Katrina delivers an Orton-Gillingham Literacy Intervention Programs based on multi-sensory principles. The program is highly effective for Specific Learning Disorder (SLD) in reading and written expression with students from Year 5 - Year 12. It is also suitable for Adults and can be modified for younger students.

The program is Tier 3 and designed to be delivered explicitly and sequentially, one to one. The sessions are 30 minutes long and need to be at least twice a week to maintain momentum and consistency.

The program is renowned for giving students confidence, self-esteem and metacognition of their SLD which allows them to advocate for their adjustments and improves their school performance. This program is useful for the six months intensive intervention required for SLD diagnosis and can also provide valuable information for Individual Learning Plans.

Katrina delivers Numeracy intervention program based on research, evidence-based methods and practices. The program is based on an extensive initial assessment of primary-level numeracy and then a program is tailored to meet the needs of the student. The initial assessment will also align the students skills to the ACARA Numeracy progressions. The program is highly effective for Specific Learning Disorder in Numeracy.

The program is designed to be delivered explicitly and sequentially, one to one. The sessions are 30 minutes and need to be at least once a week to maintain momentum and consistency. The program overcomes Maths anxiety and builds confidence and self esteem around Numeracy skills. This program is useful for the six months intensive intervention required for SLD diagnosis and can also provide valuable information for Individual Learning Plans.

The Learning Support program is for Adolescent Diverse Learners who are struggling with anxiety, executive function and/or disengagement. The aim for this general learning support is to a) assist parents and students in understanding behaviours and implications of diagnosis and to b) develop strategies and planning for improved participation in education.

Katrina’s approach is to give all students an identity of success and a good understanding of their individual needs through practise and guidance.

These may include: self-management, organisation- prioritising, time management, communication with teachers, advocating for adjustments, structuring written assignments, mastering assistive technologies ie Audio, Voice to Text, completion and submission and/or homework