Meet Our Team
Roselyn vega Saez
Roselyn Vega Saez is a trained physiotherapist and experienced special education professional. She earned her Bachelor of Science in Physical Therapy from the University of Perpetual Help, the Philippines and her Master’s Degree in Education in Special Education from Flinders University, Australia.
With more than 17 years of experience under her belt, Roselyn has taken on various roles in the field of education, predominantly in special education. She has continually been working with children of different learning disorders in both special and mainstream schools.
As a special education teacher, she has worked students aged from 3 years old to 18 years old, using different methodologies such as TEACCH, PECS, Social thinking strategies, Applied Behavioral Therapy, Orton-Gillingham Approach and Visualizing and Verbalizing (Linda Moodbell).
In addition to this, Roselyn actively conducts parent and teacher training workshops, assembly talks to schools and holds a paramount position in an international parent support group.
Azalea finds her passion in working with children and is constantly learning about how diversified and unique each child is.
She holds a Bachelor of Science in Psychology from University of Wollongong, Australia, an Advanced Diploma In Early Intervention (Special Needs) by CET Academy Ngee Ann Polytechnic and a Diploma in Learning Disorders Management & Child Psychology, accredited by The College of Teachers, UK.
She has an accumulated experience of up to 10 years working with children of different learning disorders in both special schools e.g. Autism Resource Centre (EIP) and mainstream schools.
Azalea received training in the professional course on The Greenspan Floortime Approach, Regulatory Sensory Processing Disorders Workshop and Meltdowns Workshop by The Greenspan Floortime Approach.
"Schedules and work systems are essential tools I use. Schedules help students have a sense of awareness of what is expected of them within the session. Students know what they will be doing after each activity. It provides a sense of accomplishment as they check each activity off. Structured teaching helps both students and I to be organised in our workspace and activities planned. Most importantly, it builds independence in the students."
"Visual schedules and charts such as the 'First, Then' visual schedule make transitions between activities smoother. They function as a visual reminder and/or prompt about what to do next and alleviate my students' anxieties during the session. Using 'First, Then' visual helps prepare my students before progressing to a more detailed visual schedule."
"Motivators are the first things I introduce when establishing the relationship with my students. They are given either by using an object/ gesture that can be seen, heard or touch. Students gain comfort and confidence in knowing that the work that they have done earned a positive feedback. This motivates them to perform the task consistently and enhances the positive rapport between interventionist and student."
"Understanding the profile of my student allows me to make better decisions on the different types of strategies to use and during task analysis. Observations, data collection, communicating with the main caregivers and team meetings provide me with valuable knowledge of the student's learning needs from various perspectives. This understanding helps me to apply relevant strategies and problem solve efficiently when working with the student."