PARENTS - Key Persons
Job Titles:
- Member of the SYDNEY TEAM
- Co - Director Primary
Caitlin Millauro holds a Bachelor of Arts and Bachelor of Education (Primary) and a Masters of Special Education through Macquarie University.
Caitlin has worked across a variety of educational programs including primary age and young adult services. She has been involved with the Student Engagement Support Team at Giant Steps particularly focusing on the area of effective data collection. In 2018-19 Caitlin conducted a school-based research project, focusing specifically on effective literacy programs that can be adapted for students with additional learning needs.
Naomi completed her Bachelor of Arts and Bachelor of Education (Primary) at Macquarie University and has been a teacher at Giant Steps Sydney since graduating in 2016. She has worked across both Primary and Secondary education programs and is now currently the Co-Director of Secondary.
In 2018-2019 Naomi supported a school-based research project, focusing on effective literacy and adaptation for students with additional learning needs. During her time at Giant Steps, she has worked closely with a transdisciplinary team and found great interest collaborating with music therapists to create engaging resources for students with various learning styles.
Job Titles:
- Member of the SYDNEY TEAM
- Co - Director of Primary
Sarah holds a Master of Special Education, University of Newcastle, Bachelor of Education (Music Education), University of Sydney and a Graduate Certificate in Music Therapy.
Sarah is the Co-Director of Primary and has been working in the field of Special Education for over 15 years with a special interest in Early Childhood early intervention. She has worked closely with both families and mainstream Early Childhood education and care settings to foster and support successful partnerships and collaborative teams around the child and family. Additionally, she has provided training and support to mainstream settings to build capacity and develop quality inclusive practices to support the inclusion of all children within Early Childhood settings.