Libertad

I haven’t specifically worked with students who have been identified as twice-exceptional, but I understand that these learners often have both advanced abilities and learning differences that require a balanced, individualized approach. My teaching style is breaking lessons into smaller steps, identifying patterns, and focusing on strengths, which naturally supports students with diverse learning needs, including those who may be both gifted and challenged in certain areas.

While I haven’t yet had the opportunity to work directly with gifted children, I’m very open and enthusiastic about supporting learners of all neurotypes and learning profiles—including those who are gifted. I understand that gifted students often have unique needs, such as asynchronous development, heightened sensitivity, or a deep need for intellectual challenge and autonomy.

As someone who identifies with learning differences myself, I bring empathy, flexibility, and a strengths-based approach to tutoring. I’m committed to meeting each student where they are, recognizing their individual talents, and helping them thrive in a way that feels authentic and empowering. I look forward to learning from and with gifted students, and adapting my teaching to support their curiosity, creativity, and growth.

I haven’t had experience working with profoundly gifted students, but I’m comfortable adapting my lessons to meet higher academic levels and unique learning goals. I enjoy creating lessons that challenge students to think critically and creatively while keeping the learning process fun and meaningful.

I have worked with a student who had ADHD, and I found that structure, variety, and engagement were key to keeping them focused. I use short, interactive tasks, check-ins, and visual cues to keep lessons moving and interesting. When tutoring online, I incorporate small breaks and switch between activities. For example, alternating between reading aloud, short writing tasks, and discussion, to maintain attention and motivation. I also keep communication clear and encouraging, helping the student feel supported rather than pressured.

I have worked with one student on the autism spectrum, and it was a truly rewarding experience. My main focus was to build a sense of connection and understanding so the student felt comfortable and confident during lessons. I learned to observe their communication style, use clear and consistent instructions, and incorporate topics and activities that matched their interests. I’m on the autism spectrum myself, and I experience receptive and expressive language processing challenges. This has given me a deep, personal understanding of how communication and learning can feel different for neurodivergent individuals. Teaching children on the spectrum has been incredibly meaningful to me—not only because I relate to their experiences, but also because it’s helped me better understand the diverse ways autistic learners absorb and express knowledge.

Through tutoring, I’ve learned how important it is to adapt to each child’s unique strengths, interests, and sensory needs. I’ve found that visual supports, clear routines, and patient, affirming communication can make a huge difference. My lived experience allows me to connect with students in a way that feels safe and validating for them, and I’m passionate about creating learning environments where neurodivergent kids feel seen, respected, and empowered. My approach is always patient and flexible, allowing me to adapt to each student’s comfort level and learning pace.

I have worked with a student who had dyslexia, focusing on reading and writing support. My approach included breaking reading into smaller, manageable sections, emphasizing phonetic patterns, and practicing reading aloud at a comfortable pace. I also incorporated positive reinforcement to build confidence and reduce frustration. My goal was always to make reading feel approachable and enjoyable, rather than overwhelming.

I have worked with one student who experienced sensory sensitivities. I learned to pay attention to their comfort level during lessons, minimizing distractions, using a calm tone, and adjusting activities when they felt overstimulated. I aim to create a calm, predictable learning environment where students feel safe and able to focus.

I have worked with one student who experienced sensory sensitivities. I learned to pay attention to their comfort level during lessons, minimizing distractions, using a calm tone, and adjusting activities when they felt overstimulated. I aim to create a calm, predictable learning environment where students feel safe and able to focus.