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Credentials: I have my B.S. degrees in Elementary Education and Special Education, and a Lifetime Teaching License from Wisconsin (due to teaching 5+ years), as well as Teaching License from Oregon. I am dual licensed to teach both General Education and Special Education. I also received my certification in Applied Educational Neuroscience (AEN) with an emphasis on Adversity and Trauma from Butler University in Spring 2024, and my DIR Floortime Basic certification from the International Council on Development and Learning in April 2025.
I recently completed my Play Therapy Practitioner certification, as well (July 2025).
Wisconsin Lifetime License Certificate - Reamon.pdfDIRFloortime Basic Certificate.pdfJessica-Reamon-Certificat-Play-Therapy-Practitioner.pdfPersonal Philosophy:
I consider myself a Neurodiversity-Affirming practitioner. This means that I do not believe your child needs to be "fixed" or "cured." I see your child as a whole human being, and it is the interaction between their individual differences and the world around them (which was not created with disability in mind) which causes challenges. Your child is not "deficient." They see, perceive, and interact with the world around them differently than Neurotypical individuals; and there is nothing wrong with that or with them. This simply creates challenges for us to support so they can show up as their best selves. I see the beauty in their individual differences, the ways their minds work, and the interests they are so passionate about; the strengths they have as the humans they are in this current stage, wherever they are at; and the vulnerabilities that can be supported so that their well-being is prioritized and they are able to get their needs met in a way that works for them and others around them. I am passionate about learning from Neurodivergent folks with lived experience, and am also Neurodivergent myself.
Because of this, I am also a Trauma-Informed, -Responsive, and -Accommodating practitioner. I have my Applied Educational Neuroscience certification from Butler University, which taught me about the Nervous System and how all of what we see on the surface is really due to what is happening underneath, below the surface. This taught me about the importance of connection over compliance, which I had always practiced as a teacher and consultant; the need to prioritize a child's felt safety above all due to a concept called neuroception, a term coined by Dr. Stephen Porges, author of the Polyvagal Theory; why our neurodivergent children often have more sensitive nervous systems than their neurotypical peers; and the different nervous system states and their impacts on learning, living, and connecting. I studied the works of Dr. Mona Delahooke and created an Autism Resource website which focused supporting behavioral challenges through her developmental approach.
I then later stumbled upon the DIR Floortime approach, which really put all of my passions and interests together into one place, and also puts theory into practice. I completed the DIR Floortime 101 Class, and then completed DIR Floortime 201 to get my Basic Certification through the International Council on Development and Learning. DIR stands for:
D - Developmental: We focus on the child's Functional Emotional Developmental Capacities in order to support the child's natural developmental processes which underly all human behavior. We develop a sense of where they are developmentally in each interaction, and then focus on stretching those foundational developmental capacities in the moment within our play together.
I - Individual Differences: We looks at the child's Individual Profile (sensory, communication, interactions, interests, strengths) and tailor our interactions with the child in order to support connection and developmental growth. We use strategies such as Following the Child's Lead and changing our own Affect in order to support their feelings of safety and regulation.
R - Relationship Based: We prioritize connection and feelings of safety above everything else, as true learning and development occurs within the safety of a relationship. We use what we know about the child's individual differences, preferences, and vulnerabilities in order to tailor the relationship to the individual child, and ensure we connect in a way that feels good for them. We used a strategy called AGILE which focuses on how the child is perceiving us so that we can be the best play partner possible for them.
You can find more information about the DIR Floortime approach below:
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