Evidence-based teaching for learning differences
We use evidence-based, multisensory teaching for dyslexia, dyscalculia, ADHD, and processing differences, adapted to each student's pace and strengths. Understanding how a brain works differently lets us teach to that brain, not against it.
Reading, math, or writing skills move forward, not sideways
Students learn to name their needs and ask for what helps
IEP and 504 strategies that actually work in real classrooms
Orton-Gillingham-aligned phonics instruction for dyslexia and reading differences
K-12Number sense and procedural fluency for dyscalculia, with concrete-to-abstract sequences
K-12Focus tools, work-management strategies, and practical self-regulation
3-12Strategies for processing-speed challenges and short-term recall
3-12Planning, organizing, and following through, scaffolded then internalized
3-12Text-to-speech, speech-to-text, and study tools that level the playing field
3-12Every student with a learning difference is different. We start by reviewing existing evaluations, IEPs, or 504 plans, plus a low-pressure conversation with the student about what feels hard and what doesn't. No assumptions.
Sessions are explicit, sequential, and multisensory by default. For reading: structured phonics. For math: concrete-to-abstract sequences. For attention: external scaffolds the student can eventually internalize. Every session ends with the student knowing exactly what they practiced and why it matters.
Progress is tracked carefully, not just grades but the underlying skills. We share what's working with parents and, with permission, with classroom teachers, so the student gets consistent support in every context.
Schedule a free consultation to talk through your child's profile and what kind of support would help
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