Rebecca Hinds, M.A., LDT, CALT
Rebecca Hinds is the director of Academic Therapy Center’s Austin location, a Certified Academic Language Therapist, a Licensed Dyslexia Therapist, and holds an M.A. degree in Curriculum and Instruction. She is trained in Take Flight: A Comprehensive Intervention for Students with Dyslexia, which also includes Rite Flight: A Fluency and Comprehension Program for Effective Reading Instruction and Pre-Flight: An Introduction for Young Students to Take Flight. In 2016, she began Take Flight training with JPW Learning Center in San Angelo, Texas which is accredited through The International Multi- Structured English Language Education Council (IMSLEC). The Take Flight program builds and strengthens foundational skills for phonemic awareness, decoding, spelling, fluency, comprehension, and vocabulary and was developed by the staff of the Luke Waites Center for Dyslexia and Learning Disorders at the Scottish Rite Hospital for Children (TSRHC) in Dallas, Texas. Through the Rawson Saunders Institute in Austin, Rebecca is trained in the Neuhaus Institution’s Dyslexia intervention, Basic Language Skills as well as Developing Metacognitive Skills, an intervention which strengthens listening comprehension, reading comprehension, vocabulary skills, and word knowledge.
Rebecca is a native Austinite but has also spent some time living in Kentucky where she attended Centre College in Danville while earning a Bachelor of Science degree in Behavioral Neuroscience with a minor in Psychology and Spanish. Shortly after moving back to Austin, Rebecca pursued a Master’s degree in Curriculum and Instruction through Angelo State University.
Rebecca has previous experience as a rehabilitation technician and medical scribe at a pediatric therapy clinic for children with a broad range of neurological conditions and developmental delays, a classroom aide for children on the Autism Spectrum, and a tutor for the ESL/ELL population. Her previous work experiences have helped fuel her passion for supporting neurodiverse students, so they can be successful in education and day-to-day life. In her work, Rebecca has had the privilege of witnessing the power of personalized, multisensory, direct, and systematic intervention.
The knowledge and experience she has gained working with children, integrated with the skills and strategies obtained through intervention training, combined with her neuroscience background has provided a well-rounded style of teaching and instruction.