HELP is H.E.R.E.
How We Can Help?
At H.E.R.E. (Hannah Educational Resources & Evaluations), we specialize in providing individualized support for students with dyslexia, speech and language disorders, and other learning differences. Our mission is to uncover each student’s unique learning profile and provide the tools, strategies, and instruction they need to thrive.
We offer a comprehensive range of services, including:
How We Can Help?
At H.E.R.E. (Hannah Educational Resources & Evaluations), we specialize in providing individualized support for students with dyslexia, speech and language disorders, and other learning differences. Our mission is to uncover each student’s unique learning profile and provide the tools, strategies, and instruction they need to thrive.
We offer a comprehensive range of services, including:
- Language & Literacy Evaluations – In-depth assessments that identify strengths and areas of need across communication, processing, reading, and academic skills
- Dyslexia Screenings & Full Evaluations – Evidence-based assessments that determine the presence and impact of dyslexia and related learning difficulties
- Speech-Language Therapy – Targeted intervention for articulation, expressive/receptive language, apraxia, and literacy-based communication challenges
- Academic Intervention & Tutoring – Multisensory, structured instruction designed to build foundational skills in reading, spelling, and writing
- Consultation & Support – Collaborative meetings with families, educators, and intervention teams to develop individualized plans and accommodations
- Professional Development – Training for schools, teachers, and therapists on structured literacy, early intervention, and inclusive practices
Have you ever heard or said this?
"He is lazy." or "He just needs to try harder."
Looking Deeper: When Behavior Is a Symptom, Not the Problem
In classrooms every day, we see children who seem inattentive, unmotivated, or uninterested in learning. Too often, these behaviors are quickly labeled as laziness, defiance, or signs of ADHD. While those diagnoses can be valid, they should never be the first assumption. Behaviors are signals, not conclusions—and without a clear understanding of the underlying cause, we risk labeling children unfairly.
The truth is, many children avoid learning tasks not because they lack intelligence or effort, but because those tasks are confusing, frustrating, or humiliating. Just like adults may avoid situations where they feel unsuccessful or discouraged, children will do the same—especially when repeated attempts have only led to more failure. This is not a lack of will. It's a protective response.
One of the most important things I’ve learned as a speech-language pathologist and academic language therapist is that children know when something is wrong—even if they can’t explain what. When they come to me for testing or intervention, one of the first barriers I must break is the child’s belief that I’ll just be another adult who “can’t help.” After all, they’ve already had teachers, tutors, and parents try—and school still feels hard. Why should they trust me? This is why precision matters.
Not All Struggles Look the Same
Some children thrive immediately in school. Others start slowly but catch up quickly. Still others show obvious signs of needing support and are referred for services early on. But there’s another group—the "quiet strugglers."
These children often:
Uncovering the Real Cause: The Power of Assessment
Reading, writing, and language are complex processes. There are many reasons a child might struggle—slow auditory processing, weak working memory, limited phonological awareness, or gaps in vocabulary. A student might seem off-task when in reality, they didn’t fully process a multi-step instruction. They may guess at unfamiliar words because their decoding skills were never truly developed. These behaviors look like inattention or avoidance, but they are often symptoms of an underlying language or learning difference.
As educators and professionals, we have a responsibility to seek answers, not assumptions. Just as we wouldn’t want a surgeon to operate based only on external signs without proper tests, we shouldn't make high-impact academic decisions without reliable data. A comprehensive evaluation gives us the insight we need to support—not mislabel—a child.
Bottom Line:
If a child is struggling, don’t assume it’s behavior. Don’t assume it’s ADHD. And please don’t assume it’s a lack of motivation.
Instead, ask the right questions. Evaluate. Investigate. Understand.
Because once we know the "why," we can finally do something about it—and help each child move forward with confidence.
In classrooms every day, we see children who seem inattentive, unmotivated, or uninterested in learning. Too often, these behaviors are quickly labeled as laziness, defiance, or signs of ADHD. While those diagnoses can be valid, they should never be the first assumption. Behaviors are signals, not conclusions—and without a clear understanding of the underlying cause, we risk labeling children unfairly.
The truth is, many children avoid learning tasks not because they lack intelligence or effort, but because those tasks are confusing, frustrating, or humiliating. Just like adults may avoid situations where they feel unsuccessful or discouraged, children will do the same—especially when repeated attempts have only led to more failure. This is not a lack of will. It's a protective response.
One of the most important things I’ve learned as a speech-language pathologist and academic language therapist is that children know when something is wrong—even if they can’t explain what. When they come to me for testing or intervention, one of the first barriers I must break is the child’s belief that I’ll just be another adult who “can’t help.” After all, they’ve already had teachers, tutors, and parents try—and school still feels hard. Why should they trust me? This is why precision matters.
Not All Struggles Look the Same
Some children thrive immediately in school. Others start slowly but catch up quickly. Still others show obvious signs of needing support and are referred for services early on. But there’s another group—the "quiet strugglers."
These children often:
- Appear articulate, social, and bright
- Rely on strong oral language or picture cues to get by
- Mask decoding difficulties with context clues or background knowledge
- "Do okay" until demands increase—then fall behind without warning
- "He’s just not trying."
- "She doesn’t care about school."
- "He needs to grow up or be held back."
- "Maybe she has ADHD."
- "He just needs to read more."
Uncovering the Real Cause: The Power of Assessment
Reading, writing, and language are complex processes. There are many reasons a child might struggle—slow auditory processing, weak working memory, limited phonological awareness, or gaps in vocabulary. A student might seem off-task when in reality, they didn’t fully process a multi-step instruction. They may guess at unfamiliar words because their decoding skills were never truly developed. These behaviors look like inattention or avoidance, but they are often symptoms of an underlying language or learning difference.
As educators and professionals, we have a responsibility to seek answers, not assumptions. Just as we wouldn’t want a surgeon to operate based only on external signs without proper tests, we shouldn't make high-impact academic decisions without reliable data. A comprehensive evaluation gives us the insight we need to support—not mislabel—a child.
Bottom Line:
If a child is struggling, don’t assume it’s behavior. Don’t assume it’s ADHD. And please don’t assume it’s a lack of motivation.
Instead, ask the right questions. Evaluate. Investigate. Understand.
Because once we know the "why," we can finally do something about it—and help each child move forward with confidence.