GREETINGS AND WELCOME!
Thank you for taking the time to learn more about this unique program.
Alexander Tutoring and Unfold Psychology have been working together for many years.
Unfold Psychology (UP) works with students who require special accommodations to ensure their learning differences do not put them at a disadvantage when their performance is compared to the classroom peers. To determine eligibility for accommodations, we must first administer a number of educational and psychological assessments to determine the specifics of the student’s ‘disability.’ Only after a student had gone through the testing, and a definitive diagnosis had been made, would they be referred to the appropriate tutors for additional support. When the students’ difficulty was related to math, or arithmetic, Alexander Tutoring (AT) was always the first referral UP would call.
AT has the best reputation for helping students struggling with learning differences in Math, Psychics, Geometry, Algebra, Calculus, Statistics and Chemistry. Beyond this, AT’s staff struggled with learning differences of their own, and attained a graduate degree in one of the for mentioned fields despite this. They understand the unique needs of students with learning differences, and tailor their study plans to fit the unique learning style of their students. Developing a clear ‘plan,’ however, takes a great deal of time. Understanding how a student ‘thinks,’ or the best way they will learn, is far from straight forward. Sometimes, after months and months of trying, AT would reach out to UP for help, so they could learn the more nuanced elements of their student’s learning style.
Eventually, Sean and Austin (the respective CEO’s of Alexander Tutoring and Unfold Psychology) got together to discuss better ways to approach one another students. The program you are currently interested in is what they came up with!
AP and AT believe every student deserves to be screened for learning differences. The current model, in both public and private school, is to speak up only when there is a clear problem. Sometimes, not even then. Even when a student does find the properly qualified clinician to conduct a psycho-educational evaluation, it often ignores the other reasons a student could be struggling in a class. Nuanced aspects of a student’s personality, such as resilience, motivation and fortitude, deserve just as much attention as vocabulary, math fluency, or working memory.
The current educational model falls short and addresses a student’s specific concern both too late and too slowly. What UP and AT have created is a five-step process to ensure the most comprehensive and time sensitive approach to supporting a student’s educational needs. Presently, we are rolling this new program out by focusing only on students with Math difficulties. The majority of the students referred to us have been struggling with math for months, even years. Eventually, we hope to work with students before they have to experience the frustration of not having the appropriate degree of academic support.