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The supervisory meetings are intended for graduates of the NDS courses and serve to deepen knowledge, exchange experiences, supplement information, and review NDS exercises. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Supervision NDS meeting The supervision meeting is intended for graduates of the NDS Active Learning courses. Its purpose is to deepen knowledge about Neuro-Developmental Stimulation (NDS) and provide a platform to exchange experiences, ask questions and explore exercise variants. During the meeting, key moments in each exercise will be highlighted to help you understand how to individualize the exercises. I believe that the supervision meeting will be beneficial for you and will help improve your ND S Active Learning application. As we learn by moving, the meeting will also include a repetition of NDS Active Learning exercises. Content of the supervision meeting: Answers to your questions Discussion and exchange of experiences Repetition of NDS Active Learning exercises Individualizing exercises Lecturer: PhDr. Marja Volemanová, PhD. The supervision meeting is one day (9 a.m. -17 p.m.). The participation fee is 4400 CZK/ 185 Euro (including VAT). The minimum number of participants is 8, the maximum is 15. The closest the supervision is 5/12/2023. Application form can be found under contact form. If you wish to participate in the supervision meeting but the date of the nearest session does not fit your schedule, kindly provide your contact information using the form below. As soon as there are sufficient participants for the supervision, I will contact you to suggest alternative dates. Upcoming Supervision NDS meeting Supervision NDS meeting Fri, Apr 17 Horoměřice More info Sign up Termín Contact form I agree to be notified of the deadline By submitting the form, you agree processing of personal data Send Thank you for the message, I will contact you when the supervision dates are known.

I am dedicated to publishing and have released three books on the topic of persistent primary reflexes. You can purchase them in both hardcover and e-book formats. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Publications Books by the author PhDr. Marja Volemanová, PhD. : Dys lexia! Or not? Reading difficulties can stem from sources other than dyslexia, such as persistent primary reflexes, which can negatively impact eye movement and coordination, resulting in similar symptoms to dyslexia. For children whose dyslexia symptoms are influenced by persistent primary reflexes, interventions must target inhibiting these reflexes first. Traditional dyslexia interventions may not produce the expected results for such children. The focus of this book is to explore the impact of persistent primary reflexes on vision development, eye movements, and coordination, and their relationship to dyslexia symptoms and other reading difficulties. Visual development can be envisioned as a lighthouse, with primary reflexes representing its foundation. To read correctly and smoothly, all the floors of the lighthouse must be in order, creating a stable base for the light (i.e., reading ability) to shine reliably. Throughout this book, we will examine each floor of the "lighthouse" and explore activities that can improve them gradually. (In Czech) Hardcover Price 490 CZK+ postage E-book Price 420 CZK I will send the book to e-mail Buy a book Buy an e-book Theoretical Foundations of the Neuro-Developmental Stimulation Method The book "Theoretical Foundations of the Neuro-Developmental Stimulation Method" (ISBN 978-80-907369-4-8) builds upon the previous work of the author, which was the second extended edition of "Persistent Primary Reflexes - A Neglected Factor in Learning and Behavior Problems". The focus of this book is to explore the scientific underpinnings of the method of Neuro-Developmental Stimulation, with extensive references to relevant research and publications. (In Czech) E-book Price 420 CZK I will send the book to e-mail Hardcover Price 490 CZK+ postage Buy a book Buy an e-book Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage E-book Price 420 CZK I will send the book to e-mail Buy a book Buy an e-book New book! Persistent primary reflexes, a neglected factor in learning and behavioral problems The new edition of "Persistent Primary Reflexes, a Neglected Factor in Learning and Behavior Problems" (ISBN 978-80-907369-0-0) is an extended version of the first edition. The book has been significantly expanded, particularly in the section that deals with the child's psychomotor development and the various ways to optimally support it, especially during the first few months after the child's birth. Additionally, there is a new chapter on sensory integration, which explores the connection between persistent primary reflexes and sensory integration. (In Czech) Hardcover Price 490 CZK+ postage Buy a book New book! NDS Active learning - Unlocking Potential through Neuro-Developmental Stimulation This book explores the role of primary reflexes—innate responses present in infants that play a crucial role in healthy development. These reflexes are designed to naturally fade once their purpose is fulfilled, but what happens when they persist? Retained primary reflexes can disrupt sensory perception, balance, motor coordination, and learning ability. They may also contribute to challenges such as difficulties in reading and writing, behaviours mimicking ADD, ADHD, or autism, and even affect gifted individuals by creating hidden barriers to their success. This book provides a clear, comprehensive guide to understanding primary reflexes, healthy psychomotor development, and the impact of sensoryafferent integration. You’ll also find practical tools, including reflex tests and activities that can be done at home to address sensory-motor challenges. PhDr. Marja Annemiek Voleman, PhD., born in the Netherlands and now residing in Prague, Czech Republic, is a renowned expert in Neuro-Developmental Stimulation (NDS). This book builds on her earlier work, Persistent Primary Reflexes – The Overlooked Factor in Learning Disorders (originally published in Czech). Drawing on decades of experience in the field, Dr. Voleman combines scientific insight with practical application, making this book an essential resource for parents, educators, and professionals seeking to unlock the full potential of every child. Whether you are looking to support children with specific learning difficulties, autism, or simply to improve motor and sensory skills, this book will provide the tools and knowledge you need to make a difference. Discover how addressing primary reflexes and sensory integration can open new pathways for growth and development! E-book Price 420 CZK I will send the book to e-mail Buy a e-book About the author: PhDr. Marja Volemanová, PhD., originally from Holland, has been dealing with the issue of persistent primary reflexes for many years. She is the founder of Cortex Academy® and regularly organizes seminars on primary reflexes and Neuro-Developmental Stimulation courses. Other professional publications VOLEMANOVÁ, M. (2013) Persistent primary reflexes, a neglected factor in learning and behavioral disorders. Prague: Volemanová Marja Annemiek- Red tulip, 2013. ISBN 978-80-905597-0-7 VOLEMANOVÁ, M. (2014) Primary reflexes, a neglected factor in learning disorders (bachelor's thesis). Charles University in Prague, Faculty of Education, Department of Special Education, 2014 VOLEMANOVÁ, M. (2016) Possibilities of influencing selected areas of a child's psychomotor development using Neuro-developmental therapy. (thesis). Charles University in Prague, Faculty of Education, Department of Special Education, 2016 VOLEMANOVA, M. (2016) Persistent primary reflexes - a neglected factor in learning and behavioral problems in children. Proceedings of the conference Sensory-sensitive integration in the rehabilitation of speech and hearing disorders. 8.- January 9, 2016, Prague, pp. 57-61. ISBN 978-80-7331-373-9 VOLEMANOVA, M. (2016) Speech development and persistent primary reflexes. Proceedings of the 1st clinical-logopedic symposium. 30.June-2. July 2016, Prague, pp. 45-49. ISBN 978-80-270-0011-1 JEŽKOVÁ, M. (2016) We do not underestimate the climbing phase for healthy child development. Interview with Marja Volemanová. Integration and inclusion in school practice, year IV, number 4, December 2016. ISSN 2336-1212 VOLEMANOVA, M., LUHANOVÁ, H. (2017) Children - focused on the senses. Yoga today. 2017, January/February, pp. 74-77. ISSN 977-180393000901 VOLEMANOVÁ, M. (2017) Neuro-developmental stimulation in school practice as a tool for inclusion. Integration and inclusion in school practice, year IV, number 9, May 2017. ISSN 2336-1212 VOLEMANOVA, M.; KVĚTOŇOVÁ, L. (2017) Links between SLI, Motor Development and Literacy Acquisition in Children. Literacy, pre-literacy and education, volume 1, number 3, 2017. Available at http://pages.pedf.cuni.cz/gramotnost/3-2017/._cc781905-5cde-3194-bb3b -136bad5cf58d_ VOLEMANOVÁ, M., KVĚTOŇOVÁ, L. (2018) Persisting primary reflexes - one of the causes of behavioral and learning disorders. Proceedings of the Same and Different Conference in Philosophical and Special Pedagogical Practice, 3 May 2018, Prague. VOLEMANOVA, M. ADHD at school. What with this? Integration and inclusion in school practice, year VI, number 2, October 2018. ISSN 2336-1212 VOLEMANOVÁ, M. Primary reflexes and their influence on motor skills and speech. Letters of clinical speech therapy, 1/2020. ISSN 2570-6179. Available athttps://casopis.aklcr.cz/magno/lkl/2020/mn1.php VOLEMANOVÁ, M, Neuro-developmental stimulation in the work of a special pedagogue, (dissertation). Charles University in Prague, Faculty of Education, Department of Special Education, 2020. available athttps://is.cuni.cz/webapps/zzp/detail/182844/ Published professional articles Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers

Center specialising in Neuro-Developmental Stimulation to inhibit primary reflexes. Personalised plan, follow-ups and home practice. Cortex Help About me Consultation Pricing Cortex Kids Cortex Help contacts Cortex Help® Center Specializing in Inhibition of Primary Reflexes through Neuro-Developmental Stimulation Cortex Help Clinic Welcome to the Cortex Academy® website's Cortex Help section! At Cortex Help, we specialize in Neuro-Developmental Stimulation techniques to inhibit primary reflexes. Our approach is rooted in the concept of reshaping and reprogramming brain patterns, thereby fostering optimal neurological development. Our personalized support plan at Cortex Help combines a range of effective methods, including: Neuro-Developmental Stimulation: We target the inhibition of primary reflexes. Sensory-Sensitive Integration: Our methods encompass various sensory integrations, i ncluding vestibular, tactile, auditory, and more. Special education: We employ special education strategies to enhance specific functions like visual and auditory differentiation, intermodality, seriality, and more. Physiotherapy: Our physiotherapy techniques are designed to prevent and correct muscle imbalances. We utilize exercises on large balls, unstable surfaces, and more. Visual Screening: We conduct comprehensive checks of binocular functions. Children, accompanied by their parents, attend check-up appointments approx. every 8 weeks at Cortex Help. These sessions involve assessing their progress and introducing prescribed exercises that are practiced daily at home. We believe in looking beyond labels. While conditions like dyslexia, dysgraphia, autism, or ADHD offer a framework, they comprise diverse symptoms rooted in various causes. Our holistic approach seeks to alleviate and address individual symptoms to create a comprehensive solution. We emphasize understanding the complete context and avoid focusing solely on a diagnosis for an effective strategy. Where to Go Next on This Website? About me Consultation Pricing For parents Contacts O mně About me PhDr. Marja Voleman ová, PhD. I have been living in Prague since 1999, but originally I'm from the Netherlands. My academic background includes studying physiotherapy and special education at Charles University in Prague, where I also defended my dissertation titled "Neuro-Developmental Stimulation in the work of a special education teacher" in 2020. Since 2009, I have been operating my own consulting facility, where my focus has primarily been on Neuro-developmental therapy, special education, and physiotherapy. In 2015, I established the Institute of Neurodevelopmental Therapy and Stimulation, which has grown and been renamed as Cortex Academy in 2022. I regularly organize courses and lectures on persistent primary reflexes, providing insights and knowledge to those interested. My work in this area has also led me to write three books and several scientific articles related to persistent primary reflexes. Growing Strong: A Metaphorical Tree of Child Development We can metaphorically compare a child's development to the growth of a tree. While we often focus on the child's academic abilities such as reading, writing and counting, these can be likened to the apples on a tree. In order to grow beautiful, red apples, the tree must be properly rooted and well-nourished, with a strong trunk and branches that can support healthy leaves and fruit. Although every tree is unique, they are all based on the same principles and elements governed by nature's laws. Therefore, in the development and education of a child, it is essential to consider: The roots (birth and early moments after birth) The trunk and branches (psychomotor development) The crown (sensory and emotional abilities, cooperation of the cerebral hemispheres, cooperation of the eyes - binocularity) The fruits (academic skills, speech, correct posture, coordination of movements) If the foundations (roots and trunk) are not strong or the tree is not healthy, it cannot support the growth of healthy fruit. Therefore, prevention relies on promoting proper development, and addressing problems from their roots. 1/1

What primary reflexes are, how they affect learning, movement and behaviour, and when to seek assessment. A practical guide for parents and professionals. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Overview of primary reflexes Primary reflexes have a significant impact on a child's psychomotor development. Movements triggered by primary reflexes help form a dense neural network, enabling connections between various areas of the brain. These connections are crucial for future learning processes, communication skills, emotional and interpersonal relationships, and motivation. They contribute to stimulating the cerebral cortex, which can then subsequently "take control" and suppress primary reflexes. However, if these reflexes are not inhibited (suppressed) in a timely manner, they can be counterproductive to neurological development. This is when we refer to persistent primary reflexes. If a single reflex persists to a small extent, it might naturally diminish with age. But if multiple reflexes persist or persist to a greater extent, they can no longer self-inhibit, and this is where Neuro-Developmental Stimulation "NDS Learning through Movemen t©" comes into play. Below is an overview of the most important primary reflexes. If these reflexes do not disappear, they hinder the development of more advanced (postural) reflexes and movement patterns. Moro's reflex Asymmetrical tonic nuchal reflex Tonic labyrinthine reflex Galant's reflex Palmar reflex Searching and sucking reflex Landau reflex Symmetric tonic cervical reflex Mor Moro reflex The Moro reflex, also known as the startle reflex, is a primarye reflex that is present in newborn babies. It is an involuntary response to a sudden change in the environment or a loud noise, where the baby will spread their arms and legs out and then bring them back in towards their body. Even during pregnancy, the Moro reflex contributes to the development of the respiratory system. After birth, it plays a critical role in helping the newborn take its first breath by opening the airways in cases of suffocation, thereby ensuring the baby's survival. The Moro reflex is triggered by a startle response, as the infant's brainstem cannot differentiate between dangerous and non-dangerous stimuli. This reaction results in the infant throwing its arms out to the sides, releasing adrenaline and cortisol, which deepens the breathing in the upper parts of the lungs, increases heart rate, raises blood pressure, and causes skin flushing. The infant then cries, attracting the attention of an adult. The Moro reflex is important for newborn babies as it helps them to respond to and protect themselves from potentially dangerous situations. It also helps to stimulate the baby's nervous system, which is i mportant for their overall development. The reflex also plays a crucial role in the development of eye movement control and balance. Although the Moro reflex is crucial during the early stages of life, it must gradually be inhibited. There are varying opinions on the normal duration of the reflex's activity. Some experts suggest that the reflex is active up to the third month of life, while others believe it is normal for it to be active up to the sixth month of the child's life. The most common symptoms of persistence of the Moro reflex: attention deficit hyperactivity disorder (ADHD) or hypoactivity disorder (ADD) symptoms of autism (avoids other children, does not look in the eyes, sensitivity to tactile, visual or auditory sensations) sensitivity to light, problems with black letters on white paper (visual stress) allergy burn out syndrome problems with immunity, frequent ear infections "stimulus bound"- inability to filter out stimuli, problems with concentration aggression emotional lability doesn't like surprises problems controlling eye movements delayed speech development worse balance Asy Asymmetrical tonic neck reflex (ATNR) Asymmetrical tonic neck reflex (ATNR) is activated when we turn the head to one side or the other. Wherever we turn the head, the arm and leg on that side extend, while the other arm and leg flexes. During pregnancy, ATNR is supposed to improve muscle tone and help stimulate the balance system. ATNR has an important role during childbirth. During the second stage of labor, the baby has to find its way down with a specific twisting movement in the rhythm of labor contractions. The child's active participation during childbirth depends precisely on a properly developed ATNR. At the same time, the entire process of childbirth strengthens the activity of not only ATNR, but also other primary reflexes, which are important for the first months of life. Children who are born by caesarean section, therefore, have a disadvantage. In the first months of life, this reflex prevents the baby from lying face down on its stomach (danger of suffocation). It also supports the development of the first eye-hand coordination and influences the development of laterality. The most common symptoms of persisting ATNR: hand-eye coordination problems problems with writing because it is difficult to control the hand worse cooperation of the cerebral hemispheres problems putting the hand across the mid-line of the body - for example, a child who writes with the right hand has problems writing on the left side of the paper inconsistency between spoken and written expression a problem with developing lateral eye movements, such as following lines with the eyes, which is a necessity for both reading and writing impaired automatic balance control worse bilateral integration-using both halves of the body separately persistence of crossed or unclear laterality (e.g. child does not favor one hand when writing) even after 8 years of age Tonic Tonic Labyrinth Reflex (TLR) Tonic labyrinthine reflex (TLR), also known as the Tonic Labyrinth Reflex (TLR), is a primitive reflex that is present in newborns and infants. It is elicited by changes in the position of the head in relation to gravity, causing a change in muscle tone throughout the body. When the head is tilted backwards, the TLR causes an extension of the arms and legs, while when the head is tilted forward, the TLR causes flexion of the arms and legs, so the baby bends its limbs and takes a position similar to that typical of the position in the womb.. The TLR plays an important role in the development of balance and postural control in infants. The TLR helps the baby to resist gravity at a time when the ability to lift and hold the head and neck upright is not yet developed, until the head is supported. However, the baby learns quickly, so after the first six weeks, they learn to hold their head in the plane of the spine when laying on the belly. This is the first step to complete control of the neck muscles. Then, they gradually learn to control muscle tone also in the cephalo-caudal direction, i.e. gradually from the head, through the upper half of the body, the lower half of the body to the heels. This ability is essential for maintaining balance, upright posture, and coordination later on. The development of gross motor skills is significantly influenced by the TLR. A child with persistent TLR will find it extremely difficult to crawl on all fours because extension (tilting) of the head causes simultaneous extension (stretching) of the legs. However, climbing and crawling are very important for developing proper hand-eye coordination and for integrating information from other sensory organs. The persistence of TLR is associated with a range of symptoms, including: Poor gross motor skills Coordination difficulties Difficulty holding the head up while writing or laying the head face down on a bench Difficulty sitting on a chair with the feet flat on the ground instead of sitting on the heels Changes in muscle tone, including decreased or increased tension Walking on tiptoes or waving arms when happy or upset Difficulty focusing vision quickly at different distances, which is necessary for tasks such as copying text from a board. Gala Spinal Galant reflex The Spinal Galant reflex, along with the Asymmetric Tonic Neck Reflex (ATNR), aids in childbirth by responding to the pressure of the uterine wall on the trunk area during contractions. This reflex provides the baby's hips with flexibility, allowing the baby to slowly turn through the birth canal. However, if the reflex persists, it can cause excessive sensitivity in the lumbar region of the back, hindering the development of postural reflexes. The most common symptoms of the persistent Galant reflex include: sensitivity in the lumbar region of the back discomfort with clothing tags, belts, and jeans, just wants to wear loose-fitting trousers difficulties with urinating scoliosis poor concentration. Palm Palmar reflex The Palmar Reflex is a primary reflex that affects fine motor skills in infants. This reflex causes children to automatically wrap their fingers around anything that fits in their palm with a firm grip. Initially, newborns can even hold themselves up on their toes due to the strength of the Palmar Reflex. However, as infants develop an active grip, the Palmar Reflex should disappear. During the first few months of life, there is a strong connection between the Palmar Reflex and sucking. The reflex is also evident during breastfeeding, as infants reflexively clench and open their palms during sucking, resembling the movement of kneading dough. This connection is known as the Babkin reflex. Interestingly, the opposite is also true, as children often move their mouths and tongues while concentrating on tasks that require fine motor skills, such as writing. The persistence of the Palmar Reflex can lead to various symptoms, including: worse fine motor skills worse graphomotor skills difficulties in speech and articulation Increased sensitivity in their palms and dislike different materials, such as sand, modeling clay, or finger paints, or conversely, may seek out these materials excessively. Hled Rooting and sucking reflex The rooting and sucking reflexes are critical for a baby's survival as they allow the baby to receive food. The rooting reflex causes the baby to turn towards the source of touch on its face, open its mouth, and look for something to suck. It is important not to touch a baby's face too much during breastfeeding as it can disrupt the rooting reflex. When a child has a persistent sucking reflex, their tongue may remain too far forward in the mouth, causing it to rest on the floor of the mouth. This can make it difficult for the child to close their mouth and breathe through their nose. The persistent sucking reflex can affect the child's entire head position and posture, with the head often being tilted forward. If the tongue is placed too far forward in the mouth, it becomes difficult to control, leading to problems with speech, swallowing, and drooling. The child may also have difficulty coordinating breathing and speaking and may be unable to eat with their mouth closed. Even if the sucking reflex later inhibits and the tongue moves to the correct position, the tongue needs to be strengthened, as it is likely to be weakened. The most common symptoms of a persistent rooting and sucking reflex include: the tongue staying too far forward in the mouth, making it difficult to chew and swallow, and causing drooling Speech and articulation problems Poor fine motor skills Excessive sensitivity around the mouth A need for oral stimulation- always need to chew or suck something - they suck their thumbs, hair, pencils, collars, etc. May be picky about food textures Land Landau reflex The Landau reflex is a critical milestone in a child's development, as it helps to improve muscle tone and head lifting in the prone position. The reflex typically emerges between the ages of 3 to 10 months and is inhibited around the age of 3. When a caregiver lifts and holds the child with their hands under the child's chest and facing the ground, the child should stretch or slightly bend. An exaggerated extension may occur in cases of hypertonia, while hypotonia may cause the child to "fold" around the caregiver's hands. The Landau reflex is important as it helps to inhibit the tonic labyrinthine reflex and enables the child to lift not only their head but also their chest. This skill is a prerequisite for more complex movements of the arms and legs simultaneously, such as running, hopping on one leg, hopping, and cycling. The most common symptoms of persistence of the Landau reflex: problems with rapidly alternating and more complex movements: running, hopping on one leg, hopping, cycling Syme Symmetrical Tonic Neck Reflex (STNR) The Symmetrical Tonic Neck Reflex (STNR) is a reflex that occurs before a child begins to crawl on all fours. It helps to break the Tonic Labyrinthine Reflex (TLR) at the level of the pelvis, which allows the child to use both halves of the body separately. STNR causes the lower half of the body to automatically do the opposite of what the upper half does. The task of this reflex is to lift the baby from a prone position to a sitting position on the heels in preparation for crawling. Once the baby is in the heel position, it begins to rock to all fours and back to the heel position, experimenting with movement and examining its own abilities. Once the child learns to reach these positions of their own volition, they suppress the reflex response and begin to improve movements by climbing and later walking. Children with persistent STNR tend to have poor coordination of the upper and lower halves of the body. They often sit "collapsed" on a chair during classes and almost lie with their heads on the table at the end of the school hour. These children also often sit on one or both legs or "hang" on a chair. Another popular position is sitting on the ground with the bottom between the heels (the so-called W-position). Children with STNR persistence have a harder time learning to swim. The most common symptoms of STNR persistence: Skipped the crawling phase as walking is easier for them Poor movement coordination Tendency to "collapse" and almost lie with their head on the table at the end of the school lesson Problems focusing the eyes far and quickly back, p roblems copying text from the blackboard Sitting on one or both legs "hanging" on a chair , lying on a table An inability to concentrate when they have to sit in one position all the time Having a harder time learning to swim (preferring to swim under water) Articles on the subject of primary reflexes Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

The supervisory meetings are intended for graduates of the NDS courses and serve to deepen knowledge, exchange experiences, supplement information, and review NDS exercises. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Advanced NDS Active Learning- Eye Movements In this advanced course, we will focus in detail on primary reflexes, which play a key role in the development of Eye movements. Primary reflexes are essential for stimulating brain development and creating important neural connections, enabling the child to respond appropriately to visual stimuli and laying the foundation for future learning. We will explore how a child learns to coordinate eye muscles to properly fixate, focus, converge, and track objects with their eyes. These skills are fundamental for effective visual information processing. Additionally, we will demonstrate how understanding these processes can assist in working with children with specific needs, such as learning or attention disorders, and why interdisciplinary collaboration is important. The course material is presented through text materials and video lectures, and there are also PDF scripts available that are tailored for online learning. This educational course is designed for professionals from various fields who have already completed the introductory NDS course and the advanced "NDS Active Learning" course, with the aim of providing a comprehensive overview of the developmental aspects of visual perception. The course also includes practical exercises that can be effectively implemented into the "NDS Active Learning" program. Content of the course: The Care System in the Czech Republic A bit of anatomy: the eye, the central section of the sensory system, and the extraocular muscles The most common visual disorders How primary reflexes affect eye movements Visual hygiene "Cookbook" or how and when practice eye movements within the "NDS Active Learning" program Lecturer: PhDr. Marja Volemanová, PhD. Duration: 10 hours Language: Czech The participation fee is 2,600 CZK/105 Euro (including VAT). Participants will receive a certificate of course completion. Enrol now Kurz oční pohyby CZK 2,600 CZK 2,600 Pay by card After clicking the “Select” button, please enter the password “nvsjeradost” and then continue with the registration and payment by credit card. Do you need to order the course by invoice, or do you need to pay in EUR? Please use the button below. After you’ve made the payment, don’t forget to send me a message, as I need to add you to the course manually. If you register via the first link, you’ll get instant access. 😊 Buy the course by invoice Testimonials from course participants Klára Jabůrková Marja, thank you for the wonderful course, I’m putting it into practice right away! It’s great that the children now don’t have to wait so long for the eye-movement warm-ups (after all, it does take some time before we get to inhibiting the ATNR). Dana Stará Thank you for the wonderful course. Once again, it made me realise how amazing the human body is – and how wonderful NDS exercises with children are. Andrea Nezbedová Thank you so much for the amazing course, which connected theory, practice, videos, handouts and tools in a great way. It took me about a month to complete, but I needed time to really experience and process all the information. Have a lovely day. Miroslava Foltýnková Through this course I have deepened my knowledge about eye movements and about how we can support children in improving their reading difficulties. All of this is, of course, within the framework of exercises for inhibiting primary reflexes. The exercises are easy to remember thanks to their names, and the videos help to better understand how to perform each task. Thank you very much for the course. Jana Hunáková Marja, I really liked how the individual parts were put together – text + video. The review questions were great too, nothing complicated, but they kept me alert. Plus the downloadable materials. Thank you. Eva Zikmundová For me as a vision therapist, the course was a great addition – I know many of the exercises in the same or slightly different variations. It was beneficial, with excellent supporting materials. Thank you. Tereza Debnárová The course was a wonderful way to deepen and enrich my work with the new NDS exercises. At first I was a bit worried about the anatomy part, but everything was explained simply and clearly. Thank you for the course – I’m looking forward to more! Best regards, Tereza Michala Bulířová Hello Marja, in September last year I bought this course and have been watching the videos gradually. I enjoyed it, and I have included some of the activities in my therapy sessions, where I focus on sensory integration, or I pass them on to parents so they can do them at home with their children. The course was very useful for me. Thank you. Mgr. Šárka Kučerová I appreciate the clarity and the way the information is interconnected, as well as the illustrative videos with the exercises, which give a clear idea of how to perform them and thus make it possible to complete the course online.

The toddler period is divided into the younger toddler stage (1-2 years, previously known as a crawler) and the older toddler stage (2-3 years). Read more about primary reflexes in toddlers. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Toddlers The toddler period is divided into younger toddlers (1-2 years) and older toddlers (2-3 years).During the toddler period, children experience significant growth and development in their cognitive, motor, and social-emotional skills. Toddlers begin to explore their environment more actively, which can lead to a sense of independence and autonomy. They develop an understanding of object permanence and cause-and-effect relationships, which allows them to engage in more complex play activities. In terms of motor development, toddlers make significant strides in their gross and fine motor skills. They begin to walk independently, climb stairs, and run. They also develop their fine motor skills, such as the ability to use utensils to feed themselves, hold a crayon, and manipulate small objects. Younger toddlers still usually wear diapers and are fed by their parents. Older toddlers can already use the potty and like to do things independently. The differences in the initial development of speech are so great between individual children that any norms are only a very approximate indicator. There are children who already know nursery rhymes in the middle of the second year. Other children never learn nursery rhymes very well. However, many initial differences are evened out in later development. Up until the age of three, the time frame for a child's physical infancy is broadened, meaning that there is no need for concern if a child has not yet started to speak. As long as the child does not have any impairments related to vision, hearing, speech organs, or intellect, and has adequate stimulation within the family, any delays in their development may simply be due to a slower rate of maturation, which is likely to catch up over time. Toddlers also begin to develop their social skills and interact with others in more meaningful ways. They may engage in parallel play, where they play alongside but not necessarily with other children. They may also begin to engage in simple turn-taking activities and enjoy playing with toys that encourage social interaction. In the first year of life, we could predict quite accurately when a child would acquire which skills. But the older he gets, the harder it is. A child is an individuality. It is affected by different influences, has different conditions for development, different temperament and predisposition, different constitution and its own mental life. Some children start walking before their first birthday, others only after a year and a half (the norm is up to the 18th month). So do not take the following overview of motor development too strictly. Every child is different. While toddlers are developing rapidly, it is important to remember that they are still very young and may experience emotional outbursts and tantrums. They may struggle with self-regulation and expressing their emotions appropriately. It is important for caregivers to provide a safe and nurturing environment and to model positive social-emotional behaviors. Overall, the toddler period is a time of significant growth and development in many areas of a child's life. It is a time for exploration, learning, and developing social-emotional skills that will be essential for future success. During the toddler period, children start to understand that they can move around and grab things they want, but they also learn that sometimes other people can stop them from doing so. This realization can result in occasional outbursts of defiance, where the child reacts with forceful insistence ("I want!") or refusal. This marks the beginning of the first stage of defiance in a toddler's development. Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers Support for the development of toddlers Stimulating child development during the first year of life Trust Your Instincts: What to Do If Your Baby's Motor Development Seems Delayed When Your Child Needs Extra Support: Navigating the Czech Education System Neuro-developmental stimulation in the work of a special education teacher Primary Reflexes Are Like Highway Builders ADHD and ADD Links between SLI, Motor Development and Literacy Acquisition in Children Dyslexia and dysorthography Specific learning disorders Dyspraxia The development of children from 1 to 3 years old Neuro- Developmental Stimulation Neuro-Developmental Stimulation in school practice as a tool for inclusion. Primary reflexes and their influence on motor and speech development Primary reflexes in a newborn Psychomotor development of the child The risk factors for persistence of primary reflexes School (im)maturity. Primary reflexes in preschool children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

During the preschool age, a child undergoes many changes - psychological, social, and physical. Read about the essential aspects of proper preschool development. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. Preschool age The preschool age, typically ranging from three to six years, marks a significant phase in a child's development, encompassing psychological, social, and physical changes. Motor abilities and skills play a vital role in the overall growth and development of a child, impacting physical fitness, preferences for physical activities, participation in group activities, perception, speech, drawing, and later on, writing. During this period, children are highly active and enjoy moving, which actively contributes to the development of sensory and emotional perception. Furthermore, preschoolers become more involved in society, with many starting kindergarten. The development of innate qualities, combined with acquired experiences, contributes to mental development, including speech, concentration, memory, and understanding. Physically, children experience noticeable changes in body constitution, including significant growth (5-10 cm per year) and a slowdown in weight gain (only 2-3 kg per year). Motor development also progresses, with improvements in movement coordination and fine motor skills related to the ossification of wrist bones. Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia Visual stress Primary reflexes in schoolchildren Support for the development of school-age children Development of school-age children Support for the development of preschool children Development of preschool children Primary reflexes in toddlers Support for the development of toddlers Stimulating child development during the first year of life Trust Your Instincts: What to Do If Your Baby's Motor Development Seems Delayed When Your Child Needs Extra Support: Navigating the Czech Education System Neuro-developmental stimulation in the work of a special education teacher Primary Reflexes Are Like Highway Builders ADHD and ADD Links between SLI, Motor Development and Literacy Acquisition in Children Dyslexia and dysorthography Specific learning disorders Dyspraxia The development of children from 1 to 3 years old Neuro- Developmental Stimulation Neuro-Developmental Stimulation in school practice as a tool for inclusion. Primary reflexes and their influence on motor and speech development Primary reflexes in a newborn Psychomotor development of the child The risk factors for persistence of primary reflexes School (im)maturity. Primary reflexes in preschool children Want to learn even more about primary reflexes? Order my book Persistent Primary Reflexes. In the Czech environment, it is a unique publication about persistent primary reflexes and is intended for a wide range of readers and especially for those who are trying to solve the cause of the exponentially increasing problems with learning and behavior of today's children. The price of the book is 490 CZK Postage: payment in advance - 90 CZK, cash on delivery - 120 CZK PhDr. Marja Volemanová, PhD. Order a book! Or you can buy the e-book for CZK 420

Books, online courses, seminars and practice aids to understand retained primary reflexes and NDS Active Learning. Shop: Books & Courses Courses and E-shop Books Online courses and seminars Exercise Tools Welcome to the Cortex Academy e-shop. If you want to learn more about primary reflexes and their influence on learning and behavior, see the Publications section or the (online) Courses and Seminars. For parents of children, we have, for example, motivational charts in the e-shop. Courses for experts We offer courses for experts "NDS Active Learning©" (online) and a face-to-face continuation course. You can also book a supervision meeting. More information Online courses and seminars Take a look at the courses and seminars that are intended for parents and others interested in the issue of persistent primary reflexes. More information Publications You can order one of the publications on primary reflexes directly on the website. You can buy both a classic book and an e-book. More information Tools Diversify your work with NVS Active Learning movement with a motivation chart or other aids More information

This online course will introduce you to the topic of neuro-developmental stimulation. You will learn everything essential and have the opportunity to ask questions in a live discussion. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. NDS Active Development The "NDS Active Development "course is designed not only for preschool educators but also for professionals seeking to expand their repertoire of exercises for preschool-aged children. This course builds upon the skills and knowledge gained in the Follow-up Course: NDS Active Learning. "NDS Active Development" is a preventive 14-week movement program for preschool-aged children (3–6 years old), developed primarily for use in preschools. The exercises are carefully crafted to support the overall development of children, targeting gross motor skills, movement coordination, and the systematic inhibition of primary reflexes. This approach positively influences both physical and mental development. The exercises are designed to be playful, engaging, and easy to implement in group settings. To add variety and fun, the program incorporates storytelling, with exercises tied to imaginative themes that resonate with children. Working with preschoolers is most effective when it is conducted through play and the joy of movement. The course is conducted in an experiential format, allowing participants to practice and experience each activity firsthand. It is intended for professionals who have already completed the Follow-up Course: NDS Active Learning , as it builds upon the foundational principles introduced there. It is particularly well-suited for preschool educators and those looking for additional exercises focused on preschool-aged children. This course offers practical, engaging methods to enrich your work with young children and support their developmental journey through movement. NDS Active Development c ourse content Introduction How to combine activities from the NDS Active Learning and NDS Active Development programs Neuro-Developmental Stimulation Exercises in "NDS Active Development" Lecturer: PhDr. Marja Volemanová, PhD. How does the course work? 🧭 In-person option: A one-day course in Prague from 9 a.m. to 4 p.m., where we will practise together all the activities from the NDS Active Development programme. Ideal for those who prefer face-to-face contact and a group atmosphere. Register for the in-person course here . 💻 Online option: You have access to the course for 90 days from the date of payment / from the moment you are added to the course. Every 2 months we organise an online meeting that you can book a place for – we go through the most important parts of the course and practise selected activities together. Price The course fee is CZK 6,100 (including VAT) for both the online and in-person options. From January 2026 the course fee will be CZK 6,500. (If we organise the course at your venue, the price will be agreed individually.) The price of the in-person course Neuro-Developmental Stimulation NDS Active Development includes printed course materials; in the online option the materials are available to download (PDF). The minimum number of participants for the in-person course is 12, the maximum is approximately 20 people. Participants will receive a certificate of course completion. How to enrol in the online course ? You have two options: Platba převodem / faktura / zahraniční účastníci Online kurz NVS Pohybem se rozvíjíme® Potřebuješ objednat online kurz na fakturu, nebo potřebuješ platit v EUR? Po zaplacení mi pak ale prosím napište e-mail, abych vás mohla do kurzu co nejdříve ručně přidat. Jinak bych si nemusela všimnout, že je již zaplaceno. 😊 Objednat online kurz na fakturu Rychlá online platba kartou Online kurz NVS Pohybem se rozvíjíme CZK 6,100 CZK 6,100 Prohlubovací online kurz Pohybem se rozvíjíme pro absolventy pokračovacího kurzu NVS Pohybem se učíme Valid for 3 months Platit kartou hned Po kliknutí na tlačítko "Platit kartou hned " prosím zadejte heslo " nvsjeradost " a pokračujte registrací a platbou platební kartou. Termíny online setkání: 29.1.2026 od 16:00 hod How to enrol in the in-person course? If you prefer to attend in person, you can register for one of the scheduled one-day in-person courses in Prague. If a date with available places is currently open, you will see it further down this page as a tile with a link to the registration form. Simply click on it and fill in your details. In-person courses in 2025 13.10.2025 - closed group – Měcholupy near Žatec 27.10.2025 - closed group – Břeclav 28.11.2025 - registration closed Upcoming NDS Active Development courses Prezenční kurz NVS Pohybem se rozvíjíme -Předběžné přihlášení Thu, Apr 16 Horoměřice More info Sign up

Neuro-developmental therapy (NDT) is a highly individualized treatment that involves a customized plan for each client. NDT incorporates a combination of different approaches and methods. For professionals Courses and seminars Introductory course NDS online NDS Active Learning course NDS Active Development course Supervision NDS meeting Advanced NDS course Eye movements Neuro Developmental Stimulation Persisting primary reflexes NDS Active Learning NDS Active Development Cortex App Publications Company INVTS s.r.o. Persistent primary reflexes: a neglected factor in learning and behavioral problems Every newborn baby responds to stimuli with innate primary reflexes, which are automatic and stereotyped movements that aid the baby during the birthing process and have a vital function during the first few weeks of life. The recall of these reflexes persists until a certain stage of development and then disappears, depending on the stage of development of the central nervous system (CNS). Primary reflexes are crucial for the brain to learn to correctly control the body's functions such as processing visual and sound information, balance, spatial vision, gross and fine motor skills, hand-eye coordination, and more. Psychomotor development progresses in tandem with the gradual development of balance, orientation skills, coordination of movements, and muscle strength of the entire body. The way the head, shoulder blades, shoulders, spine, pelvis, and legs are involved in standing up determines the level of mastery of these skills. The activity of primary reflexes is related to the development of these skills, so the development of psychomotor skills is directly influenced by the activity of primary reflexes. However, primary reflexes are unconditioned reflexes that are organized at a lower level of control, starting from the brainstem, and their recall should only be possible during early stages of development or when the CNS is not fully matured. If control by higher brain functions over primary reflexes is insufficient, these reflexes may remain active even in later life. Many people have at least one persistent primary reflex, but if several primary reflexes persist, they may hinder optimal neurological development. Primary reflexes can affect sensory perception, balance, coordination of movements, and the ability to learn. Any impairment of even just one function negatively affects other functions as well. Therefore, some children may fall behind in their development and experience difficulties in school due to persistent primary reflexes. Research shows that, for example, 92% of children with ADHD have some persistent reflex and balance disorder. Further research has also confirmed the connection between reading problems (dyslexia) and persistent primary reflexes. Problems caused by primary reflexes can persist even into adulthood, and some adults have trouble coping with the stress of everyday life due to these issues. We can metaphorically compare a child's development to the growth of a tree. While we often focus on the child's academic abilities such as reading, writing and counting, these can be likened to the apples on a tree. In order to grow beautiful, red apples, the tree must be properly rooted and well-nourished, with a strong trunk and branches that can support healthy leaves and fruit. Although every tree is unique, they are all based on the same principles and elements governed by nature's laws. Therefore, in the development and education of a child, it is essential to consider: The roots (birth and early moments after birth) The trunk and branches (psychomotor development) The crown (sensory and emotional abilities, cooperation of the cerebral hemispheres, cooperation of the eyes - binocularity) The fruits (academic skills, speech, correct posture, coordination of movements) If the foundations are not strong or the tree is not healthy, it cannot support the growth of healthy fruit. Sometimes, the methods commonly used for education are too challenging for some children, and we need to start from the beginning. Neuro-developmental therapy focuses on solving problems from the ground up. As AE Tansley, a well-known British expert on learning disabilities in children, wisely said: "Before we look at the social-emotional aspects, first we have to ask: does this child have the neurological tools for his age to succeed?" 1/1 To ensure proper learning and behavior, it's crucial to have good coordination between the brain and body. For instance, smooth eye movements are necessary for reading, while proper hand-eye coordination is needed for writing, and a well-functioning balance system is required for all motor skills. Any problem in these areas can impair a child's ability to learn, and may not necessarily be due to low intelligence. Primary reflexes have a profound influence on basic physical and psychological reaction patterns. To help a child, it's essential to rule out physical factors like persistent primary reflexes. If detected, simple physical exercises can be applied to improve the neural connection between the brain and body, as well as between brain centers. This creates a solid foundation for all aspects of learning. Crawling C rawling is a crucial motor skill that plays a significant role in a child's development. It allows children to develop hand-eye coordination, a vital skill that helps them learn to read without skipping words or lines. Crawling also enhances the interaction of the vestibular, proprioceptive, and visual systems, leading to overall physical and cognitive development. It is worth noting that some children with reading difficulties may not have had enough opportunities to crawl and engage in physical activities. Therefore, encouraging children to crawl can be a simple yet effective way to improve their reading skills and overall development. Writing Problems with writing can be caused by persistent primary reflexes. Because without: correct posture and balance, sufficient integration of both halves of the body, smooth hand movements, sufficient fine motor skills, possibilities to simply cross the center of the body and well-developed dominant hands .............................................. is writing a nightmare! Want to learn more about Neuro- Developmental Stimulation? Look at the upcoming courses! Courses

Evidence-based articles, courses and consulting on Neuro-Developmental Stimulation (NDS) and retained primary reflexes. Practical guidance for your child’s development. Overview of reflexes Babies Toddlers Preschoolers Little school children Teenagers Online courses and seminars Company INVTS s.r.o. For Parents: NDS & Primary Reflexes Welcome to the Cortex Academy® website for parents We understand that being a parent is one of the most challenging and rewarding experiences in life. That's why we're here to support you on this journey. Our mission is to provide y ou with valuable information about your child's development and how to foster it. We believe that early intervention is key, and we want to empower you with the knowledge and resources you need to help your child reach their full potential. Our articles cover a range of topics, from practical tips for everyday activities to more in-depth information about developmental milestones. Additionally, we will offer you access to expert-led video lectures, webinars, and online courses. We are committed to growing our content based on your needs and interests, so please feel free to reach out and let us know what topics you would like to see covered. My main area of focus is on persistent primary reflexes and imperfect processing of sensory information. When a baby is born, they are bombarded with a plethora of stimuli that their brain may not yet be able to process properly. Primary reflexes help to enable a proper response to these stimuli, which is why they are particularly prevalent in the first six months of a child's life. The motor development of a child is linked to the activity of primary reflexes. These reflexes help to stimulate the formation of connections in the brain and allow for the connection of various areas of the brain, leading to the creation of a dense neural network. This is crucial for future learning processes, communication skills, emotional development, and motivation. As the higher brain centers develop, primary reflexes begin to interfere and must be dampened to enable proper neurological development. The development of posture and movement functions essentially mirrors brain development. Children who struggle with learning disabilities or concentration disorders often have persistent primary reflexes. This is not surprising as their brains may not have developed optimally, making it difficult for them to process these reflexes. As a result, these reflexes can affect various areas such as muscle tone, posture, coordination of movements, concentration, and eye movements. These symptoms can lead to disorders such as ADHD, ADD, or learning and speech difficulties. It is important to work systematically with primary reflexes to alleviate these problems. However, it is also important to acknowledge that in some cases, primary reflexes may not be the sole cause of the issue, and a combination of other approaches such as speech therapy, special pedagogy, physiotherapy or occupational therapy may be necessary. There are many reasons why primary reflexes persist, such as a risky pregnancy, difficult birth, or diseases in early age. Another significant factor is the healthy psychomotor development of the child in the first year of life . Despite the impact primary reflexes can have, the issue is often neglected from the point of view of prevention, not just in schoolchildren but also in adults. It can lead to faulty posture, headaches, concentration problems, and difficulty coping with stress. Therefore, the topic of primary reflexes will be a recurring theme throughout this website. Stimulating a child's psychomotor development in the first year of life is the best possible prevention for future problems. PhDr. Marja Volemanová, PhD. Growing Strong: A Metaphorical Tree of Child Development We can metaphorically compare a child's development to the growth of a tree . While we often focus on the child's academic abilities such as reading, writing and counting, these can be likened to the apples on a tree. In order to grow beautiful, red apples, the tree must be properly rooted and well-nourished, with a strong trunk and branches that can support healthy leaves and fruit. Although every tree is unique, they are all based on the same principles and elements governed by nature's laws. Therefore, in the development and education of a child, it is essential to consider: The roots (birth and early moments after birth) The trunk and branches (psychomotor development) The crown (sensory and emotional abilities, cooperation of the cerebral hemispheres, cooperation of the eyes - binocularity) The fruits (academic skills, speech, correct posture, coordination of movements) If the foundations are not strong or the tree is not healthy, it cannot support the growth of healthy fruit. Therefore, prevention relies on promoting proper development, and addressing problems from their roots. 1/1 Latest articles Gifted Children and Primary Reflexes Developmental dysphasia Dysgraphia "labels" Individual articles are marked with labels, thanks to which you can then find other interesting content with the same topic. Just click on the label below: ADHD (2) 2 posts Early enrollment in compulsory schooling (1) 1 post Moro reflex (1) 1 post NDS (3) 3 posts Neuro- Developmental Stimulation (11) 11 posts Pedagogical-Psychological Counseling Center (1) 1 post Postponement of School Attendance (1) 1 post Preparatory classes (1) 1 post Special Education Center (2) 2 posts Specific Learning Disorders (5) 5 posts baby milestones (1) 1 post child development (5) 5 posts child psychology (1) 1 post compulsory schooling (1) 1 post coordination of movements (6) 6 posts development support (9) 9 posts developmental delay (1) 1 post developmental dysphasia (1) 1 post early intervention (3) 3 posts eye strain (1) 1 post fine motor skills (4) 4 posts gifted children (1) 1 post handwriting difficulties (1) 1 post headache (1) 1 post learning disorders (3) 3 posts learning support (4) 4 posts motor development (1) 1 post motor skills (12) 12 posts parenting tips (3) 3 posts physiotherapy for babies (1) 1 post preschool development (1) 1 post primary reflexes (22) 22 posts psychomotor development (10) 10 posts reading (1) 1 post reading difficulties (1) 1 post retained primary reflexes (1) 1 post school difficulties (1) 1 post school readiness (5) 5 posts school-age children (1) 1 post school-age development (1) 1 post self-esteem (1) 1 post sensory issues (1) 1 post sensory sensitivity (1) 1 post sensory stimulation (1) 1 post social skills (6) 6 posts socialization (1) 1 post specific language impairment (1) 1 post speech (1) 1 post speech delay (1) 1 post speech development (4) 4 posts support in school (1) 1 post visual stress (1) 1 post

Podívejte se na aktuání ceník za neuro-vývojovou terapii (kompletní vyšetření a kontroly) a na ceník fyzioterapie. Pricing Cortex Help About me Consultation Pricing Cortex Kids Cortex Help contacts Neuro-Developmental Stimulation at Cortex Help Prices Initial Comprehensive Assessment: 90-120 minutes - 7000 CZK Follow-up Check*: 40-50 minutes - 2400 CZK (*Typically scheduled once every 8 weeks.) Cortex Help At Cortex Help, we specialize in Neuro-Developmental Stimulation techniques to inhibit primary reflexes. Our approach is rooted in the concept of reshaping and reprogramming brain patterns, thereby fostering optimal neurological development. Our personalized support plan at Cortex Help combines a range of effective methods, including: Neuro-Developmental Stimulation: We target the inhibition of primary reflexes. Sensory-Sensitive Integration: Our methods encompass various sensory integrations, including vestibular, tactile, auditory, and more. Special education: We employ special education strategies to enhance specific functions like visual and auditory differentiation, intermodality, seriality, and more. Physiotherapy: Our physiotherapy techniques are designed to prevent and correct muscle imbalances. We utilize exercises on large balls, unstable surfaces, and more. Visual Screening: We conduct comprehensive checks of binocular functions. Cancellation Fee If you need to cancel a scheduled appointment, kindly notify us at least two (2) business days in advance. This allows us to offer the slot to another interested individual and helps reduce the waiting time, which unfortunately can be more than a year. For repeated last-minute cancellations or failure to provide notice, a cancellation fee of 50% of the price will be applied. Where to go next on this website? About me Consultation For parents Contacts