Dyslexia and Dyscalculia
WHAT IS DYSLEXIA / DYSCALCULIA?
Dyslexia and Dyscalculia are learning difficulties due to a neurological difference which affects reading, writing and maths skills. However, it does not only affect these skills. Dyslexia and dyscalculia are actually about information processing. Dyslexic and dyscalculic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy or numeracy skills. The sensory perceptions are influenced by developmental processes in the brain. Perceptual errors occur when dealing with letters and numbers due to the different processing of information. As each person is unique, so is everyone’s experience with dyslexia and dyscalculia. It can range from mild to severe and affect their life in a different way. The good news is that there are positive sides to thinking differently. Many dyslexic / dyscalculic people show extraordinary talents in technical and creative fields.
There are many hints and symptoms to look for in your child:
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Temporary inattention when writing, reading or when he or she is directly occupied with numbers
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Takes long time to complete homework tasks
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Has “good” and “bad” days with learning
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Often confuses letters and / or numbers
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Often omits / adds letters and words
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Misspells commonly used, simple words
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Reads very slowly
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Struggle to connect numerical symbols (5) with their corresponding words (five)
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Lose track when counting
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Need to use visual aids (like fingers) when counting
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Has problems copying from the board
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Has issues with left / right
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Despite practice, no improvement is seen
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If the problems of dyslexic / dyscalculic children are not recognised in time (e.g. caused by constant excessive demands and frustration, inadequate teaching methods, visual impairment, hearing impairment, family causes, etc.), psychological or physical problems may arise.
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I am a registered Dyslexia and Dyscalculia Trainer and decided to expand my knowledge even further and studied the Jolly Phonics and Jolly Grammar to provide better help also in the English department. Jolly Phonics / Grammar and AFS methods are all pedagogical-didactic methods focused on multisensory learning. Since every child has its own individual form of dyslexia / dyscalculia, it also needs individualised help.
HOW DOES IT WORK?
I will initially test your child before the first training begins. This is a playful, age-appropriate computer test which serves to determine or more precisely categorise dyslexia / dyscalculia. To support your child, I will develop an individual training plan based on the results of the AFS test. As part of the training, it is also important to have a detailed medical history conversation with the parents or guardians to understand the child's situation and to consider individual preferences.
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TRAININGS
In each of my training, it is my priority to work through the following (AFS system):
1. A for ATTENTION
Exercises and games to increase attention
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2. F for FUNCTION
Sharpening of sensory perceptions according to need in the area of
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Optics
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Acoustics
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Spatial Perception
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3. S for SYMPTOM
Work on your child's individual mistakes and problems in reading, writing and numeracy.
Multisensory Structured Language Education and personalised training can enable students with dyslexia or dyscalculia to become successful in achieving their academic goals, developing independent skills that apply across the curriculum and throughout their lives. The goal is to achieve self confidence and positive behaviour to help children and make them the best learners they can possibly be.
Reflex Integration
WHAT ARE PRIMITIVE REFLEXES?
Unlike voluntary movements, reflexes are triggered automatically by the brain and are uncontrollable.
Primitives reflexes, or early childhood reflexes, play a key role in a child's development during pregnancy, birth, and especially in the first year of life. They provide motor development and, therefore, for the child's uprighting process after birth, as they act as a personal trainer inside the child. Humans are thus capable of standing upright, walking, keeping the heavy head balanced, and moving freely in all directions.
The reflexes should be integrated as the child's motor development matures and should be replaced by voluntary motor actions by their second year of life.
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HOW DO RETAINED PRIMITIVE REFLEXES AFFECT A CHILD'S LEARNING?
If early childhood reflexes were not integrated in the first years of life, then not all maturation stages of the nervous system were completed. Lack of integration of early childhood reflexes can be caused by problems during pregnancy, difficult births or caesarean sections, or a lack of movement options for the infant.
The retention of these reflexes as an older child can play a role in their development, their emotional behaviours and their learning outcomes. To be more specific, it could lead to poor coordination, abnormal movement patterns, issues with handwriting, difficulties in reading and spelling, attention issues and emotional regulation.
Having some of these reflexes still active is quite common, also as an adult.
To make it all easier, people with their retained primitive reflexes, have to spend more energy on fighting the reflexes internally instead of concentrating on the actual learning, which causes them to be tired much faster than a child without these active reflexes.
Some signs or symptoms of retained primitive reflexes are:
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Poor eye-hand coordination
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Poor visual tracking affecting reading and looking at the board
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Poor posture
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Difficulty with copying tasks
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Poor balance, posture and coordination
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Poor fine motor skills
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Anxiety and mood swings
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Impulsive or inappropriate behaviour
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Emotional and social immaturity
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Fidgeting, attention and concentration difficulties
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Sensitivity to sensory information
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Clumsiness
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W sitting past age 4
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Toe walking
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Low muscle tone
But here is the good news: the reflexes can be integrated!
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WHAT IS REFLEX INTEGRATION TRAINING?
Reflex Integration Training is a movement program for children, adolescents and adults with learning and behavioural issues at school and in everyday life.
It is an exercise training for the brain which improves the building of strong neural pathways. Actively executed movements with exact rhythm allow the cerebellum to mature and developmental delays can be made up for, perceptual problems disappear. The goal of integrating primitive reflexes is to improve daily living skills and facilitate adaptation to the external environment, while becoming the foundation for physical, emotional, and cognitive development. For the children this means: better concentration, calmer work and better perception with all senses!
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HOW DOES IT WORK?
During our first meeting we will discuss the questionnaire and set goals we would like to be achieved. We will then move on to a neuromotor test in which I will be able to analyse the neuro-development status.
After that I will proceed with testing reflexes and assign the exercises that you are to do with your child at home for the next 4 weeks .
After that we will meet once a month for an hour in which the reflexes are tested and integrated one after the other and the exercises for the 4 weeks at home are discussed.
The time required for the home exercises is approximately 10 minutes per day for 5 days a week. The parent support is very important and necessary and the home exercises are an essential requirement if results want to be achieved.
The training lasts between 6 and 12 months, depending on the number of persistent early childhood reflexes. I work with children from the age of 6 and also with adults.
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WOULD YOU LIKE TO KNOW IF YOUR CHILD HAS POSSIBLE PERSISTENT REFLEXES?
Fill out this questionnaire. If there are more than 7 "YES" answers, I recommend a free phone consultation in which I will be happy to answer your questions and book the first appointment.
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English
We all know the importance of the English language in our current world setting. It is not an easy language and my prerogative is to make it look and feel exactly like that: a piece of cake! I am not just getting your children ready for a test or an exam, I am actually getting them ready for life. I want to set them up for success and to do so, I show them my passion, my enthusiasm and encourage and praise their improvements whenever possible.
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My goal is to teach my students to speak, understand, read and write in English but at the same time as an EFL teacher (English as a Foreign Language) I am so much more than that. My first step is to encourage communication by creating an open and engaging atmosphere to make the children/students feel at ease and comfortable. Once this step has been achieved, it is my job to make them step out of their comfort zone and challenge them, making them the best learners they can be.
It is necessary to have an individual approach as this helps to understand the student and their learning ability. It is easier to gauge the inclination and personal interests and I am therefore able to mould my teaching methodology accordingly. I believe each student has the ability to succeed, provided the teacher knows the learning ability of the student.
One of the most significant advantages of individualised instruction is the ability to tailor lessons and discussions to the student’s interests. Researchers have proved again and again that each student is different and has a different learning ability. Therefore, an individualised teaching method makes much more sense to ensure the growth of students. Learning should not be forced, it should be interesting. Individualised teaching plays a huge role in making students love the matter and master the concept.
I have also completed my training for multisensory teaching with the Jolly Phonics and Jolly Grammar Programmes. These have been proven to be very successful systems to teach reading, writing and grammar to children with learning difficulties. It has been my priority to help these children love English as much as I do and to show them it's not impossible after all.
Learning Coach
In my role as a learning coach for children, I take pride in being a supportive guide on their educational journey. My focus is on creating a positive and engaging learning environment tailored to each child's unique needs and preferences. However, the concept of learning coach is not to be confused with a regular "tutoring". The difference being that tutor deals with individual subjects, whereas learning coaching is about learning more effectively overall. As a professional learning coach, I can recognise learning deficits and disabilities, support them accordingly by providing solutions and methods to implement.
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I collaborate closely with young learners to identify their strengths, preferred learning styles, and areas for growth. Together, we set achievable goals and develop effective study habits to instill a sense of confidence and enthusiasm for learning. I work on promoting a sense of responsibility and independent work.
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I provide personalized guidance on organizational skills, time management, and effective communication, ensuring that each child feels well-equipped and empowered in their academic pursuits. Additionally, I foster a friendly and approachable atmosphere, encouraging open communication to address any challenges or concerns that may arise.
Maria Trapp Platz 1
1220, Vienna
WHERE TO FIND ME
