Start with the child you know
You may be looking for help with reading or math, a way to build on progress already made, or support that makes learning tasks easier to approach. We begin by listening to what you see: what your child enjoys, what they can do independently and where they need help.
A diagnosis alone does not tell us which skill to teach first or how to introduce it. Your child might understand a topic but find the directions difficult, or read words accurately while needing support with meaning. Those are different starting points for tutoring.
How we develop the approach with you
If you choose to begin after the consultation, a deeper parent conversation informs educator matching. We discuss learning history, strengths, interests and goals. You speak with the educator before they work with your child, so you can explain helpful routines and ask about relevant experience.
During introductory tutoring, the educator explores starting skills and how your child responds to instruction. That work informs a written starting plan with recommended instruction and session arrangements. We review the plan and your family’s experience together before discussing the next step. See how the process works.
Connect the support to a learning goal
- Reading: work toward a specific skill, such as reading unfamiliar words or explaining a passage. Visit reading tutoring.
- Math: explore number understanding, calculations or the steps involved in a problem. Visit math tutoring.
- Independent participation: discuss how your child starts a task, follows directions or shows what they know, including the prompts that currently help.
Confidence and interests are considered alongside the academic work. A useful goal describes something meaningful for your child; it does not require every student to follow the same pace or route.
Make the online-fit conversation specific
Sessions are live, one-on-one and online. Tell us about your child’s experience with screens and conversation, how they communicate an answer or a need for a pause, and any difficulty moving between tasks. Discuss whether visual directions, a predictable sequence, different materials or breaks could help the proposed sessions.
Before beginning, clarify the setup and adult assistance that may be needed. We do not assume online instruction suits every child, and this site does not offer an in-person North Carolina tutoring service.
Keep parents connected
Our tutors are certified in special education. The match considers relevant experience rather than assuming every educator has the same specialty. Meet members of the SER team.
SER provides session summaries so you can discuss what your child practiced and what still needs support. Our progress discussion guide helps connect updates with specific examples of learning and independence.
Begin with a conversation
You do not need a finished plan to reach out. Bring one example of what is difficult and something your child enjoys. In a free consultation, we explain our approach and current options so you can decide whether to proceed.
Common questions
Is autism tutoring the same as ABA or speech therapy?
No. This service is academic tutoring. We discuss reading, math and participation in learning tasks; we do not provide ABA, speech therapy, diagnosis or medical care through this tutoring service.
Can we discuss communication or sensory needs before starting?
Yes. Tell us how your child communicates during learning, what helps them participate and what makes an online session difficult. These details inform the fit conversation and educator matching; online tutoring is not assumed to suit every child.
Does every autistic student follow the same tutoring plan?
No. Parent input, your child’s strengths and interests, educator experience and introductory work inform an individual starting plan that we review with you.
Service information: Special Ed Resource autism tutoring. Content updated September 14, 2026 · Special Education Resource LLC.