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From ADHD to Motor Skills and All Areas in Between

From ADHD to Motor Skills and All Areas in Between

Shortly before I joined the Woodland School team in August, I remember reading the school mission statement describing Woodland students as “creative, collaborative and confident,” three traits I especially value as a learning specialist who focuses on children with mild to moderate learning differences.

Every child is an individual, and I am thrilled to work within a community that honors students’ individuality, including their learning style.

As an education consultant with more than 20 years of experience, I bring to Woodland School expertise in working with children who have a broad range of learning differences, including: auditory processing delays, ADHD, visual processing challenges, dyslexia and specific learning differences (SLD).

What might that mean for your child?

I am available to offer assessments and identify learning differences, offer assistance with slow speech and language development delays and help enhance sensory, fine, and gross motor skills. I also have experience with developing solutions for students who may not be adequately challenged in their classroom.

Other issues I can assist with include; delayed conceptual development, difficulties in expressing ideas and feelings in words, a limited ability to abstract and generalize content learned, limited attention-span and low retention ability. I have also worked with many students to address difficulty with reading, writing and comprehension as well as those who have poor understanding of mathematical concepts. Supporting students who struggle with the content, process and/or presentation of their work is an additional area in which I offer guidance.

In giving a better sense of how I help students and the outcomes I deliver, I thought it would be useful to share a brief example of how I previously assisted a student with a learning difference.

A few years ago, I worked with a second grade student, who like many young children, had trouble grasping phonics. As you may recall, phonics is the method educators use to help beginning readers recognize letters and the sounds they make alone and in combination. In this student’s case, she had trouble recognizing or pronouncing words similar to 'cat.' In assessing this student, it was clear she was primarily a visual and tactile learner. As part of my work with her I designed lessons that emphasized hands-on learning activities. Focusing on instructional tools, such as using clay and sand play, soon unlocked the door to phonics for this student. Before long, she was sounding out words and her reading skills quickly developed from there.

In addition to one-on-one work, I may introduce accommodations in the classroom that make lessons more accessible to a student based on his or her individual learning style and needs. I also teach and guide teachers in how to adapt classroom lesson plans to make them multi-sensory, an approach that’s proven effective in reaching a broad range of students across learning styles.

In other words, I truly help ensure that no child in a classroom gets left out — something I love about my work.

If you have questions or are interested in learning how I might assist a student, please don’t hesitate to contact me.