{"id":12759,"date":"2024-05-08T11:11:08","date_gmt":"2024-05-08T09:11:08","guid":{"rendered":"https:\/\/isst-unna.de\/learning-disorders\/"},"modified":"2024-06-20T15:39:59","modified_gmt":"2024-06-20T13:39:59","slug":"learning-disorders","status":"publish","type":"post","link":"https:\/\/isst-unna.de\/en\/learning-disorders\/","title":{"rendered":"Learning disorders"},"content":{"rendered":"\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lutwmnie-ca30d1795c7f5127e4052a18eb6a06a0\">\n.avia-section.av-lutwmnie-ca30d1795c7f5127e4052a18eb6a06a0{\nbackground-color:#ffffff;\nbackground-image:url(https:\/\/isst-unna.de\/wp-content\/uploads\/2024\/04\/lernstoerungen.jpg);\nbackground-repeat:no-repeat;\nbackground-position:50% 50%;\nbackground-attachment:scroll;\nmargin-top:0px;\nmargin-bottom:0px;\n}\n<\/style>\n<div id='av_section_1'  class='avia-section av-lutwmnie-ca30d1795c7f5127e4052a18eb6a06a0 main_color avia-section-no-padding avia-no-border-styling  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 avia-builder-el-1  el_after_av_section  el_before_av_one_full  avia-builder-el-first  first flex_column_div  '     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lutw31z9-888171ea4b39d2fbe3a847231afa7ece\">\n#top .av-special-heading.av-lutw31z9-888171ea4b39d2fbe3a847231afa7ece{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-lutw31z9-888171ea4b39d2fbe3a847231afa7ece .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-lutw31z9-888171ea4b39d2fbe3a847231afa7ece .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-lutw31z9-888171ea4b39d2fbe3a847231afa7ece av-special-heading-h1  avia-builder-el-2  avia-builder-el-no-sibling '><h1 class='av-special-heading-tag'  itemprop=\"headline\"  >Learning disorders<\/h1><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><\/div>\n<div  class='flex_column av-2thircp-e2ca4c27e6afb7a381b207be8b853e27 av_one_full  avia-builder-el-3  el_after_av_one_full  el_before_av_one_full  first flex_column_div  column-top-margin'     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-luqpt1hj-fb7b04e68334d5b6366a00e8e33c3fd8\">\n#top .av-special-heading.av-luqpt1hj-fb7b04e68334d5b6366a00e8e33c3fd8{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-luqpt1hj-fb7b04e68334d5b6366a00e8e33c3fd8 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-luqpt1hj-fb7b04e68334d5b6366a00e8e33c3fd8 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-luqpt1hj-fb7b04e68334d5b6366a00e8e33c3fd8 av-special-heading-h2  avia-builder-el-4  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Reading and spelling difficulties, dyslexia and dyscalculia<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-luqpq6s8-81e06226698fabd6eb8232726d601434 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p>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.<br \/>\n&#8220;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.&#8221;<\/p>\n<\/div><\/section><\/p><\/div>\n<div  class='flex_column av-2eivwd5-091bc6052fd7e1b586364029fe547df9 av_one_full  avia-builder-el-6  el_after_av_one_full  el_before_av_one_full  first flex_column_div  column-top-margin'     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-luqpttle-c1b774d0e0bc676fae2556b797c206db\">\n#top .av-special-heading.av-luqpttle-c1b774d0e0bc676fae2556b797c206db{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-luqpttle-c1b774d0e0bc676fae2556b797c206db .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-luqpttle-c1b774d0e0bc676fae2556b797c206db .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-luqpttle-c1b774d0e0bc676fae2556b797c206db av-special-heading-h2  avia-builder-el-7  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Diagnostics<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-luqpy3nj-7e1608ff1f0a2a068600073d122cc416 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p>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.<\/p>\n<p>The examination of text production provides further important indications of the spelling disorder.<\/p>\n<p>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).<\/p>\n<h3>Differential diagnosis<\/h3>\n<p>In terms of differential diagnosis, we distinguish between<\/p>\n<ul>\n<li>cognitive Dyslexia (caused by a lack of intelligence)<\/li>\n<li>LRS independent of intelligence as part of a general learning disorder<\/li>\n<li>the special intelligence-independent LRS (dyslexia:<\/li>\n<li>developmental dyslexia, dyslexia without a secondary general<\/li>\n<li>performance disorder and dyslexia with secondary general<\/li>\n<li>performance disorder)<\/li>\n<\/ul>\n<\/div><\/section><\/p><\/div>\n<div  class='flex_column av-1ytp3sp-d054267581d3bbac21f58bbeba86f0d8 av_one_full  avia-builder-el-9  el_after_av_one_full  el_before_av_one_full  first flex_column_div  column-top-margin'     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-luqpykc6-735c19c9050168eb8e72c05de29371ce\">\n#top .av-special-heading.av-luqpykc6-735c19c9050168eb8e72c05de29371ce{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-luqpykc6-735c19c9050168eb8e72c05de29371ce .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-luqpykc6-735c19c9050168eb8e72c05de29371ce .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-luqpykc6-735c19c9050168eb8e72c05de29371ce av-special-heading-h2  avia-builder-el-10  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Therapy and training<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-luqq9rjs-3ffaa2841787aec71ad1ba35cdb14044 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p>The dyslexia training is carried out by qualified dyslexia trainers in individual sessions. Parents and teachers are also involved in the support.<\/p>\n<p>Therapy is planned according to the diagnosis. The underlying therapy concept is a stable, holistic system with clear guidelines. These are<\/p>\n<ul>\n<li>Attention training<\/li>\n<li>Training of sensory perceptions<\/li>\n<li>Training in the symptom area, error symptoms, spelling errors, arithmetic errors<\/li>\n<\/ul>\n<p>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.<\/p>\n<p>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).<\/p>\n<\/div><\/section><\/p><\/div>\n<div  class='flex_column av-1sdsro9-d82b03e770f86e0f555bcdb89c3bf08e av_one_full  avia-builder-el-12  el_after_av_one_full  el_before_av_one_full  first flex_column_div  column-top-margin'     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-luqqa928-e421d65415725ff7c9e633d00e93d171\">\n#top .av-special-heading.av-luqqa928-e421d65415725ff7c9e633d00e93d171{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-luqqa928-e421d65415725ff7c9e633d00e93d171 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-luqqa928-e421d65415725ff7c9e633d00e93d171 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-luqqa928-e421d65415725ff7c9e633d00e93d171 av-special-heading-h2  avia-builder-el-13  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Parental counselling and guidance<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-luqqaps9-3fd375855a516e50473002b9bb2cc5ed '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><p>In order to ensure the success of dyslexia\/dyscalculia training, cooperation between the child, parents, teachers and therapists is a prerequisite.<br \/>\nIt 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.<br \/>\nThe 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.<\/p>\n<\/div><\/section><\/p><\/div>\n<div  class='flex_column av-1499me1-707ed48adc41f53404b89d823c8bf4fc av_one_full  avia-builder-el-15  el_after_av_one_full  el_before_av_one_full  first flex_column_div  column-top-margin'     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-luqqbg2d-3d2bf3316a2a75d84c388c6bfd979d8b\">\n#top .av-special-heading.av-luqqbg2d-3d2bf3316a2a75d84c388c6bfd979d8b{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-luqqbg2d-3d2bf3316a2a75d84c388c6bfd979d8b .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-luqqbg2d-3d2bf3316a2a75d84c388c6bfd979d8b .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-luqqbg2d-3d2bf3316a2a75d84c388c6bfd979d8b av-special-heading-h2  avia-builder-el-16  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Interdisciplinary collaboration<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-luqqc8g7-01db7e7211ff666d1d3c1814e0738522 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><h3>Close cooperation with teachers<\/h3>\n<p>In order to avoid misinterpretations of the dyslexic \/ dyscalculic child&#8217;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&#8217;s motivation and self-esteem, as well as an intact co-operation.<\/p>\n<p>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.<\/p>\n<p>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.<\/p>\n<p>If secondary problems already exist, the involvement of other specialists is necessary, depending on the severity.<\/p>\n<\/div><\/section><\/p><\/div>\n<div  class='flex_column av-vwfaex-056b9ebfaa775c1a02a175a7a9497ac2 av_one_full  avia-builder-el-18  el_after_av_one_full  el_before_av_one_full  first flex_column_div  column-top-margin'     ><p>\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-luqqd4x9-22a20e2fc046282221708fc336076698\">\n#top .av-special-heading.av-luqqd4x9-22a20e2fc046282221708fc336076698{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-luqqd4x9-22a20e2fc046282221708fc336076698 .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-luqqd4x9-22a20e2fc046282221708fc336076698 .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-luqqd4x9-22a20e2fc046282221708fc336076698 av-special-heading-h2  avia-builder-el-19  el_before_av_textblock  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Start and duration of support<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div><br \/>\n<section  class='av_textblock_section av-luqqfwi0-d1f0bc749a7c40763b454abdaa6021d7 '   itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><div class='avia_textblock'  itemprop=\"text\" ><h3>Dyslexia<\/h3>\n<p>For children with difficulties in learning to read and spell, we begin with appropriate support measures in the first year of school.<\/p>\n<p>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.<\/p>\n<p>Follow-up examinations are carried out at least once a year using standardised and normed procedures to check indications.<\/p>\n<h3>Dyscalculia<\/h3>\n<p>In the area of dyscalculia, we begin support if there is a risk of a maths disorder at pre-school age.<\/p>\n<p>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).<\/p>\n<p>Follow-up examinations are carried out at least once a year using standardised and normed procedures to check indications.<\/p>\n<\/div><\/section><\/p><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-13fodmh-d38d1cf992237ace8aa266d85627194f\">\n@keyframes av_boxShadowEffect_av-13fodmh-d38d1cf992237ace8aa266d85627194f-column {\n0%   { box-shadow:  0 0 0 0 #808080; opacity: 1; }\n100% { box-shadow:  0 0 5px 0 #808080; opacity: 1; }\n}\n.flex_column.av-13fodmh-d38d1cf992237ace8aa266d85627194f{\nbox-shadow: 0 0 5px 0 #808080;\nborder-radius:10px 10px 10px 10px;\npadding:10px 10px 10px 10px;\n}\n<\/style>\n<div  class='flex_column av-13fodmh-d38d1cf992237ace8aa266d85627194f av_one_full  avia-builder-el-21  el_after_av_one_full  avia-builder-el-last  first flex_column_div shadow-not-animated  column-top-margin'     ><style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-lwrmxdau-ac7e7fb4e48daef15576de87af277f0a\">\n.iconbox.av-lwrmxdau-ac7e7fb4e48daef15576de87af277f0a .iconbox_icon{\nbackground-color:#dd7017;\nborder:1px solid #dd7017;\ncolor:#ffffff;\n}\n#top #wrap_all .iconbox.av-lwrmxdau-ac7e7fb4e48daef15576de87af277f0a .iconbox_content_title{\nfont-size:28px;\ncolor:#dd7017;\n}\n<\/style>\n<article  class='iconbox iconbox_left_content av-lwrmxdau-ac7e7fb4e48daef15576de87af277f0a  avia-builder-el-22  avia-builder-el-no-sibling '  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/BlogPosting\" itemprop=\"blogPost\" ><a href='https:\/\/isst-unna.de\/en\/therapy-request\/' title='Give your child the best possible support'  class=\"iconbox_icon heading-color\" aria-hidden='true' data-av_icon='\ue83c' data-av_iconfont='entypo-fontello'><\/a><div class=\"iconbox_content\"><header class=\"entry-content-header\"><h2 class='iconbox_content_title '  itemprop=\"headline\" ><a href='https:\/\/isst-unna.de\/en\/therapy-request\/' title='Give your child the best possible support' >Give your child the best possible support<\/a><\/h2><\/header><div class='iconbox_content_container '  itemprop=\"text\" ><p><span class=\"\">\u00a0<\/span><\/p>\n<p>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.<\/p>\n<p><strong>Use our contact form to arrange a personal consultation.<\/strong><\/p>\n<p>Our team will contact you immediately. Together we will find the right therapy options for your child&#8217;s individual needs.<\/p>\n<div  class='avia-button-wrap av-m7nk8p-06ab2ff5f7513403f76dbe552222484d-wrap avia-button-left  avia-builder-el-23  avia-builder-el-no-sibling '><a href='https:\/\/isst-unna.de\/en\/therapy-request\/'  class='avia-button av-m7nk8p-06ab2ff5f7513403f76dbe552222484d av-link-btn avia-icon_select-no avia-size-medium avia-position-left avia-color-theme-color'  ><span class='avia_iconbox_title' >Show contact form<\/span><\/a><\/div>\n<\/div><\/div><footer class=\"entry-footer\"><\/footer><\/article><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":12515,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"110","_seopress_titles_title":"Effective solutions for learning disorders in children - dyslexia and dyscalculia","_seopress_titles_desc":"Understand learning disorders in children better and discover effective therapy options for support and encouragement at ISST Unna.","_seopress_robots_index":"","footnotes":""},"categories":[116,117],"tags":[364,352,350,365,362,355,360,349,357,353,347,358,356,363,351,348,359,361,354],"class_list":["post-12759","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-services","category-speech-and-language-therapy","tag-anamnesis-interview-learning-disorders","tag-diagnostics-for-learning-disorders","tag-dyscalculia-therapy","tag-dyslexia","tag-dyslexia-and-school-success","tag-dyslexia-at-school","tag-dyslexia-trainer","tag-dyslexia-treatment","tag-early-detection-of-dyscalculia","tag-interdisciplinary-support-for-dyslexia","tag-learning-disorders-in-children","tag-multisensory-learning-support","tag-parental-counselling-for-dyslexia","tag-parental-involvement-in-dyslexia","tag-partial-performance-disorders","tag-reading-and-spelling-weakness","tag-standardised-tests-for-dyslexia","tag-support-programme-for-dyscalculia","tag-therapy-concepts-for-dyslexia"],"_links":{"self":[{"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/posts\/12759","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/comments?post=12759"}],"version-history":[{"count":3,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/posts\/12759\/revisions"}],"predecessor-version":[{"id":14501,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/posts\/12759\/revisions\/14501"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/media\/12515"}],"wp:attachment":[{"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/media?parent=12759"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/categories?post=12759"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/isst-unna.de\/en\/wp-json\/wp\/v2\/tags?post=12759"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}