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Seeing and Listening
ADHD, Autism, Asperger, NVLD, Dyslexia, Motivation,
Organizatio
n

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
tutor sessions
with me.

Reading, Spelling and Speech need Phonemic Awareness:

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.

Self-Esteem:

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 professionals.