Ellen Kaplan, M.Ed., is an experienced special education professional with extensive expertise in learning disabilities, autism spectrum disorders, ADHD, executive functioning, and individualized educational planning. She earned her degree in Special Education from the University of Hartford and a master’s degree in Reading from Towson State University.

Ellen began her career as a special education teacher in Howard County, Maryland, where she spent eight years working with middle school students with learning disabilities and emotional and behavioral needs. She subsequently taught kindergarten in a Regional Early Childhood Center (RECC), collaborating with speech-language pathologists, occupational therapists, and classroom teachers to develop individualized goals and support students’ successful transitions to the upper grades.

Ellen later served as Education Director at a private school for autistic students in Howard County, where she oversaw the Individualized Education Program (IEP) process, developed student progress reports and classroom behavior plans, and coordinated state assessments.

In addition to her school-based experience, Ellen has provided specialized private tutoring for students with autism spectrum disorders, ADHD, executive functioning challenges, and learning disabilities. She also co-founded the Orchid Center for ADHD and Executive Functioning, a private practice dedicated to supporting individuals with attention, learning, and executive functioning needs. Although she retired from her private practice in 2023, she continues to serve as a consultant.

Currently, Ellen serves as Assistant Director and Learning Specialist at the Johns Hopkins School of Medicine in Baltimore, where she applies her expertise in learning support, educational strategies, and individualized student services.

Throughout her career, Ellen has demonstrated a strong commitment to understanding each learner’s unique strengths and needs and to developing individualized strategies that promote academic growth, independence, and success.

Lori Marquis is an experienced educator with a strong background in elementary and special education and a longstanding commitment to helping children and families navigate the educational system. She earned dual degrees in elementary and special education from the University of Delaware in 1989 and completed a master's equivalency in special education through programs offered by Montgomery County Public Schools and Johns Hopkins University.

Lori began her career teaching in general education classrooms while supporting students with Individualized Education Programs (IEPs). She later served as a Special Education Program Coordinator with Montgomery County Public Schools, where she managed referrals, conducted formal and informal educational assessments, developed IEPs, and trained staff on the IEP process. Lori subsequently served as a Parent Educator in the Special Education Preschool Program, working with families, caregivers, and educators supporting children ages 3 to 5. In this role, she coordinated parent workshops and guided families through the intake process, helping them better understand their children's developmental and educational needs.

Lori has extensive expertise in learning disabilities, autism spectrum disorders, ADHD, executive functioning, and individualized educational planning. Her understanding of neurodivergent children begins with recognizing and respecting that every child is unique, with their own strengths, needs, learning styles, and ways of experiencing the world. By building trusting relationships and working collaboratively with families, educators, and other professionals, she aims to foster a positive environment where neurodivergent children can develop confidence, reach their full potential, and feel empowered to be themselves.

Since retiring, Lori has continued her dedication to supporting families as they navigate special education services, including Individualized Education Programs (IEPs) and Section 504 plans. She helps parents develop a better understanding of special education laws, procedural requirements, educational rights, and available supports and services. She believes that informed and empowered families are essential partners in their children's education and works to help parents feel confident asking questions, participating in meetings, and advocating for their children's individual needs.

Drawing on decades of experience in education, program coordination, and family engagement, Lori strives to make the special education process more understandable, collaborative, and less overwhelming for families. Her goal is to provide clear guidance, compassionate support, and practical information so that parents feel informed, respected, and equipped to work with schools to help their children succeed.