Experienced educator. Individual approach.
Daniel Felton has more than 20 years of experience in secondary and specialist education across Western Australia and Ontario, Canada.
What qualifications does Daniel Felton have?
Daniel is a fully registered teacher in Western Australia with qualifications in science, secondary teaching and special education, and further specialist study in assistive technology, autism education and teaching students who are blind or have low vision.
Professional background
- Secondary Science
- Biology
- Human Biology
- International Baccalaureate
- Special education
- Autism-specific education
- Vision impairment
- Assistive technology
- Individual education planning
- School transition support
- Differentiated teaching
- Teacher and education-assistant mentoring
Roles Daniel has held
- Secondary Science and Human Biology teacher
- International Baccalaureate Diploma teacher
- Special Education Program Lead
- Autism Program teacher
- Transition Coordinator
- Vision Itinerant Teacher
- Specialist educator supporting students with disability and sensory needs
Qualifications
Bachelor of Science — Human Biology
Edith Cowan University
Graduate Diploma of Education — Secondary Teaching
Edith Cowan University
Post Graduate Certificate — Special Education
Queen's University, Canada
This specialist study included:
- Special Education Part 1
- Special Education Part 2
- Special Education Specialist
- Use and Knowledge of Assistive Technology
- Teaching Students with Communication Needs — Autism Spectrum Disorders
Teaching Students Who Are Blind or Have Low Vision — Parts 1 and 2
University of Western Ontario
Teaching English Language Learners
Queen's University
International Baccalaureate professional learning
- Diploma Category II — Biology
- Diploma Category II — Theory of Knowledge
Professional credentials
- Full Teacher Registration — Teacher Registration Board of Western Australia
- Current Western Australian Working with Children Check
- Ontario College of Teachers — Good Standing
Daniel's approach
Students usually know when a teaching approach isn't working for them.
Daniel's first priority is understanding where the difficulty actually sits. It may be subject knowledge. It may be organisation. It may be the way information is being presented. Or the student may simply need more time and individual attention than is possible in a busy classroom.
From there, support can be adapted to the student rather than expecting the student to adapt to a fixed tutoring method.
Daniel is especially passionate about helping students become independent learners. That means giving students practical strategies they can use at school and at home — so the value of tutoring continues long after each session.
Finding the right support starts with a conversation.
Tell us a little about the student, what they are working on and where they could use some additional support.