Our Services

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.