Equity means getting what you need, based on your personal circumstances. The unique start line for each child is the baseline of how we work with your child and family. We look at what an equal outcome will take to achieve.
COVID-19 Update: Educational & Counseling Services ONLINE only.
Has your child just received a diagnosis or a psychoeducational assessment? Do you need support interpreting this or communicating your child’s adaptations with the school? Reach out and see what we can do to help.
We teach key learning concepts in small enough pieces, so that concepts are easier to understand, and take in. Then we practice, practice, practice in every way possible until automaticity & fluency visibly increase.
Let us help light up the path for you. Find out about our educational consultations and diagnostic services.
Services
Every student receives an individualized lesson plan based on their personal learning level.
Orton Gillingham Instruction, $85.00 – $95.00/ 50 minutes
Each lesson includes: Cursive, welcome work, review drills (auditory, visual, phonemic awareness, rapid reading word attack, sensory spelling, syllable division), new concepts or focused review (spelling rules, syllable types, phonograms), fluency & reading.
Fees are due at the start of each month. First session has an additional fee of 50.00 for materials, and profile set up. Cancelation from both parties is accepted with 48-hour notice. Student can book a makeup session.
Executive Function Coaching, $90.00 – $110.00/ 50-minute session
Each session targets: Self-regulated learning, metacognitive awareness, mindful practice, Curriculum teaching strategies for planning, prioritizing, preparation, organization, self-awareness, metacognition, growth mindset vs fixed mindset, steps to success, chunking tasks etc. Note: Coaching integrates educational and personal arenas.
Executive Function Coaching and Orton Gillingham, $110.00 – $130.00/ 60-minute session
15 minutes of Executive Function Curriculum integrated with 45-minute Orton lesson
Note: Time allocation adaptable based on need.
Self-regulated learners have a greater level of metacognitive awareness, which increases processes such as self-reflection, self-assessment, as well as cognitive shifting abilities. Metacognition is linked to greater self efficacy, which is also critical to an empowered learner. These processes, and so many more all work together to increase successful outcomes when transitioning between the learning zone, and the performance zone.
Please note, additional charges may apply for travel to student, depending on location.
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Insights
Data shows that 1 in 5 students have a language-based learning difference. The most common one being dyslexia.
- Studies also evidence that children do not outgrow dyslexia. This is because dyslexia is not a phase, or a disease, so there is no cure.
- Dyslexia is not caused by poverty, low effort, bad parenting, developmental delays, English as a second language, or sensory impairments.
- Dyslexia is brain based, but, with effective remediation, any child can develop the skills of a confident, successful learner.
Being neurobiological in origin means that the learning difference has one, or more specific locations in the brain. Dyslexia is highly genetic, with 50% chances, if one parent has dyslexia, and a 100% if both parents do. Despite all that, there are proven teaching approaches available, and strategies that we teach and increase the success of these unique learners. A student has the capacity to not only learn to manage their learning difference but find true success in education.
We offer specialized learning services such as:
- Language-based tutoring and remediation
- Executive function
- Self Regulation Coaching
- Behavioral support
- Emotional Health Counseling
The goal is to offer an all-encompassing approach to learning, goal-setting and emotional wellbeing. We are interested in the wellness of the whole individual, not just in academic realms.
We seek and remediate the root of their challenge, not just the symptoms of it (learning versus memorizing).
- Dyslexia remediation, Orton Gillingham based
- Self-regulated learning strategies
- Learning, with ADHD, anxiety, or other mental health challenges
- Multi-Sensory Learning
- Executive Functioning Support
Methodology
The lessons integrate visual, auditory, tactile (touch), and kinesthetic (movement). By using different modes of instruction, we activate different parts of the brain. The more areas of brain that are activated in a lesson, the more that learning becomes reinforced. The more that a student practices, the greater the likelihood that these various neuro “activations” becomes a pattern, otherwise known as, a lifelong neuropathway. The brain, like the body needs exercise to stay strong!
Lessons cover areas of phonemic, phonological awareness, visual, auditory, rapid reading drills, syllable division, spelling rules, with the goal of developing a confident reader.
Lots of data shows that the most successful, evidence-based approach to remediate dyslexia (language-based learning differences) is Orton Gillingham. This is not offered in the public educational system.
Executive Functioning (EF), also known as, Self-Regulated Learning is a response, or remediation to prefrontal lobe impairment. Prefrontal cortex function is critical to higher level thinking processes, such as goal setting, planning, prioritizing, organizing, and self-monitoring. Higher executive functioning also supports motivation, help-seeking abilities, attention control and the self-evaluation of feelings, thoughts and behaviors.
Direct and explicit instruction is at the heart of all the work.
- Individualized – Each lesson targets the specific needs of a learner. There is no one size fits all.
- Multidisciplinary – All approaches integrate excellence from diverse experts, with multiple educational backgrounds.
- Multisensory – Specialist use visual, auditory, kinesthetic, and tactile methods for teaching.
- Structured – Each lesson follows a structured plan.
- Sequential – Student learning is gradual and tempered. It begins from simple to complex concepts, in an orderly progression.
- Cumulative – The lessons integrate known, new, and recently learned concepts to ensure continuous reinforcement.
- Cognitive – The student learns strategies to think, and deconstruct language problems, not just memorize.
- Fluency – We are developing basic life skills, and self-regulation, so that student’s resources may be used for learning comprehension, and reflection.
- Communication – Each student explores the best ways to express ideas and advocate personal needs.
- Emotionally Sound – Specialists are ethically bound to create a safe, trusting learning environment, that may foster successful outcomes.
Adapted from: The Gillingham Manual (Anna Gillingham, Bessie W. Stillman).
How is the emotional wellness of your child? Of your family unit?
Do you need any additional support? Please do not hesitate to ask for more information. Our diverse, integrated practice creates a therapeutic milieu for a child or adult to feel prized and become self actualizing.
Feelings of loss. For some of our children, loss arrives in the form of the loss of control, confidence, ways to express, belief in self, future, hope and more. Find out more here.