Special Education Teacher here to help!

Sonia C.

ADHD

Teaching students with ADHD is most effective when instruction is engaging, structured, and allows for movement and frequent interaction. During my college experience earning a teaching degree in K–9 elementary education and a Master’s degree in Special Education, I learned how to design lessons that support attention, executive functioning, and active learning. For reading, it is important to use explicit, structured instruction grounded in the Science of Reading. Breaking lessons into short, manageable chunks and incorporating multisensory strategies—such as tapping out sounds, using whiteboards, or highlighting text—can help maintain focus. Providing guided practice with immediate feedback, along with opportunities to read high-interest and decodable texts, keeps students engaged. Frequent check-ins and asking questions throughout reading also support comprehension and attention. For math, hands-on and visual approaches are especially effective. Using manipulatives, visual models, and real-world applications helps make abstract concepts more concrete. Chunking problems, providing step-by-step directions, and using graphic organizers can support organization and reduce overwhelm. Timed activities can be helpful in small doses, but flexibility is key to avoid added pressure. Across both subjects, incorporating movement breaks, offering choices, and using positive reinforcement can significantly improve engagement and persistence. Creating a predictable routine while still varying activities helps students stay focused while reducing boredom. Building strong relationships and maintaining a supportive, encouraging environment is essential for helping students with ADHD develop confidence and succeed academically.

Autism Spectrum Disorder (ASD)

Teaching students with autism is most effective when instruction is structured, predictable, and individualized to their specific strengths and needs. Through my college experience in earning a teaching degree in K–9 elementary education and a Master’s degree in Special Education, I developed a strong foundation in evidence-based strategies for supporting diverse learners, including those with autism. Clear routines and consistent expectations help reduce anxiety and support understanding, so it is important to use visual schedules, step-by-step directions, and explicit modeling. Many students benefit from visual supports, hands-on learning, and breaking tasks into smaller, manageable parts. It is also important to focus on communication and social skills alongside academics. Using clear, concrete language, allowing processing time, and incorporating students’ interests can increase engagement and comprehension. Positive reinforcement and immediate feedback help encourage desired behaviors and build confidence. Sensory and behavioral needs should always be considered. Providing movement breaks, minimizing overwhelming stimuli, and offering calming strategies can help students stay regulated and ready to learn. Ultimately, effective teaching for students with autism involves flexibility, patience, and a strong emphasis on building trust and relationships while using evidence-based practices tailored to each learner.

Dyslexia

I am qualified to tutor students with dyslexia through my Master’s degree in Special Education, my teaching degree in K–9 elementary education, and my certification in dyslexia. My experience includes explicitly teaching phonics using structured, research-based programs such as REWARDS and 95 Percent Group, which focus on building decoding, fluency, and comprehension skills. I incorporate decodable texts and follow the Science of Reading to ensure instruction is systematic, explicit, and aligned with how students learn to read. In my teaching practice, I have provided targeted, individualized interventions for students with dyslexia, focusing on letter-sound correspondence, phonemic awareness, and multisensory strategies. I have also completed LETRS training, which has deepened my understanding of evidence-based literacy instruction and strengthened my ability to support struggling readers effectively.

Elementary (K-6th)

I am qualified to tutor Elementary (K–6th) students through my professional experience as a special education teacher and my teaching degree in K–9 elementary education, along with a Master’s degree in Special Education. I have also worked at Sylvan Learning Center, where I provided one-to-one instruction in both math and reading, allowing me to target specific skill gaps and strengthen foundational skills. In addition, I have served as a summer school special education teacher, focusing on individualized goals tailored to each child’s academic and behavioral needs. I hold certifications in dyslexia and neurodivergent learning, and I have extensive experience working with students diagnosed with autism, learning disabilities, dyslexia, dysgraphia, and behavioral challenges. My teaching approach emphasizes differentiated instruction, structured literacy, and scaffolding to build both confidence and mastery in core elementary subjects.

Special Needs

I am qualified to tutor in this subject due to my professional experience as a special education teacher, where I regularly provide individualized instruction and support to students with diverse learning needs. I hold a Master’s degree in Special Education, along with certifications in dyslexia and neurodivergent learning, which strengthen my ability to support students using targeted, research-based strategies. I have extensive experience working with students diagnosed with autism, learning disabilities, behavioral concerns, dyslexia, and dysgraphia, and I tailor my instruction to meet each student’s unique strengths and challenges. I have experience co-teaching and delivering both pull-out and in-class interventions, allowing me to adapt content to meet students at their current level and help them grow. My background includes implementing evidence-based approaches such as differentiated instruction and scaffolding to build both confidence and mastery, while also fostering a supportive environment where students feel comfortable asking questions and actively engaging in the learning process.