In our treatment concept, we assume that dyslexia and dyscalculia is a partial performance disorder, i.e. a child with average or above-average general aptitude only has major difficulties in the areas of reading and/or writing and/or maths.
“A dyslexic person with good or average intelligence perceives their environment differently, their attention wanes when they encounter symbols such as letters or numbers, as they perceive them differently than non-dyslexic people due to their differentiated partial performance, resulting in difficulties in learning to read, write or do arithmetic.”
Following a detailed anamnesis interview, we carry out a differentiated diagnosis using standardised and normed procedures that measure reading speed, reading errors and reading comprehension as well as spelling errors in word and / or text writing, arithmetic errors, difficulties in quantity acquisition and allocation, attention, perceptions and general intelligence.
The examination of text production provides further important indications of the spelling disorder.
In addition to the use of psychometric performance tests, the diagnosis should also include a clinical examination, i.e. a holistic view of the developmental process, the family and school situation as well as the effects of the performance deficits on psychological and social development, school integration, social integration and the family (anamnesis interview).
In terms of differential diagnosis, we distinguish between
The dyslexia training is carried out by qualified dyslexia trainers in individual sessions. Parents and teachers are also involved in the support.
Therapy is planned according to the diagnosis. The underlying therapy concept is a stable, holistic system with clear guidelines. These are
This multisensory concept is based on the scientific findings that an improvement in the writing, reading and/or spelling performance of a dyslexic and/or dyscalculic person cannot be achieved by practising on the symptom alone.
Anchored in the method is the interaction of the three components attention, function, symptom as well as the praise and time factor. Lasting success can only be achieved if the child learns to control their thoughts (attention), improve their perceptual skills (functions) and work on the errors (symptoms).
In order to ensure the success of dyslexia/dyscalculia training, cooperation between the child, parents, teachers and therapists is a prerequisite.
It is urgently necessary to inform parents about the problems of dyslexia/dyscalculia, depending on the diagnosis, because only then will they be able to show the necessary patience and understanding. Furthermore, only well-informed parents realise the importance of regular attendance at sessions and home practice.
The close involvement of parents in the training is imperative as parents must act as cotrainers to ensure regular home practice. Parents must be directly involved in the therapy session. It is not sufficient to have a final discussion and homework discussion with them at the end of the session. This is the only way for parents to experience how stress-free training can and should be, as learning together at home is often a constant point of friction between child and parents. Parents also need to learn that learning and practising can be fun. It has also been shown that the parents are better accepted by the children as cotrainers if they are present during the entire session, as the children realise that the parents themselves are fit in the subject matter.
In order to avoid misinterpretations of the dyslexic / dyscalculic child’s apparently poor performance, it is necessary for all those involved to be aware of the dyslexia / dyscalculia. This is the only way to ensure the child’s motivation and self-esteem, as well as an intact co-operation.
Knowledge of dyslexia/dyscalculia enables the teacher, for example, to ensure tolerance and acceptance of the affected child in the classroom and to avoid marginalisation. Furthermore, close co-operation between therapist and teacher enables the latter to provide targeted support in the classroom.
If there is inadequate or no cooperation between these instances, sooner or later psychosomatic illnesses or psychopathological symptoms will occur and training successes will be a long time coming.
If secondary problems already exist, the involvement of other specialists is necessary, depending on the severity.
For children with difficulties in learning to read and spell, we begin with appropriate support measures in the first year of school.
The support, taking into account interdisciplinary cooperation, will continue until reading and spelling / arithmetic skills have been achieved that enable age-appropriate participation in public life, provided there is still sufficient prospect of a significant change.
Follow-up examinations are carried out at least once a year using standardised and normed procedures to check indications.
In the area of dyscalculia, we begin support if there is a risk of a maths disorder at pre-school age.
The end of a support programme is based on the course of treatment and the changing individual circumstances (e.g. reduction/development of comorbid symptoms, changes in the family situation).
Follow-up examinations are carried out at least once a year using standardised and normed procedures to check indications.
Learning disorders such as dyslexia, dyscalculia and dyslexia do not have to be an obstacle. With the right support, your child can realise their full potential.
Use our contact form to arrange a personal consultation.
Our team will contact you immediately. Together we will find the right therapy options for your child’s individual needs.
unnadent – Dentalzentrum in Unna
Orthopädische Unfallchirurgische Praxisklinik Wassenberg
MundArt Ratingen
Klinikum Dortmund
Fröndenberg
Charité Universitätsmedizin Berlin
Unna
Speech disorders in childhood
Scroll to top