top of page

Search results

93 items found for ""

Blog Posts (14)

  • ADHD and ADD

    ADHD stands for Attention-Deficit/Hyperactivity Disorder, which is a neurodevelopmental disorder that affects both children and adults. It is characterized by persistent patterns of inattention, impulsivity, and hyperactivity that can interfere with daily functioning and development. If the disorder is characterized by difficulties in sustaining attention, being easily distracted, and having trouble organizing and completing tasks but does not involves hyperactivity and impusivity, the disorder is sometimes also called ADD (Attention-Deficit Disorder) According to Dr. Malá from the Child Psychiatry Clinic at the Motol University Hospital in Prague, ADHD is a disorder characterized by neurodevelopmental delay with deviations in the development of the central nervous system and impaired regulation at the level of neurotransmitter systems (noradrenergic and dopaminergic). This, in turn, affects all cognitive functions. MRI examinations demonstrate reduced brain volume, cerebellum, basal ganglia primarily on the right side, and the corpus callosum (Malá, 2005) A typical manifestation of this disorder is weak attention, easily getting tired, and the child's inability to sustain longer and higher-quality focus. These children cannot endure anything for long and get bored quickly. Children with ADHD struggle with maintaining attention to complete assigned tasks within a specific time limit. Among the symptoms of inattention in these children are situations where they don't listen even when spoken to directly. They have difficulties with task and activity organization and can be easily distracted by external stimuli. In social situations, they often shift from one conversational topic to another. Hyperactivity refers to an excessive urge for movement, activity that is purposeless and even senseless, and is not easily controlled or regulated. The child is unable to coordinate and control it. This is associated with a tendency for impulsive reactions. Typical characteristics are aimless and unnecessary movements. In school, these children often leave their seats, play with objects unrelated to the lesson, frequently interrupt others, and exhibit excessive speech. They produce atypical sounds that accompany their actions or extensively comment on their own activities. Excessive and unnecessary activity requires a significant amount of energy. It involves not only an increase in the frequency of various activities but also an increase in their intensity. For example, the child tends to run rather than walk. Their activity is clearly disproportionate to the situation. Restless children, however, do not have an excess of energy and, furthermore, are unable to channel it effectively (Vágnerová, 2002). Under the symptom of impulsivity, we include, for example, the tendency of children to react without thinking, suddenly, and often inappropriately to stimuli. Impulsivity also means an inability to anticipate the consequences of their actions or to regulate their behavior. Engaging in risky activities that endanger their health is common. The child does whatever comes to mind, unable to control their expressions and unable to wait for anything. Impulsive children are unable to plan and control their behavior. They often exhibit immaturity in their personality. Frequent fluctuations in their performance and emotional state can be observed. These children are socially disruptive, unpleasant, and elicit negative reactions from their surroundings. The uncontrollable fluctuations in CNS function are often mistakenly interpreted as a motivational disorder (Vágnerová, 1999). It is important to determine the cause of ADHD or ADD symptoms. As mentioned before, one possibility is that changes in the brain are evident. Medications such as Ritalin can be helpful for these children. However, it is also possible that primary reflexes, often in combination with poor sensory integration, have caused the symptoms of ADHD/ADD. If the cause of the symtoms are not integrated primary reflexes, the therapy is relatively straightforward: we inhibit primary reflexes through exercises and improve sensory integration (medication often doesn't help these children). However, sometimes children have brain changes and primary reflexes persist alongside them. In such cases, it is important to address everything that can be done. By inhibiting primary reflexes and improving sensory integration, the manifestations improve, although they may not completely disappear. How is it possible for primary reflexes to cause ADD/ADHD symptoms? Primary reflexes influence a child's psychomotor development. They affect the foundation of everything, which is why persisting primary reflexes can have such diverse symptoms. Let's take an example: every time the Moro reflex is triggered, adrenaline and cortisol are released into the bloodstream. The release of adrenaline is part of the "fight or flight" response, preparing the body for combat or escape. Increased levels of adrenaline cause hyperactivity, aggression, and the need to influence the environment. Cortisol affects blood sugar levels. Low blood sugar levels lead to irrational behavior. The Moro reflex causes: increased sensitivity to sensory stimuli, which tires the child and makes them even more prone to triggering the Moro reflex (and the release of additional adrenaline and cortisol). In school, these children are often reprimanded to focus only on their work and not pay attention to others. The Asymmetrical Tonic Neck Reflex (ATNR): hinders the proper development of the corpus callosum (the connection between the two hemispheres, which normally develops by the age of six and a half to seven years in a child). Optimal development of specialized brain centers cannot occur if the corpus callosum is not properly formed. Children with poorly developed connections tend to favor right hemisphere activities. They may be impulsive, have difficulty understanding cause and effect, and not learn from previous experiences. They struggle to grasp relationships and sequence, negatively affecting their perception of time. Children with poorly developed corpus callosum have difficulty waiting (like young children) and understanding the duration of one minute or the concept of tomorrow or next month. The Tonic Labyrinthine Reflex (TLR) causes: difficulty for the child to relax. poorer body posture. Muscles and ligaments on the front side of the body may shorten, which can hinder breathing and reduce oxygen levels in the blood. This can lead to improper brain functioning since the brain requires sufficient oxygen for proper operation. difficulty for the child to sit still for extended periods. The Symmetrical Tonic Neck Reflex (STNR) causes: worse focus. children to constantly engage in physical activities that other children do unconsciously. that, while sitting, children "wrap" their legs around the chair legs, sit on their heels, or do anything else just to fix their legs. In response to reflexive stretching of the lower limbs, they often balance on the back legs of the chair - "rocking on the chair." The Galant Spinal Reflex causes: the child's inability to sit still in a chair. discomfort when wearing tight pants or belts because they stimulate the lumbar area of the back. problems with bedwetting. Older children who no longer wet the bed are unable to concentrate sufficiently on their work because they constantly think about whether they need to go to the bathroom. Due to persistent primary reflexes, optimal neural connections in the brainstem are not formed. Suboptimal neural connections in the brainstem can lead to improper functioning of the reticular formation. The reticular formation is a functionally important integration system and part of the brainstem. Its malfunction can result in brain overload, causing confusion and irritability. The inability to control impulses from the brain to the body can also contribute to poorer behavior. Behavior becomes impulsive, coarse, and lacking self-control. Article author: PhDr. Marja Volemanová, PhD. Used sources: Vágnerová, Marie (2002).Úvod do psychologie, 2. vydání. Praha: Univerzita Karlova v Praze. ISBN 80-246-0015-3 Vágnerová, Marie (1999). Vývojová psychologie. Praha: Portál. ISBN 978-80-7178-308-4 Volemanová, Marja. 2019. Primární reflexy, opomíjený faktor problémů učení a chování u dětí. 2. rozšířené vydání. Statenice : INVTS, 2019. 978-80-907369-0-0

  • Links between SLI, Motor Development and Literacy Acquisition in Children

    Mgr. Marja Volemanová, Dis., marja.volemanova@pedf.cuni.cz doc. PhDr. Lea Květoňová, Ph.D., lea.kvetonova@ pedf.cuni.cz Charles University, Faculty of Education, Department of Special Education, Magdalény Rettigové 4, 116 39 Praha 1. Annotation This study set out to explore the links between specific language impairment (SLI), motor development and literacy acquisition in children. We focus on motor deficits which are mostly common in children with SLI, further we look if SLI can by caused by persisting primary reflexes or if they can make the symptoms of SLI worse. After that we try to find out, if it is possible to predict SLI, already at small kids by an early development assessment and if a specific movement intervention program would be useful to help children with SLI. A significant relationship between motor impairment and speech/language impairments in children was found. Children with developmental speech/language impairments are at higher risk for reading disability than typical peers with no history of speech/language impairment (Schuele, 2004). However, we still not fully understand the causes and biological basis of SLI. Till now, there is no early developmental assessment available, which comprehensively tests both motor development and language skills. Specific movement intervention programs for children with SLI and other developmental challenges are already developed, but we miss fundamental research which shows success rate for children with SLI. There are available several case studies on this topic. Further research shall be conducted to identify children who may need special intervention even before they get the SLI diagnosis, and to search for approaches, which can help to mitigate the impairment. Keywords Specific language impairment (SLI); motor development; literacy acquisition; Neuro-vývojová terapie; persisting primary reflexes. Discussion Schuele (2004) states, that children with oral language impairment, whether or not they have concomitant speech impairment, are at great risk for reading disabilities. The reason is quite simple, if the child has difficulties with coding events in spoken language structures and in understanding spoken language, the same difficulties will appear in writing and reading. We however still not fully understand the causes and biological basis of SLI. As Hill (2001) said: „The only guaranteed conclusion that one can, currently, draw is that the deficits of children with SLI are not specific to language”. A significant relationship between motor impairment and speech/language impairments in children was found and so further research must be done to identify children who may need special intervention in time, and to search for approaches, which can help to mitigate the impairment. Within the context of reading disabilities, children with a history of SLI should be viewed as a subgroup from children with reading disabilities but no history of speech/language impairment, while intervention needs of children with SLI are potentially different from children with reading difficulties alone. Full text at http://pages.pedf.cuni.cz/gramotnost/3-2017/. VOLEMANOVÁ, M.; KVĚTOŇOVÁ, L. (2017) Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání , ročník 1, číslo 3, 2017. Available at http://pages.pedf.cuni.cz/gramotnost/3-2017/.

  • Dyslexia and dysorthography

    Dyslexia is a specific reading disorder, either congenital or acquired through brain damage. It is the most common form of specific developmental learning disorder (LD), which manifests as difficulties in learning to read. The term was first used in 1887 by German ophthalmologist Dr. Rudolf Berlin. Dyslexia also affects children with above-average intelligence. It is characterized by difficulties in proper and/or fluent word recognition, poor spelling, and decoding skills. These difficulties are a typical consequence of a deficit in the phonological (sound) component of language. The child reads slowly or, conversely, reads quickly and hastily with many errors, guesses at words, confuses letters, especially those that are visually similar (b-d-p). The child silently repeats letters and then pronounces the word aloud. Sometimes the child is unable to follow a line of text with their eyes or transition smoothly from one line to the next. Comprehension of the text is difficult as the child is so focused on the reading process that the meaning of the text escapes them. Some experts believe that dyslexia is a problem with recognizing and understanding any symbols that we use. This is why people with dyslexia often have difficulties with math, reading maps, and (traffic) signs. Many scientific studies have shown that some children with dyslexia have disorders in multiple areas of the visual system (Stein, Walsh, 1997) and that the processing of auditory signals in the temporal area of the brain may be disrupted (Witton et al., 1998). In addition, we often see poorer motor skills and balance in children with dyslexia, which would indicate dysfunction of the cerebellum (Fawcett, Nicolson, Dean, 1996). MRI examinations have shown abnormal activity and morphology (shape) in several areas of the brain, including the cerebellum, in adults with dyslexia. Symptoms of dyslexia in preschool Confusing sounds (s-l, r-l, p-b), omitting sounds or parts of words Using words in the wrong meaning Poor memory for common words Poor rhyme creation Inability to identify the first and last sound in a word Inability to memorize a nursery rhyme Difficulties with copying or tracing Disorders of short-term memory, attention, skill, clumsiness when dressing, tying shoelaces Inability to distinguish left from right Difficulty repeating rhythms Symptoms of dyslexia in primary school Excessive expenditure of energy and time on schoolwork Frequent and rapid fatigue Slow performance Making a lot of mistakes Skipping words and lines Letter (p-b-d, g-q, e-a) and sound confusion Difficulties in learning the alphabet, tables, days of the week, months Often confusing left and right Expression problems (poor vocabulary) Difficulties in grammar Difficulties in learning a foreign language Attention and concentration problems Psychological problems - depression, aggression Source: Navrátilová D., 2009 Dysorthography is a specific disorder of spelling and often occurs in conjunction with dyslexia. This disorder does not affect the entire grammar of the language, but rather concerns specific dysorthographic phenomena: omissions, substitutions of visually similar letters in written form, misspellings, errors due to articulation difficulties, incorrect placement or omission of vowel lengths, and errors in softening (in czech language). It also negatively affects the application of grammatical knowledge. Even after remediation, a student with dysorthography still makes mistakes but requires more time than other students. In time-limited tasks such as dictations and written tests in any subject, dysorthographic errors may reappear and there may be more errors in phenomena that the student has learned orally without difficulty and can explain correctly (Bartoňová, 2018). Symptoms of dysorthography in elementary school: Difficulty with short, time-limited tasks, especially dictations and ten-minute writing exercises. Difficulties are also manifested in the teaching of a foreign language. The student has much greater difficulty distinguishing certain graphic symbols. When writing letters, the student often confuses their order. Source: Bartošová M. 2018 Specifické poruchy učení Primary reflexes and dyslexia Persistent primary reflexes can cause symptoms of dyslexia and dysorthography, especially Asymmetric Tonic Neck Reflex (ATNR), Tonic Labyrinthine Reflex, and Moro Reflex. Persistent Asymmetrical Tonic Neck Reflex (ATNR): Inhibits the development of smooth eye movements that are necessary for reading. Children with persistent ATNR reflex can read the first (left) part of the page, but often cannot "move" their eyes across the middle line to read the right part of the page (usually they have to turn their head instead of just moving their eyes). Inhibits eye coordination, so the child may see everything blurred or double. Children usually do not perceive this as a problem because they are used to poor vision, and for them, it is normal. Inhibits the proper development of connections between both hemispheres of the brain, so both dominance and specialization of brain centers cannot develop optimally. The connection between both hemispheres, called corpus callosum, develops until the child is six or seven and a half years old. Therefore, it is normal for younger children to reverse letters and numbers. Only after the age of 8, reversing letters and numbers is considered a symptom of dyslexia. If ATNR persists, the balance system is often less developed, and if ATNR persists, the child often has poorer balance and coordination of movements, especially hand-eye coordination. In 2006, McPhillips studied 739 children aged seven to nine in Northern Ireland. The results of the study showed that children with reading difficulties (either with a diagnosis of dyslexia or without) had persistent ATNR more often than other children. Persistent Tonic Labyrinthine Reflex (TLR): It worsens spatial perception, causing a child to misjudge distances. Poor spatial orientation often causes a child to stand in the "private" space of other children (e.g., walking too close to other children's feet, standing too close). It causes a worse sense of right and left, leading to clumsiness, and the child misunderstands three-dimensional images and "mirrored" images. Moro Reflex: causes problems with focusing attention and visual stress. Article Author: Marja Volemanová Sources: FAWCETT, Angela J.; NICOLSON, Roderick I.; DEAN, Paul. Impaired performance of children with dyslexia on a range of cerebellar tasks. Annals of Dyslexia, 1996, 46.1: 259-283. NAVRÁTILOVÁ D., 2009, Obecné projevy dyslexie v mateřské, základní a střední škole STEIN, John; WALSH, Vincent. To see but not to read; the magnocellular theory of dyslexia. Trends in neurosciences, 1997, 20.4: 147-152. VOLEMANOVÁ, Marja. 2019. Primární reflexy, opomíjený faktor problémů učení a chování u dětí. 2. rozšířené vydání. Statenice : INVTS, 2019. 978-80-907369-0-0 WITTON, C., et al. Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers. Current biology, 1998, 8.14: 791-797.

View All

Other Pages (39)

  • Introduction | Cortex Academy | PhDr. Marja Volemanová, PhD.

    Enhancing Child Development through Neuro-D evelopm ental S timulation Cortex Academy® Cortex Academy® aims to raise awareness about Neuro-Developmental Stimulation, particularly focusing on symptoms and inhibition of persistent primary reflexes. Cortex Academy® also engages in publishing activities for professionals, parents of children with learning or behavioral issues, and other interested parties. Cortex Academy® covers: ​ Information about child development from infancy to puberty, covering not only persistent primary reflexes and learning disorders but also providing guidance on supporting child development. Additionally, we offer courses and lectures for the general public. Neuro-Developmental Stimulation (NDS) courses: NDS Learning through Movement©, as well as other courses and lectures for professionals. An online e-shop featuring publications for both professionals and the general public. NDS Learning through Movement © course graduates can purchase tools (such as NDS cards and motivational charts) from the e-shop and extend their subscription to the exclusive website section. Here, they can access updated information to enhance their work with Neuro-Developmental Stimulation. In the Cortex Help section, you can find information and contacts for counseling focused on inhibiting primary reflexes. The list of certified NDS centers includes contacts for other professionals specializing in Neuro-Developmental Stimulation. Where to continue on these pages ​ Choose what information you are interested in: For professionals For parents Consulting E-shop

  • Certified Facilities | Cortex Academy | PhDr. Marja Volemanová, PhD.

    Contact information Cortex Help contacts Certified NDS centers Company INVTS s.r.o. Certified NDS centers ​ See where you can find certified Neuro-Developmental Stimulation centers near you. Prague Central Bohemian Plzeňský kraj Liberec region Ústecký kraj Jihočeský kraj South-Moravian Olomouc region Zlín Region Moravian-Silesian reg. Slovakia Map of certified NDS centers Praha Prague Fyzioland Rehabilitation Clinic - Prague Fyzioland is a rehabilitation clinic providing occupational therapy and physiotherapy for children and adults. In children's occupational therapy, we treat children with neurodevelopmental disorders, difficulties associated with sensory processing disorders, dyspraxia and developmental dysphasia, reduced ability to concentrate attention, uneven psychomotor development, autism spectrum disorder and rejection of certain food components. As part of occupational therapy, we use the Sensory Integration method, the Neuro-developmental stimulation program, Handle and Snoezelen elements. Ergotherapy in combination with physiotherapy enables the child's comprehensive (sensory, cognitive and movement) development. Play and fun is our main means of therapy! ​ Contact informations: Fyzioland s.r.o +420 775 910 749 info@fyzioland.cz www.fyzioland.cz/ Denisa Červinková – Prague ​ I am a special education teacher with many years of experience. I started as a school special pedagogue and then worked for over ten years in a pedagogical-psychological consultancy. I specialize in specific learning disabilities, behavioral difficulties and preschool preparation. In the long term, I rely on perceptual motor training and social skills training from the use of video recordings. I've been using NVS a lot in recent years. ​ Contact informations: M.Sc. Denisa Červinková +420 739 662 740 cervinkovappp@seznam.cz Petra Ibrahimová, special educator, canister therapist - Praha For every consultation, diagnosis, therapy or the lesson, I will come to your home or anywhere where your child feels comfortable. In my practice, I focus on children: in pre-school ol age or with a postponement of school attendance as part of preparation for 1st grade at school age in order to stimulate and prevent learning and behavioral disorders as a means of personal development (development of attention, internal motivation and self-confidence, ability to work with mistakes, use of effective strategies in solving problems, development of emotional intelligence, organization and planning) for children from a foreign-language environment (strengthening language skills) for children whose parents are dyslexic for children with difficulties in speech development for school children who are weak in reading in the first years of schooling for gifted children In addition to Neuro-developmental stimulation , I am a certified canistherapist and lecturer of Feuerstein's instrumental enrichment, Elkonin's method of developing language skills, programs KUPOZ, KUPREV, HYPO and others. ​ Contact informations: Petra Ibrahimová +420 602 552 839 www.specialniucitelka.cz info@specialniucitelka.cz Speech therapy Statenice, Mgr. Markéta Hrušková - Statenice Clinical speech therapist Markéta Hrušková provides expert speech therapy care, neuro-developmental stimulation and special pedagogical care (orientation assessment of school readiness, preschool preparation and remedial exercises for children with specific developmental learning disabilities) Contact informations: +420 775 037 612 logopedie.hruskova@gmail.com Speech therapy Statenice, Mgr. Markéta Hrušková - Statenice Clinical speech therapist Markéta Hrušková provides expert speech therapy care, neuro-developmental stimulation and special pedagogical care (orientation assessment of school readiness, preschool preparation and remedial exercises for children with specific developmental learning disabilities) Contact informations: +420 775 037 612 logopedie.hruskova@gmail.com Speech therapy Statenice, Mgr. Markéta Hrušková - Statenice Clinical speech therapist Markéta Hrušková provides expert speech therapy care, neuro-developmental stimulation and special pedagogical care (orientation assessment of school readiness, preschool preparation and remedial exercises for children with specific developmental learning disabilities) Contact informations: +420 775 037 612 logopedie.hruskova@gmail.com Střed Central Bohemian Region Speech therapy Statenice, Mgr. Markéta Hrušková - Statenice Clinical speech therapist Markéta Hrušková provides expert speech therapy care, neuro-developmental stimulation and special pedagogical care (orientation assessment of school readiness, preschool preparation and remedial exercises for children with specific developmental learning disabilities) Contact informations: +420 775 037 612 logopedie.hruskova@gmail.com PhDr. Vladika Pirichová Private special teaching practice - Mníšek pod Brdy In my practice, I offer help to parents and children, especially if they encounter failure at school. During my life, I have taught in regular classes, but also in classes for children with learning disabilities. I also worked at a primary school as a special education teacher. I have always been inclined towards independent learning, which is why I initiated the educational program Začít together at the local primary school with a group of parents in Mníšek pod Brdy. I educate my children at home, and that was also one of the reasons why I founded the Podbrdský club with a colleague - a free path, which is intended for homeschoolers. ​ In my practice, I use many support programs that help me succeed in education. ​ Contact informations: PhDr. Vladika Pirichová vladka.pirichova@gmail.com https://vladkapirichova.cms.webnode.cz/ M.Sc. Dana Zábranská - Mladá Boleslav M.Sc. Dana Zábranská focuses mainly on children with specific learning and behavior disorders. She is the owner of the Lachtánek Baby Club, where she devoted herself intensively for 20 years to teaching infant swimming and developing children's development from the point of view of proper psychomotor development. In recent years, she also worked as a teacher at the 1st grade of elementary school. Now she works as a special educator at an elementary school. ​ In his private practice, which is a certified NVS workplace in Mladá Boleslav, he provides diagnosis, follow-up intervention and care for children and adults with difficulties in coping with school duties. Last but not least, also for children of preschool age. In my work, I use many re-education programs, among them the program We learn by movement, which is aimed at inhibiting persistent primary reflexes. The services are now also focused on tutoring pupils and preparing for entrance exams. The range of services and programs provided can be found on the personal website http://poradenstvi.lachtanek.cz ​ Contact informations: M.Sc. Dana Zábranská +420 734 273 007 d.zabranska@seznam.cz http://poradenstvi.lachtanek.cz M.Sc. Dana Zábranská - Mladá Boleslav M.Sc. Dana Zábranská focuses mainly on children with specific learning and behavior disorders. She is the owner of the Lachtánek Baby Club, where she devoted herself intensively for 20 years to teaching infant swimming and developing children's development from the point of view of proper psychomotor development. In recent years, she also worked as a teacher at the 1st grade of elementary school. Now she works as a special educator at an elementary school. ​ In his private practice, which is a certified NVS workplace in Mladá Boleslav, he provides diagnosis, follow-up intervention and care for children and adults with difficulties in coping with school duties. Last but not least, also for children of preschool age. In my work, I use many re-education programs, among them the program We learn by movement, which is aimed at inhibiting persistent primary reflexes. The services are now also focused on tutoring pupils and preparing for entrance exams. The range of services and programs provided can be found on the personal website http://poradenstvi.lachtanek.cz ​ Contact informations: M.Sc. Dana Zábranská +420 734 273 007 d.zabranska@seznam.cz http://poradenstvi.lachtanek.cz M.Sc. Dana Zábranská - Mladá Boleslav M.Sc. Dana Zábranská focuses mainly on children with specific learning and behavior disorders. She is the owner of the Lachtánek Baby Club, where she devoted herself intensively for 20 years to teaching infant swimming and developing children's development from the point of view of proper psychomotor development. In recent years, she also worked as a teacher at the 1st grade of elementary school. Now she works as a special educator at an elementary school. ​ In his private practice, which is a certified NVS workplace in Mladá Boleslav, he provides diagnosis, follow-up intervention and care for children and adults with difficulties in coping with school duties. Last but not least, also for children of preschool age. In my work, I use many re-education programs, among them the program We learn by movement, which is aimed at inhibiting persistent primary reflexes. The services are now also focused on tutoring pupils and preparing for entrance exams. The range of services and programs provided can be found on the personal website http://poradenstvi.lachtanek.cz ​ Contact informations: M.Sc. Dana Zábranská +420 734 273 007 d.zabranska@seznam.cz http://poradenstvi.lachtanek.cz Plzeňský kraj plzensky-kraj M.Sc. Dana Zábranská - Mladá Boleslav M.Sc. Dana Zábranská focuses mainly on children with specific learning and behavior disorders. She is the owner of the Lachtánek Baby Club, where she devoted herself intensively for 20 years to teaching infant swimming and developing children's development from the point of view of proper psychomotor development. In recent years, she also worked as a teacher at the 1st grade of elementary school. Now she works as a special educator at an elementary school. ​ In his private practice, which is a certified NVS workplace in Mladá Boleslav, he provides diagnosis, follow-up intervention and care for children and adults with difficulties in coping with school duties. Last but not least, also for children of preschool age. In my work, I use many re-education programs, among them the program We learn by movement, which is aimed at inhibiting persistent primary reflexes. The services are now also focused on tutoring pupils and preparing for entrance exams. The range of services and programs provided can be found on the personal website http://poradenstvi.lachtanek.cz ​ Contact informations: M.Sc. Dana Zábranská +420 734 273 007 d.zabranska@seznam.cz http://poradenstvi.lachtanek.cz Liberec region Liberec Denisa Žáková - Nový Bor ​ At the elementary school in Nové Bor, Denisa Žáková works on the prevention, diagnosis and correction of learning and behavior disorders using a holistic approach. In children, it solves, for example, inattention, poor school performance, symptoms of ADHD, ASD, specific learning disorders. ​ At work, she uses the method of Neuro-developmental stimulation, correction of partial weakening of performance (DOV), compiles individual relaxation exercises, deals with psychosomatic connections, including work with early traumas. He collaborates with many experts, mainly from the field of psychology and special pedagogy. ​ Contact informations: Denisa Žáková 777 997 360 zakova@zsnamesti.cz KidStim, a little bit every day! – Liberec KidStim helps children who suffer from school or social failure. He works with learning disabilities, ADHD, ADD, with developmental dysphasia, with children who have difficulties in the area of movement. We teach parents how to learn with their children, so that they can be a support to them before the crucial school tests. We also teach children how to learn with their parents and not drive them crazy. KidStim further develops the intellect of preschoolers and supports children in effective work during the one-year postponement of school attendance. The Liberec PPP sympathizes with us, the speech therapy clinic and we also have support in the Liberec hospital for children's rehabilitation. So come with us, a little bit every day. ​ Contact informations: KidStim M.Sc. Ludmila Vrbová Řepková phone: +420 776 732003 kidstimtrochu@gmail.com www.kidstim.info Ústecký kraj Ústecký kraj KidStim, a little bit every day! – Liberec KidStim helps children who suffer from school or social failure. He works with learning disabilities, ADHD, ADD, with developmental dysphasia, with children who have difficulties in the area of movement. We teach parents how to learn with their children, so that they can be a support to them before the crucial school tests. We also teach children how to learn with their parents and not drive them crazy. KidStim further develops the intellect of preschoolers and supports children in effective work during the one-year postponement of school attendance. The Liberec PPP sympathizes with us, the speech therapy clinic and we also have support in the Liberec hospital for children's rehabilitation. So come with us, a little bit every day. ​ Contact informations: KidStim M.Sc. Ludmila Vrbová Řepková phone: +420 776 732003 kidstimtrochu@gmail.com www.kidstim.info Jihočeský kraj Jihočeský kraj KidStim, a little bit every day! – Liberec KidStim helps children who suffer from school or social failure. He works with learning disabilities, ADHD, ADD, with developmental dysphasia, with children who have difficulties in the area of movement. We teach parents how to learn with their children, so that they can be a support to them before the crucial school tests. We also teach children how to learn with their parents and not drive them crazy. KidStim further develops the intellect of preschoolers and supports children in effective work during the one-year postponement of school attendance. The Liberec PPP sympathizes with us, the speech therapy clinic and we also have support in the Liberec hospital for children's rehabilitation. So come with us, a little bit every day. ​ Contact informations: KidStim M.Sc. Ludmila Vrbová Řepková phone: +420 776 732003 kidstimtrochu@gmail.com www.kidstim.info South-Moravian region Jihomorava Edial center sro - Brno ​ Edial centrum s.r.o. is a private consulting workplace in Brno. The center aims to prevent, eliminate or at least alleviate symptoms related to behavioral and learning problems. These problems can be inattention, poor school performance that does not correspond to the child's IQ, manifestations of AD(H)D, autistic elements, symptoms of various specific learning disabilities, and the like. For this purpose, we use the method of neuro-developmental stimulation, EEG biofeedback and programs that develop partial functions of children and pupils. We work with various experts. To the widest extent, mainly with experts in the field of orthoptics and speech therapy. ​ Address: Edial centrum sro, Palackého třída 33, Brno ENTRANCE THROUGH THE PASSAGE TO THE 2ND FLOOR ​ Contact informations: +420 770661299 centrum@edial.cz http://www.edial.cz CENTER FOR SPECIAL PEDAGOGICAL SUPPORT KOUZELEN - Kuřim The Kouzelen Center is a safe space for children and parents who do not have it easy. Children with difficulties in school. Children who do not experience success because of various difficulties in reading, writing and arithmetic. Children who are restless and explosive, and also for children who have difficulties with eating. We provide special pedagogical care in which we combine knowledge from neurodevelopmental stimulation, the Handle approach, the Snoezelen concept and the concept of playing with food. We help children with specific learning disabilities to find ways to master the given skill and knowledge within the framework of individual tutoring. We also provide Snoezelen therapy and leisure activities. We offer education and counseling to caregivers, parents and teaching staff as part of the care of children. ​ Address: Náměstí 1. kvetna 63, Kuřim 664 34 ​ Contact informations: +420 724 303 201 rezervace@kouzelen.cz ,dagmar@kouzelen.cz http://www.kouzelen.cz A Moment with a Pencil Center - Brno The Moment with a Pencil Center is a private counseling center in Brno dedicated to developing the potential of child clients who are struggling with various difficulties, most often educational and emotional. It provides psychological and special-pedagogical support in the form of diagnostics and subsequent intervention. ​ We work in a team of a special educator - a psychologist. We approach clients comprehensively, with respect for their personality and the context of their family environment. Depending on the type of problem being solved, our approach mainly uses the principles of neuro-developmental stimulation (neuro-motor development, inhibition of primary reflexes), Feuerstein's instrumental enrichment (overall cognitive development) and DB Elkonin (development of language skills). We also work closely with an orthoptist and other specialists as needed. ​ Contact informations: PhDr. Lenka Štěpánková, Ph.D. and M.Sc. Vera Pražáková 777 847 885, 777 576 602 chvilkastuzkou@seznam.cz Ed's consulting room - Brno Private special pedagogical consultancy What can we help with? Primary reflexes, preschool preparation, the Maxík, Elkonin program, speech therapy counseling, reading and writing re-education,... How do we do it? Mainly playfully, fun and with love! ​ Contact informations: Ed's consulting room Sylva Vespalcová +420 608928388 hello@edovaporadna.cz www.edovaporadna.cz Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome ​ Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ Olomouc Olomouc region Elementary and Kindergarten Olomouc, Svatoplukova 11, contribution organization I work in a kindergarten in the Sunshine class. This class is designed for children with impaired communication skills between the ages of 5 and 7. In my practice, I strive for individual development and strengthening of weakened areas of the child's psychomotor development. As part of the educational process, we offer children and their parents neuro-developmental stimulation as one of the support programs. Our class cooperates with a clinical speech therapist, a school psychologist, a special pedagogical center for speech therapy and other experts. Address: ZŠ and Kindergarten Olomouc, Svatoplukova 11, add. org. Svatoplukova 11 779 00 Contact informations: M.Sc. Pavla Štainerová On Trati 82, Olomouc 585 425 524 p.stainerova@zssvatoplukova.cz https://www.zssvatoplukova.cz/ms/slunicka/logopedicka-trida-1 Elementary and Kindergarten Olomouc, Svatoplukova 11, contribution organization I work in a kindergarten in the Sunshine class. This class is designed for children with impaired communication skills between the ages of 5 and 7. In my practice, I strive for individual development and strengthening of weakened areas of the child's psychomotor development. As part of the educational process, we offer children and their parents neuro-developmental stimulation as one of the support programs. Our class cooperates with a clinical speech therapist, a school psychologist, a special pedagogical center for speech therapy and other experts. Address: ZŠ and Kindergarten Olomouc, Svatoplukova 11, add. org. Svatoplukova 11 779 00 Contact informations: M.Sc. Pavla Štainerová On Trati 82, Olomouc 585 425 524 p.stainerova@zssvatoplukova.cz https://www.zssvatoplukova.cz/ms/slunicka/logopedicka-trida-1 Zlín Region Zlín Lantern - for children and parents, zs - Zlín Lantern is for families with children of an early age, up to 12 years old. Lantern is for children who do not do some things as well as others (in communication, mental abilities, motor skills, socialization, self-care). These are mainly children with delayed development, attention problems, children with neurodevelopmental disorders. The lantern is for parents who perceive that their child is in something different, but do not know exactly what. As part of Lampion's programs, it offers parents methodical guidance on how to develop a child, how to communicate with him, always taking into account the individual needs of the child and the family. Lantern is also for those who work with families. It offers them professional seminars, workshops and lectures. ​ Contact informations: Lantern - for children and parents, zs +420 737 704 171 info@lampiondetem.cz www.lampiondetem.cz Moravian-Silesian Region Moravskoslezský kraj Petra Fritsch - Ostrava I am a private workplace in Ostrava and in my work I deal with early trauma, primary reflexes, children with delayed school attendance, children with learning disabilities, ADHD, ADD, developmental dysphasia, children with in the area of speech development, movement and emotional immaturity. I support a holistic approach and in my work I connect elements of neurodevelopmental stimulation, craniosacral therapy, Handle approach, early trauma, psychosomatics, kinesiological test, flower essences. I lead movement activities of Háďata in kindergartens, maternity centers and for children with developmental dysphasia, where I include movement elements in primary reflexes and developmental kinesiology. ​ Contact informations: Petra Fritsch +420 775 234 669 pofikomrosteme@seznam.cz https://pohybemrosteme.webnode.cz/ The road to development – Baška (near Frýdek-Místek) Private special pedagogical consultancy In my private practice, I focus on the comprehensive development of children who struggle with various difficulties in the areas of speech, learning and behavior. Based on the diagnosis, I create an individual development plan for the child, which I supplement with other comprehensive methods such as Elkonin language skills training, Neuro-developmental stimulation, KuPOZ. Most often, my clients are children who already have a diagnosis, whether in the area of speech (dyslalia, delayed speech development, developmental dysphasia), learning (dyslexia, dysgraphia, etc.) or behavior (most often ADD/ADHD). Children whose parents are not sure whether their development is in order for a successful start at school are also welcome. For me, the greatest reward is a smiling child who looks forward to the lesson and is happy with his own progress. All this in an environment full of trust, understanding and a partnership approach. ​ Contact infocat: Lindovská Petra Baška 604, Baška, 739 01 info@cestakrozvoji.cz www.cestakrozvoji.cz +420 721 552 603 Slovensko Slovakia Kindergarten Horný Hričov The motto of our kindergarten is: "Let the happiness and wisdom of children be the happiness of parents and the gift of our school." ​ Our main goal is to prepare a child for elementary school, while we approach each child individually. We are the first certified workplace in Slovakia that works with the methodology of the NVS Pohybem se účime® program. The program is aimed at inhibiting persistent primary reflexes, where regular practice of simple exercises is not only preventive, but also helps in the diagnosis and correction of learning and behavioral disorders in the overall understanding of the child as an individual personality. We practice daily with preschoolers during morning exercises or exercise time, while we inform parents about each child's progress and work closely with them when practicing at home. We offer parents individual consultations in order to prepare their child for primary school together. ​ ​ Contact informations: M.Sc. Gabriela Čanecká +421 904 562 508 mshornyhricov@gmail.com www.mshornyhricov.edupage.org

  • Introductory Course in NDS | Cortex Academy | PhDr. Marja Volemanová, PhD.

    For professionals Courses and Seminars Introductory course NDS online Advanced course NDS Supervision NDS meeting Neuro-Developmental Stimulation Persisting primary reflexes NDS Learning through Movement© Reviews Publications Company INVTS s.r.o. Introductory course NDS online The online Introductory course NDS Learning through Movement© serves as a comprehensive alternative to the face-to-face course, offering a strong theoretical foundation upon which the subsequent face-to-face Continuation course NDS can build. The Introductory course includes 12 video lectures and downloadable scripts in PDF format, which are specifically adapted for online teaching. In addition, an online meeting will be available, providing participants with the opportunity to ask questions and clarify doubts about the NDS method. As with the face-to-face course, the online course has limited capacity. Access to the course will be granted for a full calendar month, allowing participants to take the Introductory course from the comfort of their homes. ​ The Introductory course aims to provide participants with a fundamental understanding of Neuro-D evelopmental Stimulation theory, its concepts, and the proper recognition of disorders associated with the persistence of primary reflexes or poor sensory integration. Basic tests for persistent primary reflexes will also be introduced during the course. ​ This course is highly recommended for educators, occupational therapists, speech therapists, physiotherapists, and parents seeking to expand their knowledge and skills in this area. ​ Introductory c ourse content The course content covers the following topics: ​ Introduction to Neuro-D evelopmental Stimulation (NDS) and its basic principles The interconnectivity between primary reflexes, sensory integration, psychomotor development, and their impact on learning, behavior, and concentration Risk factors for the persistence of primary reflexes The importance of movement in the first year of life, supporting psychomotor development, and preventing the persistence of primary reflexes The effects of persistent primary reflexes on learning and behavior Sensory-S ensitive Integration and its definition Hypersensitivity and hyposensitivity to sensory perceptions Identifying the roots of difficulties through the recognition of persistent primary reflexes from a child's behavior and movement The relationship between understanding, respect, and trust The course requires a time allowance of 20 hours. ​ Lecturer: PhDr. Marja Volemanová, PhD. ​ The participation fee is 4800 CZK/ 210 Euro (including VAT) ​ The minimum number of participants is 8, the maximum is about 20. ​ Upon completion of the course, participants will receive a certificate of completion. It is a mandatory requirement to have completed the Introductory course NDS and hold the certificate to participate in the two-day face- to face Advanced course. ​ Upcoming Introductory NDS Learning through Movement© courses Introductory course NDS online Wed, May 01 The online meeting will take place via Google MEET May 01, 2024, 7:00 AM – May 31, 2024, 7:00 PM The online meeting will take place via Google MEET May 01, 2024, 7:00 AM – May 31, 2024, 7:00 PM The online meeting will take place via Google MEET Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Share Login closed Introductory course NDS online Wed, May 01 The online meeting will take place via Google MEET May 01, 2024, 7:00 AM – May 31, 2024, 6:00 PM The online meeting will take place via Google MEET May 01, 2024, 7:00 AM – May 31, 2024, 6:00 PM The online meeting will take place via Google MEET Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Share Login closed Introductory course NDS online Wed, May 01 The online meeting will take place via Google MEET May 01, 2024, 8:00 AM – May 31, 2024, 6:00 PM The online meeting will take place via Google MEET May 01, 2024, 8:00 AM – May 31, 2024, 6:00 PM The online meeting will take place via Google MEET Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Share Login closed Introductory course NDS online Mon, Jul 01 The online meeting will take place via Google MEET Jul 01, 2024, 7:00 AM – Jul 31, 2024, 7:00 PM The online meeting will take place via Google MEET Jul 01, 2024, 7:00 AM – Jul 31, 2024, 7:00 PM The online meeting will take place via Google MEET Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Share Sign up Introductory course NDS online Mon, Jul 01 The online meeting will take place via Google MEET Jul 01, 2024, 7:00 AM – Jul 31, 2024, 7:00 PM The online meeting will take place via Google MEET Jul 01, 2024, 7:00 AM – Jul 31, 2024, 7:00 PM The online meeting will take place via Google MEET Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Share Login closed Introductory course NDS online Mon, Jul 01 The online meeting will take place via Google MEET Jul 01, 2024, 7:00 AM – Jul 31, 2024, 7:00 PM The online meeting will take place via Google MEET Jul 01, 2024, 7:00 AM – Jul 31, 2024, 7:00 PM The online meeting will take place via Google MEET Introductory course NDS online. The course will be available throughout the calendar month of September. At the end of the month, namely 25.9. an online meeting will take place at 5:00 p.m Share Login closed

View All
bottom of page