Biography

Alison Bateson-Toupin is co-creator of the Graduate Certificate in Dyslexia Knowledge and Practice. Dr. Bateson-Toupin’s expertise in language and literacy disorders has developed through her work as a certified speech language pathologist and administrator, as well as a variety of educational and teaching experiences, a pursuit of research-based interventions for children with language-based differences, and a passion for helping children and adults.

Dr. Bateson-Toupin is a member of the Orton-Gillingham Academy, having completed the Certified level with the Consortium of Literacy Educators (COLE) in Massachusetts under Angela Wilkins, F/OGA. She has been trained in the Lindamood-Bell programs and Reading with Telian Learning Concepts. She has also been trained in all strands of Project Read, and as a district level trainer of the Project Read Phonics strand by its author, Victoria Greene. Dr. Bateson-Toupin had engaged in other related trainings at the Garside Institute for Teacher Training at the Carroll School, the Hanson Initiative for Language and Literacy (HILL) at the MGH Institute of Health Professions, the Orton-Gillingham Academy, and the Highlander-Dunn Institute.

Dr. Bateson-Toupin has worked as a speech language pathologist and administrator in public education, and has also worked in medical speech language pathology, developing an expertise in neurological disorders and cognitive rehabilitation. Her specialization in neurological disorders led to the creation of a cognitive rehabilitation and educational reintegration model developed in collaboration with the RI Department of Education.

Dr. Bateson-Toupin has successfully created and implemented research-based language/literacy programming for struggling readers, including students with dyslexia, in both suburban and urban areas. She continues to work as a consultant, advocate, and private tutor for students with language-based disorders, including dyslexia. She also continues to provide professional development, coaching and mentoring to teachers in research-based practices aligned with the Science of Reading.