Lyndsay Palach Shelton provides clients with individualized transition support as they plan to navigate life beyond high school.
Beginning as early as age 14.5, when transition services start in Illinois, Lyndsay begins working with Kaitlyn and her family to begin the process of individualized transition assessments and planning. They work together to plan out Kaitlyn's high school experiences to best prepare for her for adulthood and aging out of the school system.
Lyndsay helps Kaitlyn and her family sort through the numerous decisions and challenges they face, such as:
“Lyndsay was an integral part of our College Counseling Team. She was a tremendous resource when I had a postsecondary planning meeting scheduled with a student who had a diagnosed disability. Lyndsay provided invaluable insights about the student as well as the type of program and support services that would be the best fit for them.”
"As individuals with disabilities progress through their education into high school the question of 'What’s next?' can be scary and daunting for families. Lyndsay listens to her clients and families wishes and desires and synthesizes information into a clear pathway to create a meaningful and fulfilling life for individuals with disabilities beyond them aging out of educational systems.
Lyndsay’s knowledge and support helps families start connecting the final pieces of the puzzle to be able to finally see the bigger picture they have been working hard over the years to achieve for their loved one with a disability."
"Lyndsay played a big role when it came to helping during my son’s transition. Everyone fears the day a student with special needs turns 22. However, Lyndsay guided us through the process by providing the necessary resources to assist in job placement, programs for further education, planning for independence and guidance for coping with the changes ahead. Her compassion and honestly went above and beyond our expectations.”
"Lyndsay’s expertise in collaborating with agencies was instrumental in establishing a transition contract with DRS. This contract assisted Lyndsay in providing over 400 students with job exploration counseling, work-based learning experiences, counseling on postsecondary education programs, workplace readiness training, and instruction in self advocacy. Her services were vital in helping young adults to plan for their future and realize their goals in employment, recreation, and daily life.
Lyndsay is skilled in writing meaningful transition plans for young adults. She participates in transition planning committees with surrounding school districts to enhance services to students and families. She is skilled in collaborating with educators and other key agencies. She stays on top of current trends in the field and is passionate about the work she does.”
"Lyndsay Palach Shelton is detail oriented, competent and exceptionally knowledgeable of Transition services and resources. She has an astute ability to assess a student and determine and communicate their individual needs."
Elizabeth Robbins provides clients a supportive environment to learn tools and strategies to positively navigate the social environment they will face when at school, at the workplace, and in the community.
Matt is planning to attend a local community college, but struggles with going to class and interacting with other students, which is required for group projects.
Elizabeth assesses Matt using feedback from him and his parents, and holds a small group session weekly with 3 other clients who are struggling with peer interactions. In these sessions, she helps them learn strategies and apply them to different example situations. Matt begins to apply these strategies to his classes while Elizabeth monitors his progress. During a difficult group project, his feedback indicates he would benefit from some additional strategies, so Elizabeth holds a 1-1 session to work with him on skills he can apply, while continuing to monitor and assess his progress.
"Elizabeth genuinely cares about her students, their families, and their future goals as they transition into adulthood, and has a tremendous amount of knowledge working with individuals who struggle with social skills. She builds a connection and mutual trust with her students and for students who can struggle significantly with social skills that is not always an easy task.
Elizabeth has a great understanding of individual’s strengths and weaknesses and has an ability to build up an individual’s weakness areas using techniques that make the unknown seem less scary for the individual. She is an integral part of a team that can help an individual with disabilities be successful as they transition into adulthood and increased independence."
"Elizabeth Robbins is a fierce advocate for her students. She is an excellent special educator who has mastered the art of individualization, and she is not afraid to put in the time necessary to ensure successful outcomes for her students."
"My son met his compassionate special educator, Elizabeth Robbins, while he was in high school. She had the ability to create a safe place for our son by strategically scheduling and spelling out his days - which is important since he thrives on consistency. She was also a great help by assisting the formation of social groups that allowed him to create friendships, make appropriate modifications to learning activities to fit his level but still challenged him.
Elizabeth was my son’s safe haven; she had the ability to provide for him when he needed it. These programs and planning provided him with the opportunity to navigate and advocate for himself.”
"When my granddaughter was not meeting the social/emotional milestones for her age, I consulted a highly respected colleague in the field-Elizabeth Robbins. I valued her as an expert in children with autism and was curious if my granddaughter was exhibiting some early signs. I was aware Elizabeth had trained with award-winning specialists in the field of social learning and trusted her to screen my granddaughter. She worked one on one with her, instructing her how to regulate her emotions, impacting the quality of all of our lives.
My experiences of Elizabeth’s abilities are not limited to my granddaughter. As a high school teacher, I have witnessed countless students who have met or exceeded their potential with her interventions. Her focus has always been on what the student could do, easing their apprehensions of what they couldn’t do. She advocates for her students, and they in turn build trust in her."
As early as early childhood education which started at 3 years of age up to his 22nd birthday, Tanya worked with Elijah and his family. Tanya assisted the family in understanding the legal responsibilities of the public school to provide a Free and Appropriate Public Education (FAPE) for Elijah.
Elijah and his family reviewed options to determine next steps with regards to:
"I had the honor of working with Tanya Guild in a therapeutic day school setting for several years. She worked to build meaningful connections and relationships with students, staff, and the districts and families we serviced. Tanya worked to facilitate the development and maximize the potential of each student.
She displayed strong advocacy skills for students and families, always making it her priority to ensure our students had anything and everything they needed to succeed in their learning environment."
"It has been an absolute privilege to work for and alongside Dr. Guild, as she demonstrates an unwavering belief that we serve as advocates for students and families, and takes a student-focused approach to every decision. She is balanced, direct, dynamic, thoughtful, and centered in her beliefs.
Dr. Guild has worked with students spanning all disability categories and has extensive knowledge on evidence-based practices and various approaches for supporting all learners. Dr. Guild is adept in the continuum of services and diverse delivery models used to provide personalized instruction to learners with disabilities."
"I have had the pleasure of working with Dr. Tanya Guild for several years providing educational and therapeutic services to children, adolescents, and young adults in a therapeutic day school setting. Tanya's knowledge and passion for special education is immeasurable.
Over the years, Tanya has worked with special needs children and their families by providing a supportive and well-informed environment for Individualized Education Plans (IEPs), transitional services, therapeutic interventions, and so much more. She has been both an educational leader and resource to families who have benefited from therapeutic day school settings, as well as public education academia. She has a great understanding of an individual's strengths and areas of improvement to build on a more successful future."
“Elizabeth genuinely cares about her students, their families, and their future goals as they transition into adulthood, and has a tremendous amount of knowledge working with individuals who struggle with social skills. She builds a connection and mutual trust with her students and for students who can struggle significantly with social skills that is not always an easy task.
Elizabeth has a great understanding of individual’s strengths and weaknesses and has an ability to build up an individual’s weakness areas using techniques that make the unknown seem less scary for the individual. She is an integral part of a team that can help an individual with disabilities be successful as they transition into adulthood and increased independence.”