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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

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 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.

For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Reviews Publications Company INVTS s.r.o. Advanced NDS course Eye movements Courses and Seminars Welcome to our course offerings at Cortex Academy ® ! We are dedicated to providing specialized courses designed to enhance your skills and knowledge in Neuro-Developmental Stimulation. ​ Our courses for professionals are designed to build upon each other. You will start with the online course "Introduction to Neuro-Developmental Stimulation," where you will gain a theoretical foundation that we will further develop in the subsequent in-person courses. After completing the introductory online course, you have two options for in-person courses: either the one-day course "NDS Active Development" for preschools or the two-day "Advanced NDS Course: NDS Active Learning. " Both in-person courses complement each other and can be taken in any order. As the name suggests, the "NDS Active Development " course for preschools is primarily intended for preschool educators because the exercises are designed mainly for preschool-aged children. This course is also suitable for graduates of the "Advanced NVS Course: Learning Through Movement®" who want to acquire more exercises and activities appropriate for preschool children. ​ The "Advanced NDS Course: NDS Active Learning " is for those who want to learn the Neuro-Developmental Stimulation method in more depth, including the diagnosis of persistent primary reflexes. ​ ​ We also offer a one-day Supervision Meeting for graduates of the advanced "NDS Active Learning" course, primarily for the purpose of reviewing and individualizing Neuro-Developmental Stimulation exercises and sharing practical experiences. ​ ​​ ​ Our courses for professionals are currently available only in Czech, but we plan courses in English in the future. ​ ​ Dates of upcoming courses Introductory course NDS ONLINE Introductory course NDS in a full-fledged online form, including a final live video conference More information Advanced course NDS Advanced face-to-face course NDS Active Learning. In this course you will learn all NDS activities and exercises and how to use them in practice More information Supervision NDS Meeting We organize regular supervision meetings for graduates of the NDS Active Learning More information Advanced course NDS Active Development The course "NDS Active Development" builds on the online Introdutory course Neuro Developmental Stimulation and is specifically designed for preschools More information Advanced NDS Active Learning course- Eye Movements In this advanced course, we will focus in detail on the primary reflexes that play a key role in the development of eye movements More information Jak na sebe kurzy navazují Nadchazejici For more information on an upcoming course, click on its name to view more information. Upcoming courses Introductory course NDS online Fri, Sep 20 The online meeting will take place via Google MEET Sep 20, 2024, 9:00 AM – 5:00 PM The online meeting will take place via Google MEET, Spojovací 16000, 252 62 Horoměřice, Česko Sep 20, 2024, 9:00 AM – 5:00 PM The online meeting will take place via Google MEET, Spojovací 16000, 252 62 Horoměřice, Česko 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 Přihlásit se na kurz Advanced course NDS Learning through Movement© Thu, Oct 10 Horomerice Oct 10, 2024, 9:00 AM – Oct 11, 2024, 1:00 PM Horomerice, Spojovací 16000, 252 62 Horoměřice, Czech Republic Oct 10, 2024, 9:00 AM – Oct 11, 2024, 1:00 PM Horomerice, Spojovací 16000, 252 62 Horoměřice, Czech Republic The two-day course Neuro-developmental stimulation - NDS Learning through Movement© is focused on deepening the theory of Neuro-Developmental Stimulation and especially on conducting tests and practicing individual activities and exercises. The course is conducted in an experiential format and you can practically try everything. Share Přihlásit se na kurz Advanced course NDS Learning through Movement© Thu, Oct 10 Horomerice Oct 10, 2024, 9:00 AM – Oct 11, 2024, 1:00 PM Horomerice, Spojovací 16000, 252 62 Horoměřice, Czech Republic Oct 10, 2024, 9:00 AM – Oct 11, 2024, 1:00 PM Horomerice, Spojovací 16000, 252 62 Horoměřice, Czech Republic The two-day course Neuro-developmental stimulation - NDS Learning through Movement© is focused on deepening the theory of Neuro-Developmental Stimulation and especially on conducting tests and practicing individual activities and exercises. The course is conducted in an experiential format and you can practically try everything. Share Details Introductory course NDS online Fri, Nov 01 The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 2024, 7:00 PM The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 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 Přihlásit se na kurz Introductory course NDS online Fri, Nov 01 The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 2024, 7:00 PM The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 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 Přihlásit se na kurz Advanced course NDS Learning through Movement© Thu, Nov 14 Horomerice Nov 14, 2024, 9:00 AM – Nov 15, 2024, 1:00 PM Horomerice, Spojovací 16000, 252 62 Horoměřice, Czech Republic Nov 14, 2024, 9:00 AM – Nov 15, 2024, 1:00 PM Horomerice, Spojovací 16000, 252 62 Horoměřice, Czech Republic The two-day course Neuro-developmental stimulation - NDS Learning through Movement© is focused on deepening the theory of Neuro-Developmental Stimulation and especially on conducting tests and practicing individual activities and exercises. The course is conducted in an experiential format and you can practically try everything. Share Přihlásit se na kurz Introductory course NDS online Fri, Nov 29 The online meeting will take place via Google MEET Nov 29, 2024, 9:00 AM – 5:00 PM The online meeting will take place via Google MEET, Spojovací 16000, 252 62 Horoměřice, Česko Nov 29, 2024, 9:00 AM – 5:00 PM The online meeting will take place via Google MEET, Spojovací 16000, 252 62 Horoměřice, Česko 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 Přihlásit se na kurz Zájem o úvodní kurz Get notification You're invited to leave your email address with us. This way, we can keep you in the loop and notify you when new course dates are on the horizon E-mail Enter email By submitting you agree processing of personal data Thank you for your email, I will contact you as soon as the dates become available.

For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development 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 Fri, Nov 01 The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 2024, 7:00 PM The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 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 Fri, Nov 01 The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 2024, 7:00 PM The online meeting will take place via Google MEET Nov 01, 2024, 7:00 AM – Nov 30, 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

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 Active Learning, NDS Active Development as well as other courses and lectures for professionals. An online e-shop featuring publications for both professionals and the general public. NDS Active Learning 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