Forging Roots Education provides tutoring for students with ADHD in maths and literacy. We also provide NDIS tutoring for plan and self-managed NDIS participants.
Our calm, distraction-free office provides the perfect environment for your child to focus on their learning, away from the sensory overload of a busy classroom.
Get more information on our teaching strategies and discuss your child’s needs.
What might ADHD look like in students?
Your child may have ADHD if they show inattentive, hyperactive, or impulsive behaviours.
These may include:
- Difficulty with focusing
- Becoming easily distracted
- Difficulty with following instructions
- Lacking attention to details
- Losing or forgetting things or constantly being unorganised for a task
- Restlessness, fidgety and unable to sit still
- Blurting out answers, unable to wait for their turn or moving from their seat when they are expected to sit quietly
- Difficulty with filtering out unimportant sensory information
- Difficulty in shifting focus from one activity to another
- Not monitor their work quality
- Rush through work, not attending to details and seemingly unwilling to take pride over their work
What does ADHD tutoring look like at Forging Roots Education?
We establish routines and use materials such as visual timetables, visual timers and organisational charts that help students know what to expect in every session and what is required of them. Skills are broken down into small steps and taught in a sequential manner and we use short, clear and concise instructions given one at a time.
We provide movement breaks
We carefully monitor students’ arousal levels and change activities or provide a movement break when we notice a student’s attention is drifting. These changes restore safety and help students refocus so they are able to attend better to given activities. Occupational Therapy reports will help inform us as to the type of movement break we should provide and which sensory system needs to be stimulated. Students may require stimulation of the proprioceptive system (where they are in space), vestibular system (position of the head and body in relation to the ground), tactile system or may require a movement break that allows the two hemispheres of the brain to talk to each other.
Students learn to monitor their own attention levels
Our aim is that students learn to monitor their own emotions and arousal levels. Over time students will be able to determine whether they feel ‘slow and tired’, ‘fast and emotional’ or ‘fast and wiggly’ and request a movement break without any prompting.
How we have helped others
“Kristy is a highly qualified and experienced teacher and tutor. She has a track record of success in transforming children’s relationship with education.
My two children struggle with literacy and numeracy and were falling behind at school until Kristy started tutoring for us. She has given both children a much firmer foundation in the fundamental principles of literacy and numeracy than they were able to achieve at school.
Kristy is a holistic practitioner who is able to work with a broad spectrum of SEN and can also help with diagnosis”.
Father of two children aged 5 and 10 years old
Book your FREE trial session today.
Bruckner, L. (2014). The Kids Guide to Staying Awesome and in Control. London: Jessica Kingsley Publishers.
Get In Touch
Kristy (B.Ed, M.A) is a qualified and highly experienced special needs teacher who has 16 years of teaching experience in the U.K and Australia. Kristy specialises in teaching students with learning difficulties such as neurodiverse students and students with neurological disorders. She also specialises in teaching neurotypical children with difficulties in literacy and mathematics.
Working with Children Check: 2129452A-01
Australian Tutoring Association (ATA) membership number: 20210032