For students, K–12
1:1 learning support
Individualized sessions in literacy, numeracy, and executive function, planned around a student's IEP goals and reassessed as they progress. In person in Vancouver, or online.
Vancouver, British Columbia
Learning support built around one student at a time.
I'm Negar Seddigh. I work one-to-one with neurodivergent students — and with the teachers and families around them — using individualized plans and Universal Design for Learning.
This site adapts to how you read best — text size, contrast, motion, and a reading ruler.
- Certified in BC
- Independent Teaching Certificate
- Graduate study
- MA Educational Studies – Inclusive Education, Trinity Western
- Experience
- 7+ years teaching, K–12 and adult
- Currently
- 1:1 Instructor, Learning Disabilities Society
How I work
Four ways I support learners and the adults around them
Every engagement starts with the same question: what is actually getting in this person's way? The plan follows from the answer, not from a package.
For families
IEP consultation
Help reading an IEP, questioning it, and acting on it — plus preparation before school meetings, so you walk in knowing what to ask for and what the school can provide.
For teachers and schools
UDL coaching
Practical professional development on designing lessons that work for the whole class from the start, instead of retrofitting accommodations one student at a time.
For multilingual learners
English language support
English instruction for students learning the language alongside a learning difference, drawing on seven years teaching English at university and institute level.
In the room
What a session actually looks like
Very little of it involves worksheets. Most of it is finding a way to make an idea visible, then getting out of the way.
Making the abstract visible
Pattern blocks, number lines, physical objects. A student who cannot hold a fraction in their head can almost always build one.
Executive function you can watch
Open-ended building makes planning, testing, and adjusting visible — which means we can practise them directly instead of talking about them.
Not every session is at a desk
Some students do their best thinking on the floor, or standing, or pacing. Where the work happens is part of the plan, not a concession.
Photographs are illustrative. Sessions with real students are never photographed without written consent from their family.
About
Seven years of teaching, and one consistent finding
I have taught English at the University of Tehran and at Elite Language Institute, and I now work as a 1:1 instructor with the Learning Disabilities Society in Vancouver, supporting elementary neurodivergent students through individualized, evidence-based strategies.
Read the full backgroundTell me about your learner.
Send a short note about what's working, what isn't, and what you've already tried. I reply within two business days.