Middle School Special Education Tutor

Thrive is seeking a patient, engaging, and experienced tutor to support an eighth-grade student with autism, language-processing challenges, and dysgraphia. The student is bright, capable, and academically successful with appropriate support. The primary goal is to strengthen academic skills, develop executive functioning, and build greater independence in preparation for the transition to high school.

The ideal candidate has a strong background in special education, experience supporting neurodivergent middle school students, and the ability to make learning accessible through individualized, structured instruction.

Key Responsibilities

• Provide academic reinforcement across middle school subjects, with an emphasis on reading comprehension and language processing.
• Develop executive functioning skills, including organization, planning, attention, task initiation, and assignment completion.
• Use explicit instruction, repetition, chunking, and multisensory strategies to support comprehension and retention.
• Help the student interpret directions, make connections, and independently navigate academic tasks.
• Build confidence and independence with school assignments, technology, presentations, and study habits.
• Incorporate strategies to strengthen social awareness, communication, and age-appropriate independence.
• Collaborate with the family to monitor progress and promote skills that transfer to the classroom.
• Schedule & Availability
• Days: Monday–Thursday
• Preferred Time: 5:00–6:00 PM
• Two one-hour sessions per week, potentially increasing to three.
• Start Date: Flexible following football season, no later than December 1.

Requirements

• Background in special education, education, psychology, or a related field.
• Experience working with autistic middle school students and students with language-processing differences.
• Strong understanding of executive functioning and strategies for developing independent learning skills.
• Familiarity with dysgraphia and accommodations for written expression.
• Patient, encouraging, engaging personality with the ability to build rapport.
• Ability to balance academic support with intentional skill development.