Broadly, her interests pertain to the interactions between communication and cognition.
She currently studies Speech-Language Pathology as a Master’s student at New York Medical College. For her thesis, Katarina is currently designing a multi-modal, emotion recognition treatment program for individuals with TBI. Professionally and personally, Katarina is both dedicated to and inspired by the people with whom she works.
Max Hensley attended Brandeis University and Ramapo College of New Jersey, and received his Bachelor’s of Science in Environmental Science. He has taught and tutored students since graduation, and is passionate about cultivating the strengths of students with disabilities, as well as students from disadvantaged backgrounds. As a teacher, he draws not only on his experience working with students of various disabilities and backgrounds, but also on his own history and journey with learning and instruction. He strives to approach every student with patience and attention to highlight their strengths and support their learning needs.
Kirsten graduated from the University of Massachusetts Amherst with a degree in Biology, Microbiology, and Anthropology. She first began working in the autism community after receiving her own ASD diagnosis at the age of 19. She has worked with a wide range of children and adults providing care, instruction, and consultation as a classroom teacher, workshop leader, public speaker, and event manager. She also trains professionals and families to better work with and understand their loved ones on the spectrum. Because she herself is autistic, Kirsten’s greatest strength is in empathizing with students, and acting as a bridge between them and the world they seek to connect with. She believes that every autistic can emerge from disability given the right tools and understanding, and that the most important step toward fostering communication is learning how to listen.
Cristina is a New York State certified School Counselor, who completed her M.S. degree in School Counseling at Long Island University. She is also a Pennsylvania State certified Early Childhood Educator, who graduated with a B.S. in Education from the University of Scranton. It was through her love for teaching that she discovered her passion for counseling. Cristina’s educational philosophy is focusing on individual pathways of academic achievement by supporting the socio-emotional needs of students. Cristina’s experiences have provided her with the opportunity to become expert in transitions – from middle school to high school and from high school to college and career – for general and special education students. As an educator, Cristina promotes self-advocacy and resiliency in her students, while collaborating with them towards achieving individual success.
Michelle is a current graduate school student in the Museum Education program at Bank Street College of Education. Through her graduate program, Michelle frequently helps students with their reading and comprehension skills as well as executive function development. Additionally, she will be working at two elementary schools during the fall semester of 2016, assisting students in all subjects. Prior to making the decision to obtain her Master’s degree, Michelle worked in the field of Public Relations and Marketing where she worked on a global account, which afforded her the opportunity to understand how to decode cultural differences to work towards a common goal, a tool that can be translated into education in many ways. She received her Bachelor’s degree from Tulane University in New Orleans, LA with a major in Sociology and Art Studio. Michelle looks forward to merging her passions for education and the arts in a way that is enjoyable, effective and fulfilling for the students that she works with at New Frontiers in Learning.
Thank you for your interest in New Frontiers in Learning! The following are required for admission into the program:
1. Application: Interested candidates must submit a brief application which includes contact information, high school/college information, and academic and social interests, strengths, etc.
2. Transcripts: Applicants must submit transcripts from all high school and college institutions attended.
3. Neuropsychological Evaluation: current evaluation (within the past 5 years) needs to be submitted. Results from an adult intelligence scale, such as the WAIS, should be included.
4. In-Person Meeting: All applicants will attend a "getting to know you" meeting where they will have the opportunity to learn more about the services offered.
All application materials should be sent to:
New Frontiers in Learning
80 Broad Street, Suite 1702
New York, NY 10004
Please contact Samantha Feinman, Director, at email@example.com or
(646) 558-0085 with any questions regarding the application process.