Why we do what we do!
At Learning Together Tutoring, LLC, we serve children and families who often fall into the “in-between spaces”—those who are underserved or overlooked by traditional educational systems. Our approach is rooted in naturalistic and holistic, evidence-based practices, which research shows are especially effective when multiple sensory systems are engaged during joyful learning experiences (Dufek et al., 2024; Sandbank et al., 2023).I founded Learning Together Tutoring, LLC as an autistic mother of both an autistic and a neurotypical child, a wife, a pet owner, a bird watcher, and a lifelong lover of animals and nature. Professionally, I am an early interventionist, licensed special educator, autism specialist, and doctoral researcher in developmental psychology, with a focus on cognitive and affective processes. My lived experience and academic training converge in this work, which is both personal and purposeful.We live in a time where quantity is often prioritized over quality, and this imbalance is impacting children more than ever. Schools are overwhelmed with students needing IEPs, 504 plans, and accommodations. Teachers are not given the time or resources to remediate foundational skills from previous grades, and many students are pulled from core instruction to receive interventions that may not align with developmental needs (Blackwell & Rossetti, 2014; Yildirim, 2024).Even more concerning, some students fly under the radar due to masking behaviors—strategies used to hide neurodivergent traits and “pass” as neurotypical. Gina Rippon (2019) describes masking as “a range of strategies employed to disguise autistic traits… training yourself to maintain eye contact, mimicking gestures and body language, even rehearsing elaborate social scripts.” Research confirms that masking is mentally exhausting and linked to increased anxiety, depression, and identity disruption (Cage & Troxell-Whitman, 2019; Hull et al., 2019).This is why Learning Together Tutoring exists: to create a space where children are seen, supported, and celebrated. We tailor every session to the child’s needs, using ongoing data to adjust strategies. Our sessions may include:
🎨 Kinetic sand, chalk art, dry erase boards
🎶 Singing, rhyming, rapping, and storytelling
🕺 Movement-based learning and sensory breaks
💧 Hydration reminders and emotional regulation supports
👀 Visual aids and flexible seating options
We prioritize joy, creativity, and emotional safety—because every child deserves to learn in a way that honors their whole self.
-Julie Hipp, M.Ed.,
Founder, Learning Together Tutoring, LLC
References
Blackwell, W. H., & Rossetti, Z. S. (2014). The development of individualized education programs: Where have we been and where should we go now? SAGE Open, 4(2), 1–15. https://doi.org/10.1177/2158244014530411
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the reasons, contexts and costs of camouflaging for autistic adults. Journal of Autism and Developmental Disorders, 49, 1899–1911. https://doi.org/10.1007/s10803-018-03878-x
Dufek, S., Vejnoska, S., & Schreibman, L. (2024). Naturalistic intervention. In Handbook of Early Intervention for Autism Spectrum Disorders (pp. 255–271). Springer. https://doi.org/10.1007/978-3-031-64499-3_14
Hull, L., Mandy, W., Lai, M.-C., Baron-Cohen, S., Allison, C., Smith, P., & Petrides, K. V. (2019). Camouflaging Autistic Traits Questionnaire (CAT-Q). PsycTESTS. https://doi.org/10.1037/t72246-000
Rippon, G. (2019). The gendered brain: The new neuroscience that shatters the myth of the female brain. Bodley Head.
Sandbank, M., Bottema-Beutel, K., Crowley, S., & Woynaroski, T. (2023). Naturalistic developmental behavioral interventions: A systematic review of effectiveness. Journal of Early Intervention, 46(2), 135–137. https://doi.org/10.1177/10538151241242337
Yildirim, Y. (2024). Engaging families in the education of children with special needs: Challenges and strategic recommendations. Early Childhood Education Journal. Advance online publication. https://doi.org/10.1007/s10643-024-01835-1
