Samantha Curiale-Feinman

Coaching, MS.Ed., TSHH
Samantha Curiale-Feinman is the Director of New Frontiers in Learning, an organization providing customized instruction in the areas of executive function, academics, career, social and life skills. Previously, Samantha worked in multiple education roles including speech therapy and special education. She received her masters in education from Long Island University.
Specialties: Academic & Executive Function Coaching, ADHD
Finances: Cash, Check, Credit Card
Provider
Profile
“Our work is to help those who learn differently develop the crucial skills they need before they transition to the postsecondary environment, create newfound self-sufficiency, and provide support to help them navigate this important journey towards young adulthood.”
What is New Frontiers and how do you work with your clients?
New Frontiers in Learning provides customized instruction in the areas of executive function, academics, career, social and life skills. Tutoring and coaching services are provided during individually scheduled, one-on-one sessions with clients as early as in upper elementary school and through adulthood. Coaches meet each client where they are, build a trusting and supportive mentoring relationship with them, and focus coaching sessions around personalized goals and objectives. Utilizing a full team systems approach, staff work collaboratively with families and other professionals within the individual’s circle to encourage generalization and independence. Sessions can be held in person, remotely, or through a combination of these two methods, and as often as necessary.
What are the challenges facing your clients today?
At New Frontiers in Learning, what we’ve found is that the same patterns of struggles facing students in elementary, middle, and high school are still waiting for them when they arrive at higher education. Unfortunately, the support network they had before simply doesn’t exist the same way in college or out in “the real world.” Our work is to help those who learn differently develop the crucial skills they need before they transition to the postsecondary environment, create newfound self-sufficiency, and provide support to help them navigate this important journey towards young adulthood.
How does collaboration play into your work?
Collaboration is at the very heart of everything we do. Because our work is non-therapeutic, we openly work with mental health providers, social workers, teachers, and neuropsychologists so we can be as holistic as possible with well-rounded support. It takes a real village and everyone to be on the same page in order to most effectively help our clients. Sometimes students come to us without that support team, and we help them build one and form those lasting relationships. We’re humble – we know we can’t do everything ourselves, and that’s why we’re going to call on others to get our clients everything they need.
What does a first consultation with you look like?
The first consultation focuses on gathering an understanding of the student’s perspective about why they’re struggling, and what they think they could use in terms of support. That’s often different than what their parents might say, so it’s crucial to align everyone involved, set goals, and then move forward with the work. The consultation also allows us to establish a shared commitment to working on the struggles that have brought the client to us. After the initial consultation, clients are matched with a coach. Clients and coaches create a coaching schedule, and away we go! Subsequent sessions are unique to the student; however, there are systems of checks and balances that we utilize to help set clients up for success. Teaching clients how to develop their own system of checks and balances helps them to become more independent in self-monitoring, which is extremely important in gaining independence.
“It takes a real village and everyone to be on the same page in order to most effectively help our clients.”
Samantha practices at Alma
map to Alma