Professional Development Opportunities for Educators

Signs of Learning Differences in Early Childhood: Identification and Intervention
November 19, 2020

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Course Description:

Early identification and intervention is key to the future success of students with a variety of challenges and difficulties, especially in a virtual environment. This webinar, by leaders in early childhood from across disciplines and with a range of expertise, will explore how to recognize children that may benefit from intervention, support, or a specialized environment. You will hear from the director of early childhood, a special education teacher, a speech-language pathologist, and an occupational therapist, who will speak about the challenges they see in their daily work and will present interventions designed to address a variety of these challenges. The webinar will be interactive with a Q&A and chat so the participants can learn from one another as well as the presenters.


Rebecca Jurow
Director of Early Childhood, Stephen Gaynor School
Rebecca Rothschild Jurow received her BA in Child and Family Studies from Syracuse University, her MA in Early Childhood Special Education from Teachers College, and her LDT-C endorsement from Montclair State University. She has also completed the practicum for Associates level certification from the Academy of Orton-Gillingham Practitioners and Educators. In her many years in the field of education, Rebecca has classroom experience with students exhibiting a variety of physical and learning disabilities ranging in age from 18 months through 4th grade. She also has longstanding experience with conducting initial assessments for Early Intervention and the Committee on Preschool Special Education and Alternate Proficiency Assessments for elementary students. In addition to conducting assessments, Rebecca has also designed interventions for the students evaluated. Rebecca was the first teacher hired expressly for the early childhood program at Stephen Gaynor School, and was part of the team of specialists who developed the approach and curriculum from its inception.

Jennifer Eisenberg
Occupational Therapist, Stephen Gaynor School
Jennifer Eisenberg received her BA in History from the University of Michigan and her MS in Occupational Therapy from New York University. She has clinical experience working in a sensory gym with preschool and school-aged children with a wide range of diagnoses and special needs and has received specialized training in a variety of areas, including sensory integration, yoga, and handwriting. She currently works at Stephen Gaynor School with children ages 4-7, who present with developmental delays and difficulties in sensory processing, self-regulation, daily living activities, motor coordination, visual perception, praxis, executive functioning, and handwriting. She uses her knowledge and skills acquired over 10 years of working in early childhood to facilitate therapeutic activities, support students during school activities, and modify the environment and tasks in order to further their development, enhance their function, and maximize their independence. She also works closely with teachers, parents, and other specialists to best meet the students’ needs.

Jennifer Cohen
Chair, Speech and Language Department, Stephen Gaynor School
Jennifer received her BA in early childhood education from Tufts University and an MS in Speech Language Pathology from Boston University. Prior to coming to Stephen Gaynor School, Jennifer worked in early intervention doing evaluations and therapy for children aged 0-3 as well as in private practice with school aged children. She was brought on as part of the initial team at Gaynor dedicated to developing the early childhood program along with a special educator and occupational therapist. Jennifer is currently the chair of the language department. In addition to her supervisory responsibilities, she provides language therapy to early childhood and lower school students.