Our Team

Dana Anderson

Dana has a BA in Liberal Arts and her Infant Toddler Family Certification. Dana has a great knowledge base for working with families and children who have special needs. She has several years’ experience working with children who have different types of diagnosis from the most severe to the most minimal. Dana is able to provide early intervention techniques with children and families through effective strength based strategies. She works well with children within their everyday routines and environments to provide services based on the child and family strengths. Dana builds infant and toddler play skills through communication and hands on intervention. Her major motivator is seeing children successfully working towards meeting their developmental milestones within their daily settings.

Nicole Gallimore

Nicole has her teaching certification in b-k education and Infant Toddler Family Services Certification. She has many years experience working with children who have special needs in different capacities (specializing in physical impairments and behavioral modifications). She has a great deal of knowledge of a variety of techniques to provide intervention strategies to children and families. She has worked with children who have different types of diagnosis from most minimal to the most severe diagnosis. She is a strength based CBRS (specialized instructor). She strives to empower families to look and build on their child’s strengths while meeting outcomes and goals they have designed for themselves and their family

Jamel Phillips

Jamel Graduated from Greensboro College with a Bachelor’s of Arts In liberal studies, concentrating In Sociology with a double minor in Child and Family Studies and Psychology. He is also a Graduate from Strayer University holding his Masters in Education Leadership. Jamel is currently enrolled at the University of Dayton to begin his doctoral program. Jamel has worked in Early Childhood Education in different capacities childcare teacher, p=k teacher as well as a kindergarten teacher. While working in Early Childhood, Jamel hopes to continue to make a difference reaching both children and the families. He is dedicated in being a great support in helping both children and families reach their goals, objectives, and plans. Jamel has a passion for Early Childhood Education and with that passion he plans to continue to be a support, and have the understanding to implement strategies that come with the philosophy of taking a village to sustain growth in children and their families!

Josh Hardin

Josh Hardin graduated from Auburn University-Montgomery with a BS in Education and Liberal Arts, focus in Humanities.  He moved to High Point, NC in 2005 where he began his teaching career in the North Carolina Public School System.  After three years of teaching Social Studies, Special Education was added to his NC teaching license.  In 2018, Josh received his National Board Certification for Exceptional Needs Specialists (Birth-Young Adulthood)  Since then, Josh has worked with school aged children with learning disabilities, Autism, Down Syndrome, visually impaired, hearing impaired, and Cerebral Palsy. He has also taken several groups of students to participate in Special Olympics.  Josh is passionate about partnering with families and working collaboratively together to provide support for special needs children.  He is a strong advocate for both families and children. 

Ashley Clark

Ashley graduated from East Carolina University with a Bachelor’s degree in Child Development/Family Relations, a minor in Sign Language studies and also has her Infant Toddler Family Services Certification. She has worked with preschool age children for 20 years and cannot imagine doing anything else. Her passion is working alongside families and children to create a partnership in achieving each child’s developmental goals and ultimately setting them up for success. She hopes to always help children grow in confidence, character and creativity.

Tara Sechrest    

Tara has a Master’s degree in Communication Disorders. She has an abundance of experience working with children that have varying diagnoses.  She has a background from work experience in various settings including schools, daycares, clinics, hospitals, and homes.  She believes that play is a fostering context for children to build skills across all domains. She believes that play is a relevant source for a child’s focus, energy, and innate characteristic.  She feels that early childhood is a critical period of development, and that early intervention improves both short-term and long-term outcomes for children and families.

Carima Neal

Carima has a Bachelor’s degree in Family and Consumer Science with a concentration in Child development, she also has her infant toddler family certification. Carima has worked in the Early Childhood Education field in several different capacities. She has an abundance of knowledge and hands on experience helping support children in different aspects of their development with in their daily routines. Carima is passionate about the quality of care that is provided for children and the rapport built with families. She has experience working both in the school and home settings. Carima feels early intervention and best practices are extremely important for children and their families to assist in stronger developmental skills as children grow.

Kyle Dunlap

Kyle received her M.Ed. in Teaching and Learning from SUNY and a BFA from Carnegie Mellon University. She received her Waldorf Early Childhood Teaching Certification from Sunbridge College in Spring Valley, NY, and Birth-Three Certification at Sophia’s Hearth Family Center in Keen, NH. Kyle has served as Early Childhood Faculty at The Waldorf School of Princeton, Princeton, New Jersey, and Emerson Waldorf School, Chapel Hill, North Carolina. As an educational consultant, she has developed parent-child programs in the Triangle and Southeast with a focus on developing healthy child-centered family routines. Kyle sees the strengths in every parent-child relationship and works with intervention strategies to take advantage of potential learning opportunities arising from the parent-child relationship.