Think Differently. Learn Differently. Teach Differently.

An individualized, research-based, and collaborative approach to education.


Offering educational services to students who think and learn differently.

About

Teletherapy

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Individualized.

Each student is a unique individual with their own strengths and interests. My desire is to highlight strengths often overlooked in students that struggle academically. I also like to incorporate the interests or hobbies of each student into the concepts taught to keep students engaged and motivated to learn.

 

Research-based.

It is important to me that the instructional methods used with each student are supported by the latest educational research. For example, to help students who have difficulty with reading, a Structured-Literacy approach is used (also known as an Orton-Gillingham approach). I enjoy working one-on-one with students to provide support and assess their understanding in real time.

 

Collaborative.

As the parent or guardian, you know your child best. I value your expertise as the one who sees your child in many different settings. I listen to your concerns and desires for your child. Then we create a plan together to support your child’s learning needs. As our partnership continues, we will communicate often to share insights and information on how your child is progressing.

 

Learning differences I have experience working with include:

 

  • Dyslexia means “difficulty with reading”. My educational therapy partnership with Lexercise allows me to deliver multisensory, systematic, and structured literacy instruction to help students learn to read.

  • Dysgraphia means “difficulty with writing”. Reading and writing have a reciprocal relationship. Explicit handwriting instruction is part of the Orton-Gillingham approach.

  • Dyscalculia means “difficulty with Math”. When a person dislikes Math, it is usually because Math is difficult for them. I work to build a student’s understanding of number sense and how numbers relate to the world around them.

  • ADHD or Attention Deficit Hyperactivity Disorder often co-exists with other learning differences. My one-on-one approach helps manage difficulties students may have with attention and focus.

  • While not officially considered a learning difference, anxiety is feeling of worry or fear that can interfere with academic performance. Sometimes its hard to tell which came first - the anxiety or the learning difference. Working on academic skills helps to instill confidence and ability in an area that students once found difficult.

  • If you’ve met one person with Autism, then you’ve met one person with Autism (meaning no two people are alike, even with the same diagnosis). Students on the Autism Spectrum vary widely in how they experience the world. Often, people with Autism have difficulty with non-verbal and social cues. They may also have difficulty with transitions and have specific sensory needs. I am happy to work with these individuals and find that they benefit from our individualized approach.

  • ODD or Oppositional Defiant Disorder involves difficulty with authority. I understand that ODD is not a “parenting issue” but a real diagnosis that many people deal with. I work to gain mutual trust with students by offering choices and respect for their individuality. My collaborative approach helps students be a part of the process.

“But he said to me, ‘My grace is sufficient for you, for my power is made perfect in weakness.’ Therefore I will boast all the more gladly about my weaknesses so that Christ’s power may rest in me".”

— 2 Corinthians 12:9