Sara’s Approach for Specialized Educational Sessions for Dyscalculia, Dyslexia, Dysgraphia, ADHD

Educational therapy sessions are carefully tailored to support the unique needs, strengths, and interests of neurodivergent students, especially those who are considered at risk or currently “behind” in their learning or organization. Many students struggle with low confidence, have their self esteem affected, and are challenged with motivation.

Think of it like a “Super Tutor”

1. Holistic Approach considering the whole student—cognitive and emotional factors— to support overall well-being and success
2. Thorough initial review of the student’s strengths, needs, learning style, and specific challenges (e.g., dysgraphia, dyslexia, ADHD, or learning differences), educational assessments, IEP, 504
3. Teaching methods designed specifically for neurodivergent students who have ADHD or learning disabilities including dyscalculia, dyslexia, and dysgraphia
   • Making Math Real, Structured Word Inquiry, Orton Gillingham, Lindamood Bell, Slingerland, 360 Thinking Model
4. Teaching methods are then carefully tailored to the each student
   • The focus is entirely on the student’s specific learning needs, with personalized guidance and support.
5. Personalized Learning Goals are identified and incorporate parent feedback, work samples, assessments, observations & student interview
6. Multisensory and Interactive instruction
7. Diagnostic learning
   • The student’s thinking process is closely observed to inform future sessions.
   • The student’s response to the instruction is closely observed allowing for continual modifications.
8. The pace and depth of instruction is regularly adjusted to suit the student’s current needs.
   • Do we need to slow down? Can we move through this quickly? As soon as a student shows mastery of a concept, we move on. The sessions are flexible to meet the student’s needs. The extent a concept is broken down depends on the student’s needs.
9. During instruction, the student receives feedback about their strengths.
   • Students learn to identify what makes it easier for them to process new information
   • Students develop self advocacy skills and learn how and when to ask for help
   • Students receive feedback about how to use supportive technology and accommodations
   • Students build awareness of self regulation
10. Goal oriented & Process Driven
    • Regardless of whether the individual has a diagnosis or undiagnosed learning struggle, the focus is on teaching the student the skills to move forward. Instead of sitting in the “challenge”, we are looking at “solutions” to move forward.

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