Julianna Krol

About Julianna Krol

Julianna Krol is a Specialist Teacher and Assessor for Specific Learning Difficulties (SpLD), with advanced expertise in dyslexia, developmental disorders, and inclusive learning. She is currently completing her MA in Specific Learning Difficulties (Dyslexia) at University College London (UCL), a Level 7 AMBDA-accredited programme recognised by the British Dyslexia Association (BDA). Through this rigorous training, she has developed specialist skills in literacy development, diagnostic assessment, and targeted intervention for learners with dyslexia and related learning differences. She also holds the AMBDA and APC accreditations, qualifying her to provide full diagnostic assessments and Access Arrangements assessments in the UK.

Julianna’s academic background spans some of the most respected institutions in the UK, Poland, and the USA. She earned her MSc in Developmental Disorders from Lancaster University, where she built strong foundations in research methods, developmental psychology, and neurodiversity across the lifespan. Before that, she completed a First-Class Honours degree in Psychology from SWPS University in Warsaw, with additional undergraduate study at Rutgers University in New Jersey. Her early academic journey through the International Baccalaureate programme further shaped her interest in cognitive development, mental health, and learning science.

Julianna has extensive experience across mainstream and specialist educational settings, working with children, adolescents, and adults. She currently serves as an Access Arrangements Assessor at Capital City College and as Access Arrangements Coordinator and Assessor at Hampstead School, where she evaluates students’ examination needs and ensures that accommodations are applied in accordance with JCQ guidelines. Her recent roles also include SEND Coordinator at Ibstock Place School and Specialist Dyslexia Teacher and Assessor in training, where she conducted diagnostic dyslexia assessments and delivered structured literacy interventions as part of her BDA-accredited placement.

Her professional background extends beyond dyslexia and SpLDs. Julianna has worked in ASD-focused services, providing one-to-one tuition for autistic individuals and serving as an Autism Coordinator at Resources for Autism (RFA). In this role, she managed complex cases, supervised teams, created personalised support plans, and collaborated with multidisciplinary professionals, including social workers, schools, and local authorities.

Earlier in her career, Julianna worked within a secondary school SEN department, progressing from Teaching and Learning Assistant to Teaching and Learning Lead, and eventually deputising as SENCo. She coordinated EHCP processes, led literacy interventions, managed teams of support assistants, handled SCAS referrals, and played a key role in ensuring academic inclusion for high-needs learners.

With strong research skills and experience in assessments such as CTOPP, WIAT, WRIT, DASH, TOMAL, and TOWRE, Julianna is recognised for her analytical approach and commitment to evidence-based practice. Her work is defined by precision, empathy, and a deep understanding of the challenges faced by neurodiverse learners.

Julianna is dedicated to creating supportive, accessible, and empowering learning environments. She is passionate about helping individuals understand their learning profiles, build confidence, and achieve their academic potential through tailored interventions and high-quality assessment.