At Viewpoint, our learning specialists are committed to cultivating an inclusive environment in which individual differences are recognized, embraced, and valued. They work closely with teachers, families, and students to implement strategies that foster confidence and meaningful progress.

In this Q&A, we spoke with Gemma Green (Primary and Lower School), Kelly Ghaffary (Middle School), and Danielle Burness (Upper School) about how they support learners, collaborate with the community, and what makes their work so meaningful.

Katerina: How long have you been at Viewpoint, and what does your work as a learning specialist look like?

Gemma: I’m beginning my 10th year at Viewpoint, supporting students from TK through Fifth Grade. I collaborate closely with teachers to identify strategies that remove learning barriers, facilitate effective instruction, and help all students succeed. I oversee the implementation of many classroom accommodations, coordinate and provide academic support for students, and partner with outside specialists. Julie Robbins is also a key member of our team, who focuses on Primary School support.

Kelly: I’m beginning my sixth year at Viewpoint. As the Middle School learning specialist, I support students’ academic growth and personal development through individual support, collaboration with teachers, executive function instruction, and progress monitoring. I also lead workshops, manage referrals and resources, and advocate for students—all with a focus on creating an inclusive learning environment.

Danielle: This is my 11th year at Viewpoint. When I started, there was no learning specialist role, so my partner at the time and I built the program from the ground up. It’s been rewarding to see it thrive.

Katerina: How do you collaborate with teachers and parents to support student learning?

Gemma: I meet with teachers and administrators every one to two weeks to review student progress and determine next steps. We use assessment data to help guide our planning and create support strategies that may include targeted academic help, instructional adjustments, or classroom accommodations. While homeroom teachers serve as the primary contact for families, I frequently join parent conferences to hear their perspectives, share updates, and discuss how to reinforce learning at home. Communication is ongoing, and I always encourage parents to reach out at any time.

Kelly: I regularly communicate with teachers and parents to discuss student progress and strategies. I lead professional development through lunch-and-learn sessions, faculty meetings, and Viewpoint Learning Communities. I create and share individualized learning profiles for students with documented learning or attention differences, lead collaborative meetings to coordinate support, and organize parent workshops with tools for reinforcing learning at home. My goal is to build a supportive environment where teachers and parents work together to engage students and provide timely feedback.

Danielle: Collaboration is essential in this role. I often see myself as the hub of a wheel, keeping all the spokes—teachers, students, parents, therapists, educational therapists, and tutors—connected and informed. My goal is to ensure everyone involved in a student’s academic journey is on the same page and working together.

Katerina: What does the process for accommodations look like, and how do you support students without formal diagnoses?

Gemma: When a student has a documented diagnosis on file, their evaluation typically includes strengths, areas for growth, and recommended classroom or testing accommodations. I review this information and share a summary with the student’s teachers, emphasizing strategies and accommodations that will best support the student. Teachers use these insights to create a learning environment that removes barriers and promotes success.

For students without a formal diagnosis, support is still available. We see the Primary and Lower School years as a chance to explore what strategies work best for each student, whether or not they have official documentation. For instance, if we think extra time on an in-class assessment might help a student, we try it to see if it’s effective. This flexible approach allows us to meet students where they are and respond to their individual needs.

Kelly: To request accommodations, parents or caregivers must submit current documentation of the student’s diagnosed disability from a qualified professional (e.g., physician, psychologist, speech-language pathologist, etc.). Once received, I review the documentation and begin a collaborative process, gathering feedback from faculty and staff to determine appropriate accommodations on a case-by-case basis.

For students without a formal diagnosis, we apply Universal Design for Learning (UDL) principles and offer tiered support. Teachers provide extra help outside of class, and students can meet with me regularly or as needed.

Danielle: Most Upper School students arrive with an academic or neuropsychological evaluation already completed. We require these to be current—within five years—so they remain valid. Based on the evaluation, I create a learning profile that outlines the student’s strengths, challenges, diagnoses, and accommodations. Teachers use these profiles to better support students in the classroom.

For students without a diagnosed disability, I still offer support through weekly or biweekly meetings, depending on their needs. We focus on content, executive functioning, communication skills, and more. Every student is different, so each session is tailored to their individual goals.

Katerina: Have you noticed any trends or changes in student needs in recent years?

Gemma: Today’s students are growing up in a rapidly evolving environment shaped by increased technology use and instant access to information. While they’re highly skilled with digital tools, these shifts have also impacted attention and social interaction. As educators, we must adapt by focusing on skills like critical thinking, collaboration, creativity, and empathy to help students thrive in a changing world.

Kelly: There has been a significant increase in anxiety concerns, a growing need for responsible technology use, and more students being recognized as having learning or attention challenges.

Danielle: When I started, just 9 percent of Upper School students were on my caseload. Today, that number is 22 percent. I attribute this to a few things. First, we’ve made real progress in reducing the stigma that once surrounded learning disabilities. There’s much more understanding and acceptance, and families are seeking support earlier and without shame. I’m also seeing many of these issues diagnosed more frequently than before.

Katerina: Can you share a success story or moment that’s especially meaningful to you?

Gemma: Helping students learn to read is always rewarding, especially when it follows a long period of their hard work and persistence. But the most meaningful part of my work is the relationships I build with the students. I’m lucky to work with so many genuinely interesting, smart and wonderful kids.

Kelly: At my previous school, I worked one-on-one with a student who had suffered a traumatic brain injury (TBI). Once she was able to return to campus, we met daily throughout the remainder of her time there. As she recovered, we continuously adjusted her academic accommodations to reflect changes in her neurological and learning profile. She has since earned both a bachelor’s and a master’s degree and is thriving. I’m proud to have been part of her journey.

Danielle: There are so many success stories, and many happen quietly between just me and the student. Watching a student have a moment of clarity after struggling, and realizing they are capable of doing hard things, is incredible. Seeing the sense of accomplishment on their face after completing a long, challenging project is priceless. That pride, that smile, is the greatest gift and the reason I keep doing what I do. While there are larger success stories over time, it’s the small moments that fuel both them and me.