ADHD, Autism, Asperger, NVLD, Dyslexia,
Motivation, Organizatio

It is through intensive work that students develop
their own learning ‘tools.’ They, through my
work with them, learn how to study on an
independent level. Simply, like Piaget,  I meet
students at their level of development, and create
situations that serve as optimal learning
environments. Students have ongoing
opportunities to discover the skills needed for
effective reading, writing, and math during
with me.

Reading, Spelling and Speech need Phonemic

There are varying models of how language
development occurs with sound words
(phonemes) and printed words (graphemes). My
technique reflects a synergy by guiding learners’
prior auditory experiences to text and supporting
construction of meaning without prior experience
to script.

Each individual has varying needs as they
address phonemic awareness issues. Distortions
in hearing or auditory processing can contribute
to behavioral or learning disorders.

Some gaps in phonemic awareness stem from
hearing that is disorganized, erratic,
asymmetrical, hypersensitive, or otherwise
abnormal. If students need my skills in enhancing
phonemic awareness, I may combine such
services with licensed speech pathologists. My
tutor sessions include lessons learned during
trainings in Orton Gillingham and material by
Lindamood Bell.

Visual art is used as a tool to allow people to
turn 2 dimensional, ‘lifeless’ words into movie
like mental images. Gestalt imagery is used to
enhance comprehension, while making reading
an empowering experience that is fun.

Relaxation techniques and coaching help undo a
history of shame that is often associated with
learning; this occurs during tutor sessions.
Students are taught to see relaxation and focus
as a synergistic process.

Computers and learning software are used on an
individual basis.   

In short, my individualized tutoring methods
allow the term learning disability to simply mean
learn differently.

ADD/ADHD symptoms as with Dyslexia,
Autism, and Asperger's Disorder are addressed
in a team fashion.  Such team may include
parents or guardians, teachers, optometrists,
psychiatrists, and other professional treatment
providers; my experience as a tutor who met
with such people has played a key role in
students success.

Autism is the most common condition in a group
of developmental disorders known as the autism
spectrum disorders (ASDs).  PDD-NOS
pervasive developmental disorder not otherwise
specified is on the ASD spectrum.

ASDs symptoms reflects a need to integrate
often exceptional non-interpersonal skills with
social development. I work with people to
complete reading, writing and math in a way that
promotes awareness of social context and value.  

Clients are sometimes referred to optometrists
who specialize in how learning interrelates with
decoding words; naturally, as a tutor I always
differ to the parents for the final decision. We
work as a team to complement each other’s
visual learning services. Students are able to
overcome, through individualized occipital
exercises, visual learning deficits. Students learn
visual exercises that help them coordinate the
use of their left and right brains. Bright people
have gaps in how they process left and right
brain thoughts and, in so, are perceived as
permanently slow learners. I have effectively
worked with students who are able to, through
such process, improve their grades and discover
the joy of reading. Too many people are unable
to hold words, in an organized fashion, in their
minds. They may see letters in reverse, parts of
words, or their eyes may inadvertently skip to a
different sentence. Such visual skills are
interrelated with verbal processing. Such
techniques allow students to develop a more
robust or complete visual learning process.
Specific visual processing methods, which allow
students to read in a way that is fluent and with
good comprehension, are integral components of
my services.


Students’ level of self-esteem can, in and of
itself, be a deciding factor in their learning
achievement. I use my background as, formerly,
a licensed psychotherapist to help people
identify and address unfounded negative self-
images, which impede higher-level learning.

Some students have a sense of shame around
their learning abilities. In many cases, events of
feeling embarrassed among peers have ongoing
effects on self-perceptions of their intellectual
abilities. Some people became afraid to try in
school. They have intense anxiety over
expectations to learn new material in front of
peers. They fear failure and seek, temporary,
emotional security by shutting down or acting
out. Some reason, “I did it wrong because I don’t
care and wasn’t really trying to do it right.”

I work with students on how to control their
anxiety and, in so, academically excel among
peers. Each student needs a way of balancing
their emotions that is specific to their individual
needs. My techniques reflect a process that
customizes students' needs to control anxiety. If
students need services that exceed the scope of a
learning specialist, I refer them to
psychotherapists, and work with such