Sessions

In each session I use structured, multi-sensory teaching methods that make learning clear, engaging, and memorable. Lessons are tailored to each child’s strengths and challenges, so clinic progress translates directly to school.

  • I build routines that give children safety and predictability.

  • I encourage independence and celebrate effort and success.

  • I work with parents and teachers for consistency across home, school, and clinic.

  • Where needed, I liaise with speech therapists, psychologists, and other specialists.

 

Services

    • Reading, Writing, and Language learning, fluency, comprehension, spelling and written expression

    • Structured, multi-sensory approach (Orton-Gillingham, Lindamood-Bell)

    • Tailored to match school curriculum and your child’s needs

    • Strategies for focus, organization, and working memory (ages 8+)

    • Tools for building self-regulation, routines, and independence

    • Coaching for both children and parents to apply strategies at home and school

    • Play therapy-informed activities to build communication and confidence

    • Helping children process feelings, develop resilience, and strengthen social skills

    • Literacy and language assessments (phonics, decoding, fluency, comprehension, spelling, writing, oral language)

    • Curriculum-based measures in reading, writing, and maths to track progress over time

    • Clear reports to guide intervention and share with teachers or specialists

    • Practical ideas to support learning at home

    • Guidance on managing routines, homework, and reading practice

    • Ongoing partnership to make strategies consistent across settings

    • Communicate with classroom teachers to connect clinic work to school goals

    • Liaise with psychologists, speech therapists, and other specialists when needed

    • Ensure consistent, coordinated support across all environments

    • Remote 1:1 sessions for international school students where learning support is unavailable locally or not offered by the school.

    • Flexible, structured, and connected to classroom goals.

    • Preparing children who are moving from clinical settings to school settings.

    • Focus on developing early academic skills, routines and independence.

    • Training and guiding shadow aides who will support a student with additional needs full or part time in school.

    • Equipping aides with strategies to foster independence, manage classroom routines, and build social skills.

    • Ongoing consultation and feedback to ensure consistent, effective support.

    • Training sessions on literacy, Universal Design for Learning, Check in Check Out behaviour positive behaviour support program, ADHD strategies, and inclusive practices.

    • Structured after-school help to build independence and confidence.