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FOUNDER AND DIRECTOR

Judith Benn, M.A., BCET
Board Certified Educational Therapist and Certified Dyslexia Remediation Specialist

Judith Benn is the Founder and Director of Milestones Educational Therapy Institute LLC. She is a Board Certified Educational Therapist and is certified in Cognitive and Dyslexia Remediation.  She received her Bachelor’s and Master’s Degrees in Psychology with a cognitive and developmental area of emphasis from California State University, Los Angeles.

She began her professional experience as an elementary school teacher. Judith has sixteen years of educational experience and has worked extensively in a variety of settings, including school districts, private schools, and private clinics. Judith has presented at national conferences and provides in-service teacher training for private schools.  In addition, she has been a consultant for numerous school districts and several private and independent schools.  Similarly, she has collaborated on several transdisciplinary teams as well as providing international consultative services.  She also serves as one of the study group leaders for the Santa Monica/West Los Angeles, Association of Educational Therapists.  She has devoted her career to providing evidenced based remediation programs to children of all ages presenting with a variety of diagnoses.

The Milestones Team

Milestones employs a team of preeminent educational clinicians who possess a master’s degree in psychology, education or related field and have extensive experience working with students with learning differences. In addition, all clinicians are supervised by the director and undergo comprehensive training in our remediation programs and the proven methodology and philosophy of Milestones. After the director develops a treatment plan, the educational clinician works one-to-one with the student.  Continual collaboration between the director and educational clinician occur while the student attends Milestones.

Current neurological research found that students do not struggle simply because they are not trying hard enough. They may have a brain difference that requires them to be taught in a more intense fashion than their peers. Without intense intervention, low motivation may develop as students try to avoid a difficult and painful task.