Co-Founder

Amanda Soper (she/her) is a speech-language pathologist (SLP) and teacher of the visually impaired (TVI) based in Washington, DC. Amanda co-founded the Infinite Learning Foundation because she is fiercely passionate about changing mindsets and attitudes about education for individuals with complex communication needs. She believes that all students, regardless of disability, can learn to read, write, and communicate.

Amanda works directly with individuals with complex communication needs, their families, communities, and education teams. She believes best practices for literacy and language development apply to all individuals and she strives to create materials and provide support that aligns with these practices.

Amanda enjoys spending time creating new workshops and intervention materials. She loves to see the progress her clients make with their literacy and communication skills in addition to seeing other practitioners implement solutions they have learned in her workshops and seminars.

Co-Founder

Katherine Chappell (she/her) received her Bachelor’s of Science in Psychology at Salisbury University and her Master's of Science in Occupational Therapy from Towson University.

Katherine has been working in the field of special education for 17 years. She was an assistant teacher and paraprofessional at Kennedy Krieger Institute. She was a respite care provider for families throughout Maryland. She continued her dedication to children with complex needs as a pediatric occupational therapist for the past 12 years.

She is currently pursuing a certification in Wilson Reading Intervention to further her knowledge as a literacy expert. She co-founded Infinite Learning Foundation to have a greater impact on how the world views literacy for all but especially those with complex learning needs. .

Co-Founder

Ms. Mitchell has been working as an occupational therapist in the school setting for the last six years. Her career began after graduating from Howard University with a Bachelor’s of Science degree in Psychology in 2010. Upon graduation, she began working in a full-time special education separate day school in Washington, D.C. as a paraprofessional and teacher assistant.

Her experience there exposed her to the amazing field of occupational therapy. In 2014 she took a two and half year hiatus from her job, to attend a full-time OT graduate program at Howard University. Upon graduation she returned to that same PCS in the fall of 2017, to eagerly serve in her new role as an occupational therapist.

She believes that all students can learn to read, write and communicate. She is passionate about emphasizing the importance of integrating evidence-based literacy practices more intentionally in the school-based setting, especially for our students with high support needs.