About Us

WHO WE ARE

TAMAH, LLC. was founded in 2007, to provide community-based intervention services to at-risk, disadvantaged, and/or disabled students and their families.

TAMAH has since become a “one stop shop”, providing dedicated aides, dedicated nurses, special education classroom/program aides, tutoring, mentoring, behavioral support services and counseling, summer camps, and vision and hearing screening.

Our goal is to partner with other educational stakeholders to: close the achievement gap for students with disabilities; improve these students’ educational and postsecondary outcomes; and facilitate these students’ long-term independence.

OUR MISSION

We at TAMAH, LLC. strive to provide community-based intervention services to at-risk, disadvantaged, and/or disabled students and their families.

LEADERSHIP

Dr. Debra McAlpine is the Owner and President of TAMAH, LLC. She has over 20 years of experience in working with at-risk student populations to include those with disabilities. Dr. McAlpine has developed a comprehensive set of scaffolded services, strategies, and supports to address the unique needs of students with developmental and other educational disabilities. She assumes a leadership role within the community in change management for vulnerable students and their families.

Shakirah Fayson is the CEO of TAMAH, LLC. Mrs. Fayson gained her experience by training directly with Dr. Debra McAlpine, since TAMAH, LLC began in 2007. Mrs. Fayson couples her formal business training with her knowledge of this unique population to build policies responsive to current and future needs.

WHY TAMAH?

We Believe:

  • All students with disabilities, regardless of background, circumstance, or severity of disabling condition(s) have a federally protected right to an appropriate education in the least restrictive educational environment
  • Achievement is a function of effort, not innate ability
  • A responsibility exists to work collaboratively with other educational stakeholders on behalf of students with disabilities
  • The learning environment must be safe, civil, welcoming, caring, and supportive
  • Educational decisions must be guided by robust data.