A place where every learner can grow.
The Learning Arbor was created around a simple belief: learners make meaningful progress when teaching responds to who they are and what they need.
About Us
The Learning Arbor was created around a simple belief: learners make meaningful progress when teaching responds to who they are and what they need.
The name “Arbor” represents a supportive structure that allows growth. In the same way, thoughtful instruction provides a strong foundation while giving each learner room to develop at their own pace.
We recognize that no two learning journeys are identical. Our role is to understand the learner, identify meaningful goals, and provide instruction that is purposeful, responsive, and encouraging.
VISION
Our Vision
To create a learning environment where differences are understood, strengths are recognized, and every learner has the opportunity to develop skills, confidence, and independence.
MISSION
Our Mission
To provide individualized, evidence-informed educational instruction that helps learners strengthen academic foundations, work toward meaningful goals, and become more confident and independent in their learning.
OUR VALUES
Respect for the individual
We recognize each learner’s strengths, identity, interests, and pace.
Purposeful instruction
We plan teaching around specific skills and meaningful goals.
Evidence-informed practice
We use appropriate research-informed approaches and review their effectiveness through learner progress.
Collaboration
We value family insight and clear communication, while respecting each family’s priorities.
Growth and independence
We aim for skills that learners can increasingly use beyond the teaching session.
SUPPORT
Who We Support
The Learning Arbor may be a fit for learners who:
- Have difficulty learning to read or spell despite practice.
- Need support with decoding, fluency, comprehension, or written language.
- Have gaps in foundational academic skills.
- Find classroom tasks difficult to organize or complete independently.
- Benefit from explicit instruction, repetition, structured practice, or adapted materials.
- Have a learning profile that calls for a more individualized approach.
Meet the Therapist/Founder — Mickita Hablani
Mickita Hablani is a Special Educator, Literacy Specialist, and Remedial Therapist with more than 10 years of experience supporting children and adolescents across educational and clinical settings.
She holds a B.Ed. in Special Education (Intellectual Disability), Post Graduate Diploma in Guidance & Counselling and an M.A. in Psychology. She is a Georgia-certified special education educator and a CERI Structured Literacy Classroom Teacher (C-SLCT). Her additional professional learning includes Science of Reading and Structured Literacy training and the Lexercise Structured Literacy Teletherapy Training Program, including a 100-hour supervised practicum.
Mickita’s experience includes supporting learners with reading and spelling difficulties, dyslexia-related needs, ADHD, autism, intellectual and developmental disabilities, and academic or learning challenges. Instruction is planned around each learner’s individual profile and goals.
Founder’s belief
When we understand how a learner learns, we can make more thoughtful decisions about how to teach.