My professional training is centered on supporting communication, language, and neurodevelopment.

In addition to my direct work with families, I have facilitated workshops and training spaces in schools, Multiple Attention Centers (CAM), clinical settings, and for directors and specialists within USAER services. These spaces are designed to provide updated, evidence-informed knowledge, while fostering awareness and strengthening professional capacities in topics related to communication, disability, and autism — always from a respectful and inclusive perspective.

I work primarily in person, as this allows me more direct, accessible, and comfortable communication for me as a Deaf professional. It also enables me to provide closer support within the individual’s natural environment.

However, I am open to offering online sessions when conditions allow and when it is a suitable option for families or schools. In these cases, any necessary adjustments are agreed upon in advance to ensure clear communication and a respectful process for everyone involved.

It means that I recognize neurodivergence as a valid form of human development, rather than something that needs to be “corrected” or “normalized”.

My work is not aimed at changing who the person is, but at supporting them and providing tools that foster their individual growth, greater understanding, and overall well-being within their environment. This process always honors their dignity, autonomy, and unique way of experiencing the world.

No. I do not work from models primarily based on control, conditioning, compliance, or behavior modification as the main objective.

My approach centers on strengthening connection, supporting communication, respecting the nervous system, and understanding each individual’s underlying needs.

Yes.
I provide bilingual services (Spanish–English), which allows me to effectively support families and schools that require accompaniment in either language.

I primarily work with autistic and Deaf children, as well as individuals with diverse communication styles and needs, together with their families and educational settings.

This behaviors often carry a deeper meaning. In many cases, they are expressions of unmet needs, stress, overload, or limited access to communication tools.

My work focuses on understanding what the child is experiencing, identifying underlying factors, reducing distress, and developing respectful alternatives — rather than simply attempting to suppress the behavior.

Families are a fundamental and active part of every process.

Beyond working directly with the child, I support and guide families and caregivers in understanding needs, adapting environments, and nurturing relationships grounded in safety and respect.

No.

My work focuses on building bridges. I support both the student and the educational environment, promoting adjustments and supports that foster genuine inclusion — not merely physical presence in the classroom.

Yes.

I offer workshops and professional development spaces tailored to each school’s needs, fostering a respectful and collaborative learning environment.

These trainings focus on deepening understanding, providing practical strategies, and supporting the creation of inclusive and accessible educational practices.

Dignity and deep respect.

I believe that every individual has the right to be respected, understood, and accompanied in ways that honor their communication, their rhythms, and their lived experience.

A safe, respectful, and non-judgmental space.

My work prioritizes understanding, connection, and the creation of meaningful supports. The process is collaborative, involving the family, school, and the individual.

If you find yourself wondering about your child’s communication, emotional well-being, or school experience — or if you feel you would appreciate guidance — accompaniment can offer a supportive and respectful space.

There is no fixed duration.

Every accompaniment is shaped by the child’s needs, rhythms, and the goals we define together.

Appointments can be requested through the contact form in this website or by email (all in “Contact” section).

Our first meeting focuses on getting to know the child’s story, needs, and communication profile.