We offer integrative learning therapy in the following areas:

Dyslexia
Dyscalculia (math learning disorder)
AD (H) D Attention-Deficit-Disorder with or without hyperactivity
AD (H) D in adults
Dyslexia of non-native speakers
Learning disorders in English as a foreign language
Early intervention
Illiteracy Training

Dyslexia

Dyslexia is diagnosed when long-lasting difficulties in learning to read and write exist, which cannot be remedied by scholastic instruction. These difficulties can be explained by a multitude of interdependent causes.
The following symptoms may be present in dyslexia:

inability to connect single sounds to form syllables or words
difficulties differentiating singular sounds and their correlation with respective letters
omission of letters and disregard of sequences
flawed reading, reading without comprehension
aversion to reading
confusing similarly shaped letters (b-d, p-q, etc.) and similar-sounding phonemes (b-p, g-k, w-f), etc. in reading and writing
higher than average number of mistakes in writing, copying, and dictation
aversion to writing
deficiencies in verbal language usage
difficulties learning a foreign language
cramped writing posture
hard-to-decipher handwriting
and many more

In accordance with the systemic approach, the current learning structure and proficiency level is ascertained using qualitative observations, standardized testing procedures, as well as solution-focused anamnesis with parents and cooperative exchanges with teachers.

The Institute's internal diagnostics is complemented by tests from other experts, such as pediatricians, pediatric audiologists, ophthalmologists, occupational therapists, et al. Each child, adolescent, or adult is assisted according to his or her strengths and weaknesses.
Dyscalculia (math learning disorder)

Math difficulties are considered long-lasting difficulties in learning to calculate which cannot be remedied by scholastic instruction. These difficulties can be explained by a multitude of interdependent causes.
The following symptoms may be present in dyscalculia:

difficulties with mental math
problems with spatial orientation
non-existing perception of number imagery and geometrical shapes or difficulties working with them
number reversal
solidified counting when calculating
insufficient comprehension of math operations
confusion of math symbols
inability to find solutions without illustrated materials
difficulties to deduce a math operation from a word problem
and many more

In accordance with the systemic approach, the current learning structure and proficiency level is ascertained using qualitative observations, standardized testing procedures, as well as solution-focused anamnesis with parents and cooperative exchanges with teachers.
The Institute's internal diagnostics is complemented by tests from other experts, such as pediatricians, pediatric audiologists, ophthalmologists, occupational therapists, et al. Each child, adolescent, or adult is assisted according to his or her strengths and weaknesses.

AD (H) D (Attention-Deficit Disorder with or without hyperactivity)
AD (H) D in Adults

AD (H) D in children, adolescents, and adults may manifest itself as:

Attention Disorders
assignments are terminated prematurely; tasks are not finished
(i.e. lacking stamina when doing homework)
switching from one task to another
increasingly careless mistakes
often untidy work

Hyperactivity:

excessive restlessness (fidgeting, moving around in chair)
this occurs especially in situations demanding quiet
activity does not appear to be markedly influenced by the
social environment, i.e. requests
is demonstrated most clearly in structured, organized settings, which demand a high degree of self-control
Impulsiveness:
acting suddenly without thinking
having difficulties in waiting and postponing needs
bursting out answers prior to questions having been completed
interrupting others

In addition to above listed symptoms these co-morbid disorders may appear:

Oppositional Behavioral Disorder:

defiant, disobedient, and even hostile attitude toward persons of authority
shifting of fault to others
and/or
Emotional Disorders
anxiety
learning blockades, even leading to refusal to learn
and many more

In these cases, a differentiated diagnostics is of special importance, because too many children, adolescents, or adults with perception disorders are labeled as “AD (H) D” without ever identifying the exact causes of their (scholastic) difficulties. Qualitative observations, standardized testing procedures, solution-focused anamnesis with parents and cooperative exchanges with teachers, as well as cooperation with other experts, such as physicians, psychologists and psychiatrists are part of comprehensive diagnostics. Based upon the results a therapy plan is formulated, which incorporates family-member-coaching as an important component.

Dyslexia in non-native speakers

Children, adolescents, and adults who are dyslexic and whose native language is not German are doubly challenged. Alongside customary diagnostics, additional information is obtained (if not known) about the structure of their respective native languages and integrated in the learning therapy as an important element. We offer courses lasting up to several weeks to children and adolescents from Europe and the United Stated who are dyslexic and wish to learn German as a foreign language.

Dyslexia and Foreign Languages

When learning a foreign language it is necessary to grasp new correlations between spoken or heard language (phonemes), written language (graphemes) and the German meaning.
Children, adolescents, and adults are taught helpful techniques in learning how to speak and write in the new language suing our especially developed materials.

Early Intervention

Early intervention, as offered at our institute, addresses preschool-aged children who present impaired or insufficiently developed precursory abilities needed to acquire scholastically relevant knowledge.
We are always committed to interdisciplinary, holistic, and family-oriented principles, as well as the integration of the social environment.

Literacy Training

Among our clientele, we also count adolescents and adults who, despite having attended school, do not master the written language or have lost command of it, because weak foundations of phonetic principles have hampered memory storage and the absence of practice has prevented automation of what has been learned. In part, insufficiencies in the written language may have negatively affected the acquisition of scholastic contents. Especially for these clients individual training is of particular importance, since they have erected veritable learning blockades in the course of their scholastic careers due to many disappointing experiences. An individual intervention program that picks up at the client's current learning level is the basis for efficient assistance. By learning the elementary cultural techniques of our society, certain options, such as earning a school diploma or obtaining job training and improving integration into society become possible for these clients.