Experience
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Ms. Grabowski has worked for many years as a speech-language pathologist, specializing in the comprehensive assessment and treatment of children and adolescents with Language-Based Learning Disabilities, reading difficulties, and Dyslexia.
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At North Shore Children’s Hospital, she conducted psycholinguistic evaluations, specialized oral and written language/reading assessments, and speech-language evaluations. She was also responsible for treating children and adolescents with various speech-language disorders, language/learning/reading disabilities, and Dyslexia at this facility.
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As Master Speech-Language Pathologist at Tufts Medical Center, Ms. Grabowski conducted speech-language and educational evaluations as a member of a multidisciplinary diagnostic team at the Center for Children with Special Needs. In addition, she conducted school program observations while at this facility.
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Ms. Grabowski collaborated in the establishment of the Language-Learning Disabilities Clinic at North Shore Children’s Hospital and served as Clinical Coordinator. She also served as Clinical Director of the Concord Language-Learning Center, a division of Braintree Hospital. In these positions, she had clinical, supervisory, and administrative responsibilities.
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As a special education teacher, Ms. Grabowski taught at the Landmark School, a private school for students with Language-Based Learning Disabilities/Dyslexia, and in a local public school district.
Experience Matters
Prior to establishing her private practice, Ms. Grabowski worked with children and adolescents for many years in various school, hospital, and clinical settings. With her background in special education, reading, and speech-language pathology, she combined her experience as a certified special education teacher and clinical skills as a speech-language pathologist to become an expert in the field of Language-Based Learning Disabilities, reading, and Dyslexia.
Through her years of previous work experience, Ms. Grabowski gained unique insight into the challenges that students with Language-Based Learning Disabilities and Dyslexia face on a daily basis in the classroom and the negative impact that language/learning disabilities/Dyslexia have on a child’s academic performance. In addition, she acquired insight into the type of specialized instruction these students require in order to be successful in school and expertise in teaching these individuals, using research based methods/programs.