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Mgr. Marja Volemanová, Dis., marja.volemanova@pedf.cuni.cz doc. PhDr. Lea Květoňová, Ph.D., lea.kvetonova@ pedf.cuni.cz Charles University, Faculty of Education, Department of Special Education, Magdalény Rettigové 4, 116 39 Praha 1. Annotation This study set out to explore the links between specific language impairment (SLI), motor development and literacy acquisition in children. We focus on motor deficits which are mostly common in children with SLI, further we look if SLI can by caused by persisting primary reflexes or if they can make the symptoms of SLI worse. After that we try to find out, if it is possible to predict SLI, already at small kids by an early development assessment and if a specific movement intervention program would be useful to help children with SLI. A significant relationship between motor impairment and speech/language impairments in children was found. Children with developmental speech/language impairments are at higher risk for reading disability than typical peers with no history of speech/language impairment (Schuele, 2004). However, we still not fully understand the causes and biological basis of SLI. Till now, there is no early developmental assessment available, which comprehensively tests both motor development and language skills. Specific movement intervention programs for children with SLI and other developmental challenges are already developed, but we miss fundamental research which shows success rate for children with SLI. There are available several case studies on this topic. Further research shall be conducted to identify children who may need special intervention even before they get the SLI diagnosis, and to search for approaches, which can help to mitigate the impairment. Keywords Specific language impairment (SLI); motor development; literacy acquisition; Neuro-vývojová terapie; persisting primary reflexes. Discussion Schuele (2004) states, that children with oral language impairment, whether or not they have concomitant speech impairment, are at great risk for reading disabilities. The reason is quite simple, if the child has difficulties with coding events in spoken language structures and in understanding spoken language, the same difficulties will appear in writing and reading. We however still not fully understand the causes and biological basis of SLI. As Hill (2001) said: „The only guaranteed conclusion that one can, currently, draw is that the deficits of children with SLI are not specific to language”. A significant relationship between motor impairment and speech/language impairments in children was found and so further research must be done to identify children who may need special intervention in time, and to search for approaches, which can help to mitigate the impairment. Within the context of reading disabilities, children with a history of SLI should be viewed as a subgroup from children with reading disabilities but no history of speech/language impairment, while intervention needs of children with SLI are potentially different from children with reading difficulties alone. Full text at http://pages.pedf.cuni.cz/gramotnost/3-2017/. VOLEMANOVÁ, M.; KVĚTOŇOVÁ, L. (2017) Links between SLI, Motor Development and Literacy Acquisition in Children. Gramotnost, pregramotnost a vzdělávání , ročník 1, číslo 3, 2017. Available at http://pages.pedf.cuni.cz/gramotnost/3-2017/.

Annotation The development of motor skills, primary reflexes, and speech are interconnected. But how exactly? I work daily with children who have persistent primary reflexes. These children often experience difficulties at school (learning disabilities, attention deficits), motor issues (delays in gross motor skills, fine motor skills, graphomotor skills, and coordination), autistic-like symptoms, or speech development problems — the main focus of this article. I am committed to collaborating with speech therapists to provide the most comprehensive approach and care for children with these challenges. The goal of this article is to clearly and concisely explain the links between primary reflexes and the development of motor skills and speech. In the final section, I briefly mention intervention options that (clinical) speech therapists can incorporate into their speech therapy practice. Keywords Psychomotor development, speech development, gross motor skills, fine motor skills, primary reflexes, neuro-developmental therapy, neuro-developmental stimulation Conclusion From the above, it follows that the development of gross and fine motor skills is fundamental for the ability to communicate through speech. According to research conducted by Bilbilaj in 2017, 71.4% of children with delayed speech development also had persistent palmar reflex, TLR (tonic labyrinthine reflex), and sucking and rooting reflexes (Bilbilaj, 2017). It is therefore essential that even (clinical) speech therapists can identify persistent primary reflexes and have basic intervention skills to inhibit these reflexes. Various methods are used worldwide to inhibit primary reflexes. The most well-known include Rhythmic RTM Training, the INPP Method, and the MNRI Method. In the Czech Republic, the most widely used approaches are Neuro-Developmental Stimulation (NVS) and Neuro-Developmental Therapy (NVT) (not to be confused with the term "neurodevelopmental therapy," which sometimes refers to a group of therapies like the Bobath approach or Handle therapy). Neuro-Developmental Therapy (NVT) is a highly individualized therapy that combines the inhibition of primary reflexes with physiotherapy, special education, and sensory integration. NVT is used with children from around 3-4 years of age, but it is also effective in adults. The treatment is based on simple exercises, which often mimic movements triggered by primary reflexes to stimulate proper neural connections in the brain, allowing it to naturally inhibit these reflexes. The activity of persistent primary reflexes is thus naturally suppressed through exercise, thereby eliminating the related problems. Neuro-Developmental Stimulation (NVS) is a program derived from Neuro-Developmental Therapy. NVS is primarily designed for (special needs) teachers, (clinical) speech therapists, and other professionals working with children with learning, behavioral, and communication disorders. The NVS program is adapted to the fact that these professionals may not have education in anatomy or kinesiology. The tests and exercises are structured in such a way that they can be effectively used with larger groups of children. I believe that Neuro-Developmental Therapy and Neuro-Developmental Stimulation can be successfully used, among other things, in the comprehensive rehabilitation of speech disorders. Article Author : PhDr. Marja Volemanová, PhD. The full article is available at: https://casopis.aklcr.cz/magno/lkl/2020/mn1.phpand at https://www.prolekare.cz/casopisy/listy-klinicke-logopedie/2020-1-36/primarni-reflexy-a-jejich-vliv-na-motoriku-a-rec-125607 Reference :VOLEMANOVÁ, M. Primary Reflexes and Their Impact on Motor Skills and Speech. Listy klinické logopedie , 1/2020. ISSN 2570-6179. Available at: https://casopis.aklcr.cz/magno/lkl/2020/mn1.php

Abstract The aim of the dissertation entitled Neuro-Developmental Stimulation in special education teachers work is to explain a lesser-known phenomenon (persistent primary reflexes and sensory-sensitive integration disorders in children) to determine the prevalence of persistent primary reflexes in pupils from 5 to 8 years and verify effectiveness of the method Neuro-Developmental Stimulation as a possible intervention program for special educators. The theoretical basis is current knowledge about psychomotorics, primary reflexes, sensory perception and sensory-sensitive integration. The main part of the work is research into the prevalence of persistent primary reflexes. The research group consists 345 pupils from 5 to 8 years of age attending regular kindergartens and primary schools and 26 pupils aged 8 to 11 years attending a primary school established pursuant to Section 16, Paragraph 9 of the Czech Education law. Intervention by the Neuro-Developmental Stimulation method is verified in a case study. The next part of the research maps the experience of special pedagogue teachers and speech therapists with the method Neuro-Developmental Stimulation as an intervention program. The research has a quantitative approach. For data collection, questionnaires were distributed among all special pedagogues and speech therapists who completed Neuro-Developmental Stimulation courses between January 2014 and June 2019. The research shows that 12.8 % of pupils aged 5 to 8 have at least one primary reflex completely (to grade 4) or at least two reflexes to grade 3. Here we can expect problems with education. Furthermore, research shows that if the primary reflex persists to a large extent, it will not disappear with age. Special intervention is needed. It is clear from the case study that persistent primary reflexes and his associated symptoms can be eliminated or alleviated by using the Neuro-Developmental Stimulation method. Neuro-Developmental Stimulation is perceived very positively by graduates of Neuro-Developmental Stimulation courses as another possible method of working with children with learning or behavioural disorders. Respondents appreciate that Neuro-Developmental Stimulation affects the child comprehensively, throughout its development. According to the questionnaire, the respondents were able to use the Neuro-Developmental Stimulation application mainly to improve gross motor skills and cooperation. Other areas with the most frequent visible improvements were coordination of movements, communication, and focus. It can therefore be stated that Neuro-Developmental Stimulation can be successfully included among special pedagogical methods. Key words:  Neuro-developmental stimulation; primary reflexes; psychomotorics; sensor-sensitive integration; sensory perception Discussion and recommendations for special education theory and practice Diagnosis in special education involves a comprehensive, multidimensional process that includes medical, psychological, social, and special education assessment. It is a complex cognitive process essential for determining subsequent support and intervention. Since human development is a dynamic process, a diagnosis should not be regarded as something fixed or unchanging over time (Přinosilová, 2007). The goal of the diagnostic process is to identify specific causes and barriers that the pupil has not yet been able to overcome and, based on this, to propose specific intervention measures (Bartoňová & Vítková, 2016). In practice, the processes of diagnosis and re-education often overlap, as special support is provided based on the diagnosis, and during this process, not only are impaired functions re-educated, but diagnostic knowledge is also refined (Přinosilová, 2007). When diagnosing many of the main areas of special education diagnosis (gross and fine motor skills, graphomotor skills, drawing, laterality, social development, communication skills, etc.), it is important to focus on key factors such as primary reflexes and sensory-sensitive integration. Persistent primary reflexes and sensory-sensitive integration disorders can cause symptoms related to learning disabilities, behavioral disorders, communication problems, and difficulties with concentration. Specific learning disabilities (SLD) affect a large percentage of the child population. According to Bartoňová (2018), 3–4% of school-age children and youth suffer from learning disabilities. The prevalence of SLD is significantly higher in boys, which is linked to functional differences in the brains of men and women. A particularly interesting topic for further research could be an attempt to investigate and document the number of children with diagnosed SLD who are also diagnosed with persistent primary reflexes and/or sensory-sensitive integration disorders. Objective of the dissertation The aim of this dissertation was to explain a relatively unknown phenomenon (persistent primary reflexes and sensory-sensitive integration disorders in children) and to determine the prevalence of persistent primary reflexes in pupils aged 5 to 8 attending mainstream kindergartens and primary schools. A secondary objective was to verify the effectiveness of a potential intervention approach for special education teachers (Neuro-developmental Stimulation – NDS). Importance of early intervention When considering the possible symptoms of individual persistent primary reflexes, it becomes clear that they can significantly affect a child's development and academic performance. Therefore, early detection and intervention aimed at inhibiting these reflexes are essential. Ideally, intervention using NDS should begin before the child enters primary school. Connection between primary reflexes and sensory-sensitive integration Primary reflexes and sensory-sensitive integration are two closely related areas that influence different parts of the brain. By combining activities aimed at inhibiting primary reflexes with those aimed at improving sensory-sensitive integration, the intervention becomes more effective. Differential diagnostics using tests for primary reflexes and sensory integration Tests for persistent primary reflexes and sensory-sensitive integration can serve as differential diagnostics. It is essential to note that primary reflexes often persist in children with atypical development. Therefore, it is highly likely that children with SLD, attention disorders, autism spectrum disorders (ASD), as well as those with various physical, intellectual, or sensory disabilities, will also have persistent primary reflexes. Persistent primary reflexes can further exacerbate their difficulties, but they may not necessarily be the root cause. In practice, there is a group of children whose diagnoses have not been correctly established. These are most often children diagnosed with SLD, attention disorders, or autism spectrum disorders. Sometimes, the symptoms caused by persistent primary reflexes or sensory-sensitive integration disorders are very similar to the aforementioned diagnoses. However, the intervention approach should be different. If persistent primary reflexes are detected, efforts should first be made to inhibit these reflexes. Only then is it possible to accurately diagnose SLD or ASD. Inhibiting primary reflexes is therefore one of the possible methods of intervention. Research on the prevalence of persistent primary reflexes This dissertation presents quantitative research on the prevalence of persistent primary reflexes in preschool and early school-age children. The quantitative study, which included a research sample of 345 pupils aged 5 to 8, reveals that 12.8% of pupils have significantly persistent primary reflexes, meaning at least one reflex at level 4 or at least two reflexes at level 3. For these pupils, it can be assumed that these reflexes will negatively impact their education. Another 42.8% of pupils had more than two persistent reflexes or at least one reflex at level 2. It is likely that these pupils will face mild difficulties, for example, with (grapho)motor skills, concentration, or learning. However, these difficulties may not be severe enough to be recognized, and these pupils may not be referred for diagnosis. As a result, they may not receive the intervention they need, even though their school performance could be improved. Preventive intervention in kindergartens Given these findings, it is worth considering offering Neuro-developmental Stimulation as a preventive program in kindergartens. This idea was also supported by many graduates of the Neuro-developmental Stimulation courses (see appendix). Structure of the NDS program Neuro-developmental Stimulation provides a comprehensive methodology for working with children. It can be used by special education teachers as part of both complex diagnostics and intervention. The method combines activities for inhibiting primary reflexes with activities for improving sensory-sensitive integration. The entire program lasts 30 weeks, but it can be extended as needed. The specific method of working with children was described in detail in a case study. Based on the research, it can be concluded that NDS can significantly help prepare children for school. Survey of NDS course graduates As part of the second research study, questionnaires were distributed among graduates of the Neuro-developmental Stimulation courses. The quantitative approach yielded a wealth of useful information. A total of 137 graduates (participants of NDS I, NDS II, and sometimes supervision sessions) completed the questionnaire. Perception of NDS by graduates The questionnaire reveals that NDS is perceived very positively as an additional method for working with children with learning or behavioral disorders. Most respondents use NDS when working with preschool and early school-age children. They most often work with children individually or in small groups, either in counseling centers or in primary schools. Respondents appreciate that NDS has a comprehensive impact on the child's development as a whole. Parental involvement and support for other therapies Another important finding was that NDS requires the cooperation of parents with their child. Respondents also highlighted that NDS supports the child in such a way that other therapies (such as speech therapy) become more effective. Another advantage noted by respondents is that NDS does not require expensive materials (67% of respondents agreed with this statement). Training and practical feedback from NDS courses Most of the respondents learned about NDS from colleagues or acquaintances. They attended the course with the intention of incorporating NDS into their work. Over 87% of respondents stated that after completing the courses, they were able to recognize children with persistent primary reflexes. All respondents reported that their approach to children with persistent primary reflexes had changed. The courses were rated very positively — 68.6% rated them as excellent, and 31.4% rated them as very good. No respondents rated the courses as below average or poor. Respondents particularly appreciated the opportunity to try all activities and exercises themselves and the connection between theory and practice. They also valued the quality of the materials, the clarity of the theoretical explanations, and the availability of additional supervision. Some respondents noted that the volume of new information was too large. About one-fifth of the respondents said they would have liked a more detailed explanation of the child's psychomotor development. Challenges in using NDS The biggest challenge in working with NDS, according to respondents, is the lack of time. Some respondents suggested that NDS should be offered in kindergartens and primary schools or even included in the national curriculum (RVP, ŠVP). Recommendations for special education theory and practice The findings show that NDS has its place in the work of special education teachers. However, the results of the survey indicate that knowledge about physiological psychomotor development is currently insufficient among special education teachers and speech therapists. Therefore, it would be beneficial to include more information on the child's psychomotor development within the framework of special education studies. For special education teachers to work effectively with children with disabilities, they must first understand the principles of a child's physiological development. Interdisciplinary cooperation Another important conclusion from this dissertation is the importance of a comprehensive approach to working with children. Many respondents (97.8%) believe it would be beneficial to raise awareness of NDS among other fields, such as physiotherapy, occupational therapy, and psychology, to improve interdisciplinary cooperation. Conclusion The research objectives of the dissertation were met, and the research questions were answered. It can be concluded that NDS is a useful tool in the work of special education teachers. Early detection of difficulties related to persistent primary reflexes and sensory-sensitive integration creates space for effective support of the child's development. The full thesis can be found at   https://is.cuni.cz/webapps/zzp/detail/182844/ VOLEMANOVÁ, M.   Neuro-developmental stimulation in the work of a special education teacher  (dissertation). Charles University in Prague, Faculty of Education, Department of Special Education, 2020. Available at   https://is.cuni.cz/webapps/zzp/detail/182844/ Disclaimer:  The information provided in this article is specific to the Czech educational system and may not apply to other countries. Educational systems, policies, and practices vary widely around the world, so please consider this context when interpreting the content. Published: 9.12.2024

Evidence-based articles, courses and consulting on Neuro-Developmental Stimulation (NDS) and retained primary reflexes for parents and professionals. Enhancing Child Development through Neuro-D evelopm ental S timulation Cortex Academy® Cortex Academy® aims to raise awareness about Neuro-Developmental Stimulation, particularly focusing on symptoms and inhibition of persistent primary reflexes. Cortex Academy® also engages in publishing activities for professionals, parents of children with learning or behavioral issues, and other interested parties. Cortex Academy® covers: Information about child development from infancy to puberty, covering not only persistent primary reflexes and learning disorders but also providing guidance on supporting child development. Additionally, we offer courses and lectures for the general public. Neuro-Developmental Stimulation (NDS) courses: NDS Active Learning, NDS Active Development as well as other courses and lectures for professionals. An online e-shop featuring publications for both professionals and the general public. NDS Active Learning course graduates can purchase tools (such as NDS cards and motivational charts) from the e-shop and extend their subscription to the exclusive website section. Here, they can access updated information to enhance their work with Neuro-Developmental Stimulation. In the Cortex Help section, you can find information and contacts for counseling focused on inhibiting primary reflexes. The list of certified NDS centers includes contacts for other professionals specializing in Neuro-Developmental Stimulation. Where to continue on these pages Choose what information you are interested in: For professionals For parents Consulting E-shop

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

Neuro-developmental stimulation should be conducted by certified professionals. On this page, you can find a list of facilities where these services are provided. Contact information Cortex Help contacts Certified NDS centers Company INVTS s.r.o. Certified NDS centers See where you can find certified Neuro-Developmental Stimulation centers near you. Prague Central Bohemian Plzeňský kraj Liberec region Ústecký kraj Královéhradecký kraj Jihočeský kraj South-Moravian Olomouc region Zlín Region Moravian-Silesian reg. Moravian-Silesian reg. Slovakia Map of certified NDS centers Prague Fyzioland Rehabilitation Clinic - Prague Fyzioland is a rehabilitation clinic providing occupational therapy and physiotherapy for children and adults. In children's occupational therapy, we treat children with neurodevelopmental disorders, difficulties associated with sensory processing disorders, dyspraxia and developmental dysphasia, reduced ability to concentrate attention, uneven psychomotor development, autism spectrum disorder and rejection of certain food components. As part of occupational therapy, we use the Sensory Integration method, the Neuro-developmental stimulation program, Handle and Snoezelen elements. Ergotherapy in combination with physiotherapy enables the child's comprehensive (sensory, cognitive and movement) development. Play and fun is our main means of therapy! Contact informations: Fyzioland s.r.o +420 775 910 749 info@fyzioland.cz www.fyzioland.cz/ Denisa Červinková – Prague I am a special education teacher with many years of experience. I started as a school special pedagogue and then worked for over ten years in a pedagogical-psychological consultancy. I specialize in specific learning disabilities, behavioral difficulties and preschool preparation. In the long term, I rely on perceptual motor training and social skills training from the use of video recordings. I've been using NVS a lot in recent years. Contact informations: M.Sc. Denisa Červinková +420 739 662 740 cervinkovappp@seznam.cz Petra Ibrahimová, special educator - Prague My clients are most often children: Facing various developmental challenges from the age of 4 (ASD, ADHD, ADD, speech issues, etc.). In preschool or with delayed school enrollment, as part of preparation for the first grade. Of school age, experiencing learning and behavioral difficulties. From non-native language environments (to strengthen language sensitivity). Schoolchildren struggling with reading and writing in their early school years. Seeking personal development (improving focus, internal motivation, self-confidence, working with mistakes, effective problem-solving strategies, emotional intelligence, organization, and planning). For each consultation, diagnosis, therapy, or lesson, I come to your home or any location where your child feels comfortable. In addition to neurodevelopmental stimulation (NVS), I am a certified canistherapist, a trainer in Feuerstein’s Instrumental Enrichment, Elkonin’s Language Development Method, and programs such as KUPOZ, KUPREV, HYPO, and EDASTIM, among others. Contact informations: Petra Ibrahimová +420 602 552 839 www.specialniucitelka.cz info@specialniucitelka.cz NVS Counseling Matoušková Our counseling practice focuses on addressing or alleviating learning, behavioral, and concentration issues caused by persistent primary reflexes. We apply the latest knowledge in the field of neurodevelopmental stimulation (NVS). We provide professional care for preschool and school-aged children with disorders such as dyslexia (DYS), ADHD, ADD, and autism spectrum disorder (ASD). Additionally, we offer expert family counseling on diagnostics and the special educational needs of children. Contact informations: Mgr. Drahomíra Matoušková +420 736 437 011 info@poradna-matouskova.cz https://poradna-matouskova.cz/ Counseling at "Poradna u Krásné paní" Poradna u Krásné paní offers special education services for children with special educational needs. Care for young clients and their parents is designed holistically and incorporates the principles of Dr. Maria Montessori's educational system. The counseling services include guidance for parents on issues such as persistent primary reflexes, communication difficulties, learning disorders, and more. The practice focuses on diagnosing preschool skills, addressing school failure issues, and consulting on the possibilities and selection of appropriate educational institutions for children. My priority is to provide individualized care for every child and every parent. The special education practice is located in Prague 5, Košíře (near the Klamovka stop). Contact informations: Mgr. Dagmar Krásná Private special educator Pod radnicí 3, 150 00 Praha 5 www.poradnaukrasnepani.cz +420 737 501 300 Logoběžka – Prague 8 Logoběžka is a private counseling center focused on providing professional care for preschool and school-aged children. We help children overcome communication and developmental challenges while supporting their overall growth. Each child is unique, and therefore, we select the most suitable methods for each client. We use Neurodevelopmental Stimulation programs, Feuerstein’s Instrumental Enrichment, and other effective methods, which we tailor to the specific needs of your children. Our mission is to support children in building self-confidence and motivation to overcome obstacles so they can reach their full potential. For more information, visit www.logobezka.cz . Contact informations: Mgr. Zuzana Vesecká Tel: +420 737 121 814 Klapkova 1874/83 Praha 8 - Kobylisy www.logobezka.cz Logoběžka – Prague 8 Logoběžka is a private counseling center focused on providing professional care for preschool and school-aged children. We help children overcome communication and developmental challenges while supporting their overall growth. Each child is unique, and therefore, we select the most suitable methods for each client. We use Neurodevelopmental Stimulation programs, Feuerstein’s Instrumental Enrichment, and other effective methods, which we tailor to the specific needs of your children. Our mission is to support children in building self-confidence and motivation to overcome obstacles so they can reach their full potential. For more information, visit www.logobezka.cz . Contact informations: Mgr. Zuzana Vesecká Tel: +420 737 121 814 Klapkova 1874/83 Praha 8 - Kobylisy www.logobezka.cz Central Bohemian Region Speech therapy Statenice, Mgr. Markéta Hrušková - Statenice Clinical speech therapist Markéta Hrušková provides expert speech therapy care, neuro-developmental stimulation and special pedagogical care (orientation assessment of school readiness, preschool preparation and remedial exercises for children with specific developmental learning disabilities) Contact informations: +420 775 037 612 logopedie.hruskova@gmail.com Children's Center SPOKOJENÝ START – Říčany u Prahy We are a children's center with a holistic approach, offering a wide range of services for both children and parents. Our services include physiotherapy, ergo therapy, neurodevelopmental stimulation (NVS), Benaudira auditory training, the HANDLE approach, speech therapy prevention, the Elkonin preschool program, aromatherapy, and psychological support for parents. We believe that every child has the potential to be successful and happy. Our mission is to provide your children with the tools and support needed to achieve their dreams and goals. Together, we can ensure that their start in life is truly "spokojeny" (content and fulfilled). Our focus is primarily on preschool and early school-aged children. Contact informations: Mgr. Martina Vojtíšková Email: info@spokojenystart.cz Tel.: +420 725 830 030 www.spokojenystart.cz PhDr. Vladika Pirichová Private special teaching practice - Mníšek pod Brdy In my practice, I offer help to parents and children, especially if they encounter failure at school. During my life, I have taught in regular classes, but also in classes for children with learning disabilities. I also worked at a primary school as a special education teacher. I have always been inclined towards independent learning, which is why I initiated the educational program Začít together at the local primary school with a group of parents in Mníšek pod Brdy. I educate my children at home, and that was also one of the reasons why I founded the Podbrdský club with a colleague - a free path, which is intended for homeschoolers. In my practice, I use many support programs that help me succeed in education. Contact informations: PhDr. Vladika Pirichová vladka.pirichova@gmail.com https://vladkapirichova.cms.webnode.cz/ M.Sc. Dana Zábranská - Mladá Boleslav M.Sc. Dana Zábranská focuses mainly on children with specific learning and behavior disorders. She is the owner of the Lachtánek Baby Club, where she devoted herself intensively for 20 years to teaching infant swimming and developing children's development from the point of view of proper psychomotor development. In recent years, she also worked as a teacher at the 1st grade of elementary school. Now she works as a special educator at an elementary school. In his private practice, which is a certified NVS workplace in Mladá Boleslav, he provides diagnosis, follow-up intervention and care for children and adults with difficulties in coping with school duties. Last but not least, also for children of preschool age. In my work, I use many re-education programs, among them the program We learn by movement, which is aimed at inhibiting persistent primary reflexes. The services are now also focused on tutoring pupils and preparing for entrance exams. The range of services and programs provided can be found on the personal website http://poradenstvi.lachtanek.cz Contact informations: M.Sc. Dana Zábranská +420 734 273 007 d.zabranska@seznam.cz http://poradenstvi.lachtanek.cz Alena Urbanová - Kolín, Poděbrady A kindergarten teacher and speech therapy prevention specialist with extensive experience in developing phonemic awareness using the Elkonin method. In her free time, she works with preschool and school-aged children, focusing on addressing their educational difficulties through a holistic approach. Her primary focus is on the comprehensive development of children, utilizing methods such as Neurodevelopmental Stimulation (NVS) and the HANDLE approach. Contact informations: Alena Urbanová 777 041 661 (available after 4 PM) info@nvskolin.cz https://nvskolin.cz/ Mgr. et Mgr. Kateřina Brabcová - Benešov Katka works within her private special education practice at the Tímea Learning Center located in Benešov. She primarily focuses on preschool and early school-age children, addressing their difficulties in the educational process. In her work, she applies knowledge gained from her university studies in comprehensive rehabilitation and special education, as well as various professional training courses (Neurodevelopmental Stimulation - NVS, ELKONIN, KUPRev, KUPOZ, Speech Therapy Prevention Course, Stimulation Program Maxík, and more). Contact informations: Kateřina Brabcová 736 461 427 kf.brabcova@gmail.com www.vyukovecentrum.cz Neurodevelopmental Stimulation Counseling Hořovice My name is Tereza Štěpničková. I graduated in psychology and German language teaching at the University of West Bohemia in Pilsen. I have over 15 years of experience as an educator and lecturer at both private and primary schools, where I worked as a German language instructor and a school psychological-educational consultant. As a mother of three children, I became deeply interested in the challenges faced by children with attention disorders, learning difficulties, and other related issues, particularly after my son was diagnosed with ADD. This journey led me to the method of Neurodevelopmental Stimulation, "We Learn Through Movement", and its benefits for growth and development. In my counseling practice, I work with clients experiencing persistent primary reflexes, which can cause issues with focus, balance, ADHD, ADD, and learning disorders. To alleviate or eliminate these difficulties, I use the Neurodevelopmental Stimulation method and elements of the HANDLE approach. This method is also suitable for clients with autism spectrum disorders. I provide professional care for children aged 4 and older, school-aged children, as well as adults who often suffer from these conditions. Contact informations: Mgr. Tereza Štěpničková 420 737 756 514 tereza@nvshorovice.cz www.nvshorovice.cz Neurodevelopmental Stimulation Counseling Hořovice My name is Tereza Štěpničková. I graduated in psychology and German language teaching at the University of West Bohemia in Pilsen. I have over 15 years of experience as an educator and lecturer at both private and primary schools, where I worked as a German language instructor and a school psychological-educational consultant. As a mother of three children, I became deeply interested in the challenges faced by children with attention disorders, learning difficulties, and other related issues, particularly after my son was diagnosed with ADD. This journey led me to the method of Neurodevelopmental Stimulation, "We Learn Through Movement", and its benefits for growth and development. In my counseling practice, I work with clients experiencing persistent primary reflexes, which can cause issues with focus, balance, ADHD, ADD, and learning disorders. To alleviate or eliminate these difficulties, I use the Neurodevelopmental Stimulation method and elements of the HANDLE approach. This method is also suitable for clients with autism spectrum disorders. I provide professional care for children aged 4 and older, school-aged children, as well as adults who often suffer from these conditions. Contact informations: Mgr. Tereza Štěpničková 420 737 756 514 tereza@nvshorovice.cz www.nvshorovice.cz Plzeň region Mgr. Petra Janečková I am a special educator with over 30 years of experience in the field. During my career, I have worked in an institutional facility for individuals with intellectual disabilities, as a teacher in a correctional facility, and for many years now, as a teacher at a special education school. In my free time, I dedicate myself to helping preschool and school-age children overcome their educational challenges. In my work, I use a variety of reeducation programs, integrating knowledge and experience from Neurodevelopmental Stimulation (NVS), the HANDLE approach, Basal Stimulation, Bilateral Integration, and specialized studies for school speech therapists. I collaborate closely with my colleague, Bc. Pavlína Vondrašová, whom I successfully encouraged to pursue further education and join me in my work. Contact informations: Mgr. Petra Janečková +420 603 972 279 petrajanecek@seznam.cz Mgr. Petra Janečková I am a special educator with over 30 years of experience in the field. During my career, I have worked in an institutional facility for individuals with intellectual disabilities, as a teacher in a correctional facility, and for many years now, as a teacher at a special education school. In my free time, I dedicate myself to helping preschool and school-age children overcome their educational challenges. In my work, I use a variety of reeducation programs, integrating knowledge and experience from Neurodevelopmental Stimulation (NVS), the HANDLE approach, Basal Stimulation, Bilateral Integration, and specialized studies for school speech therapists. I collaborate closely with my colleague, Bc. Pavlína Vondrašová, whom I successfully encouraged to pursue further education and join me in my work. Contact informations: Mgr. Petra Janečková +420 603 972 279 petrajanecek@seznam.cz Liberec region Denisa Žáková - Nový Bor At the elementary school in Nové Bor, Denisa Žáková works on the prevention, diagnosis and correction of learning and behavior disorders using a holistic approach. In children, it solves, for example, inattention, poor school performance, symptoms of ADHD, ASD, specific learning disorders. At work, she uses the method of Neuro-developmental stimulation, correction of partial weakening of performance (DOV), compiles individual relaxation exercises, deals with psychosomatic connections, including work with early traumas. He collaborates with many experts, mainly from the field of psychology and special pedagogy. Contact informations: Denisa Žáková 777 997 360 zakova@zsnamesti.cz KidStim, a little bit every day! – Liberec KidStim helps children who suffer from school or social failure. He works with learning disabilities, ADHD, ADD, with developmental dysphasia, with children who have difficulties in the area of movement. We teach parents how to learn with their children, so that they can be a support to them before the crucial school tests. We also teach children how to learn with their parents and not drive them crazy. KidStim further develops the intellect of preschoolers and supports children in effective work during the one-year postponement of school attendance. The Liberec PPP sympathizes with us, the speech therapy clinic and we also have support in the Liberec hospital for children's rehabilitation. So come with us, a little bit every day. Contact informations: KidStim M.Sc. Ludmila Vrbová Řepková phone: +420 776 732003 kidstimtrochu@gmail.com www.kidstim.info Ústí region KidStim, a little bit every day! – Liberec KidStim helps children who suffer from school or social failure. He works with learning disabilities, ADHD, ADD, with developmental dysphasia, with children who have difficulties in the area of movement. We teach parents how to learn with their children, so that they can be a support to them before the crucial school tests. We also teach children how to learn with their parents and not drive them crazy. KidStim further develops the intellect of preschoolers and supports children in effective work during the one-year postponement of school attendance. The Liberec PPP sympathizes with us, the speech therapy clinic and we also have support in the Liberec hospital for children's rehabilitation. So come with us, a little bit every day. Contact informations: KidStim M.Sc. Ludmila Vrbová Řepková phone: +420 776 732003 kidstimtrochu@gmail.com www.kidstim.info KidStim, a little bit every day! – Liberec KidStim helps children who suffer from school or social failure. He works with learning disabilities, ADHD, ADD, with developmental dysphasia, with children who have difficulties in the area of movement. We teach parents how to learn with their children, so that they can be a support to them before the crucial school tests. We also teach children how to learn with their parents and not drive them crazy. KidStim further develops the intellect of preschoolers and supports children in effective work during the one-year postponement of school attendance. The Liberec PPP sympathizes with us, the speech therapy clinic and we also have support in the Liberec hospital for children's rehabilitation. So come with us, a little bit every day. Contact informations: KidStim M.Sc. Ludmila Vrbová Řepková phone: +420 776 732003 kidstimtrochu@gmail.com www.kidstim.info Ústí region Daniela Litošová - Strakonice I run a private counseling practice in Strakonice, offering professional support to parents in the field of neurodevelopmental stimulation. My services include addressing or alleviating symptoms related to behavioral or learning issues, as well as consultations focused on preschool child development. I assist with creating individualized development plans for preschool children and provide guidance on available options (e.g., where to seek further help). In addition, I work as a trainer for the further education of teaching professionals and deliver lectures for parents. Contact informations: Bc. Daniela Litošová www.litosovadaniela.cz +420 736 762 302 litosovadaniela@seznam.cz Daniela Litošová - Strakonice I run a private counseling practice in Strakonice, offering professional support to parents in the field of neurodevelopmental stimulation. My services include addressing or alleviating symptoms related to behavioral or learning issues, as well as consultations focused on preschool child development. I assist with creating individualized development plans for preschool children and provide guidance on available options (e.g., where to seek further help). In addition, I work as a trainer for the further education of teaching professionals and deliver lectures for parents. Contact informations: Bc. Daniela Litošová www.litosovadaniela.cz +420 736 762 302 litosovadaniela@seznam.cz South bohemian region Daniela Litošová - Strakonice I run a private counseling practice in Strakonice, offering professional support to parents in the field of neurodevelopmental stimulation. My services include addressing or alleviating symptoms related to behavioral or learning issues, as well as consultations focused on preschool child development. I assist with creating individualized development plans for preschool children and provide guidance on available options (e.g., where to seek further help). In addition, I work as a trainer for the further education of teaching professionals and deliver lectures for parents. Contact informations: Bc. Daniela Litošová www.litosovadaniela.cz +420 736 762 302 litosovadaniela@seznam.cz RNDr. Kateřina Bažantová Certified Neurodevelopmental Stimulation (NVS) counseling available in Dačice and Prague 6, with appointments arranged in advance. Consultations can also be conducted at your home by agreement. With many years of experience in special education and working with children with special educational needs, I understand how crucial movement is for such children and how profoundly it can improve their lives. Unfortunately, movement is often overlooked. Persistent primary reflexes can lead to problems with attention, motor skills, and balance, and can reduce the effectiveness of other therapies, making it harder to develop academic skills. Simple physical activities can have a significant positive impact on how a person feels and their abilities, which is precisely the principle behind the NVS method. In addition to Neurodevelopmental Stimulation, I have long been involved in yoga and yoga therapy, offering individual sessions for adults and children with special educational needs. Contact informations: RNDr. Kateřina Bažantová www.katerinabazantova.cz katkakut@seznam.cz 732 319 767 South-Moravian region CENTER FOR SPECIAL PEDAGOGICAL SUPPORT KOUZELEN - Kuřim The Kouzelen Center is a safe space for children and parents who do not have it easy. Children with difficulties in school. Children who do not experience success because of various difficulties in reading, writing and arithmetic. Children who are restless and explosive, and also for children who have difficulties with eating. We provide special pedagogical care in which we combine knowledge from neurodevelopmental stimulation, the Handle approach, the Snoezelen concept and the concept of playing with food. We help children with specific learning disabilities to find ways to master the given skill and knowledge within the framework of individual tutoring. We also provide Snoezelen therapy and leisure activities. We offer education and counseling to caregivers, parents and teaching staff as part of the care of children. Address: Náměstí 1. kvetna 63, Kuřim 664 34 Contact informations: +420 724 303 201 rezervace@kouzelen.cz ,dagmar@kouzelen.cz http://www.kouzelen.cz A Moment with a Pencil Center - Brno The Moment with a Pencil Center is a private counseling center in Brno dedicated to developing the potential of child clients who are struggling with various difficulties, most often educational and emotional. It provides psychological and special-pedagogical support in the form of diagnostics and subsequent intervention. We work in a team of a special educator - a psychologist. We approach clients comprehensively, with respect for their personality and the context of their family environment. Depending on the type of problem being solved, our approach mainly uses the principles of neuro-developmental stimulation (neuro-motor development, inhibition of primary reflexes), Feuerstein's instrumental enrichment (overall cognitive development) and DB Elkonin (development of language skills). We also work closely with an orthoptist and other specialists as needed. Contact informations: PhDr. Lenka Štěpánková, Ph.D. and M.Sc. Vera Pražáková 777 847 885, 777 576 602 chvilkastuzkou@seznam.cz Ed's consulting room - Brno Private special pedagogical consultancy What can we help with? Primary reflexes, preschool preparation, the Maxík, Elkonin program, speech therapy counseling, reading and writing re-education,... How do we do it? Mainly playfully, fun and with love! Contact informations: Ed's consulting room Sylva Vespalcová +420 608928388 hello@edovaporadna.cz www.edovaporadna.cz Private special teaching practice Klára - Brno Private special pedagogical practice Klára operated by Mgr. Klárou Jabůrková provides support to children with special educational needs and their parents. The goal of SSPPK is that every child can experience success and feel good about their education and their life. Using individually tailored support, it focuses on correcting and alleviating educational difficulties related in particular to persistent primary reflexes, learning and attention disorders and ASD. Children with other difficulties and those whose difficulties do not yet have an official name are also welcome Contact informations: M.Sc. Klára Jabůrková 776 396 418 jaburkova@sspp-klara.com https://www.sspp-klara.com/ CETERAS s.r.o. – Center for Therapeutic Services, Brno We offer psychological counseling, psychotherapy, supervision, and training for helping professionals through accredited courses. For children with specific learning disabilities, attention disorders, autism spectrum disorder (ASD), and other challenges, we provide the Neurodevelopmental Stimulation (NVS) program. Contact informations: Mgr. Alena Skotáková, Ph.D. 607 619 689 skotakova@ceteras.cz https://ceteras.cz PaedDr. Ilona Hrbáčková – Pevný kořínek, Slavkov u Brna Education and counseling A private practice featuring a multisensory room and a black Snoezelen space, specializing in: Neurodevelopmental stimulation, Special education, Sensorimotor integration, Primary reflexes I work with children diagnosed with ADHD, ADD (attention disorders), ASD (autism spectrum disorders), articulation disorders, developmental dysphasia, learning disorders, and behavioral challenges. Contact informations: PaedDr. Ilona Hrbáčková 739 091 009 ilona.hrbackova@seznam.cz www.hrbackovailona.cz Facebook: studioilonyhrbackove Speech Therapy, Mgr. Jarmila Kratochvílová, Bzenec In my private clinical speech therapy practice, I provide professional care for children and adults with a wide range of communication disorders. My primary focus is on helping children with delayed speech development, speech and language disorders (developmental dysphasia, developmental verbal dyspraxia), severe articulation disorders, and fluency disorders. I also incorporate individual Neurodevelopmental Stimulation (NVS) exercises, applying them within speech therapy interventions. Additionally, I engage in educating parents and teachers through lectures and discussions on speech therapy topics, offer special education counseling (specific learning disorders, school readiness assessments, and laterality evaluations), and run educational programs for parents with preschool children, drawing on my extensive experience in special and primary education. My Motto: "Speech is not taught; it develops – and we help foster that development." – Prof. PhDr. Zdeněk Matějček, CSc. Contact informations: Logopedie, Mgr. Jarmila Kratochvílová Nádražní 81, Bzenec, 696 81 +420 739 301 233 logopediebzenec@seznam.cz www.logopediebzenec.cz Facebook: Logopedie Bzenec Feel the Movement – Petra Majzlíková – Rajhrad I am an instructor of healthy movement and offer individual and group mindful exercise sessions for all age groups. The goal of healthy exercise is to improve posture and movement habits, serving as prevention or alleviation of musculoskeletal pain. My aim is to teach clients to understand their bodies and use them efficiently in everyday activities and sports. I strive to make movement a passion rather than an obligation. I continuously educate myself in the field of movement, and my curiosity led me to Neurodevelopmental Stimulation (NVS). I am delighted to help others through this program. Contact informations: Feel the Movement – Petra Majzlíková Štefánikova 116, Rajhrad, 664 61 📞 +420 725 954 251 ✉️ vnimejpohyb@gmail.com 🌐 www.facebook.com/vnimejpohyb Bc. Kamila Slavíčková My name is Kamila Slavíčková, and I have been working with children and parents for over 20 years. I am a special educator and consultant. At my practice, I use alternative techniques and exercises to integrate brain hemispheres, eliminate stress, fear of learning, and other barriers that hinder the holistic development of personality, especially learning. Neurodevelopmental stimulation (NVS) is a comprehensive approach aimed at inhibiting persistent primary reflexes. Contact informations: Bc. Kamila Slavíčková Hrubého 11, Brno-Královo Pole 📞 +420 608 412 204 ✉️ k.slavickova@volny.cz 🌐 www.kineziologiebrno.cz Step by Step In Brno, at Mendlovo Square, I offer consultations focused on sensory perception diagnostics and neurodevelopmental stimulation for children facing various challenges. My approach combines touch (either activating or calming), stimulation of specific sensory systems, and exercises based on neurodevelopmental stimulation. At a remote location in Olšany near Vyškov, I also conduct relaxation sessions (not only for children) in the Sensory Garden. Contact informations: Step by Step Blanka Tomanová Mendlovo náměstí 618/17 Brno 📞 +420 604 281 649 🌐 www.blankatomanova.cz ✉️ blanka1toman@gmail.com Private special teaching practice Klára - Brno A sense-full kindergarten for children with special educational needs, focusing on children with severe speech and language difficulties, visual impairments, hearing disabilities, physical disabilities, autism, and developmental attention and behavior disorders. The school provides comprehensive preschool education with approaches emphasizing the holistic development and engagement of all senses. With the children, we implement neurodevelopmental stimulation, hippotherapy, canistherapy, music therapy, basal stimulation, and incorporate elements of Snoezelen, ABA, HANDLE, and other meaningful approaches. Contact informations: Kindergarten Hodonín Public Institution Sídlištní 3969/2 Hodonín, 695 04 Bc. Zdislava Paulíková, director Mgr. Martina Peluchová, NVS Instructor, Speech therapist www.mssidlistni.cz reditelka@mssidlistni.cz +420 601 385 424 Olomouc region Private practice of Mgr. Kateřina Jurníčková, OlomoucTerapie A private special-education practice led by Mgr. Kateřina Jurníčková, focusing primarily on primary reflexes and their impact on a child’s psychomotor development. I provide support to children with specific educational needs, their parents, as well as teachers and other educational professionals. I work with children who have diagnosed conditions as well as those who do not fit into any standard categories but whose parents have concerns about their proper psychomotor development. The goal is to eliminate or at least alleviate symptoms, especially those related to ADHD, autism spectrum disorder (ASD), developmental dysphasia, learning disabilities, and more. Contact informations: Mgr. Kateřina Jurníčková Nábř. Přemyslovců 8, Olomouc Phone: +420 608 507 707 olomoucterapie@outlook.cz www.olomoucterapie.cz Mgr. Pavla Štainerová – Special educator I work at Svatoplukova Elementary School in Olomouc, focusing on children and students with special educational needs. Thanks to my many years of experience in kindergarten, I have had the opportunity to work with children requiring various levels of support (impaired communication abilities, attachment disorders, intellectual disabilities). This journey eventually led me to neurodevelopmental stimulation. I have been working with this method since 2022. I focus on neurodevelopmental stimulation—learning through movement—both in group settings as part of my job and individually under the auspices of a family center. Additionally, I utilize methods such as the Training of Language Skills by D. B. Elkonin and the Instrumental Enrichment Program. In my practice, I strive for a compassionate, individualized, and holistic approach. Contact informations: M.Sc. Pavla Štainerová Svatoplukova 11, Olomouc, 779 00 +420 736 706 957 pavlastainerova@gmail.com pavla.stainerova@zssvatoplukova.cz Zlín region Lampion - for children and parents, zs - Zlín Lantern is for families with children of an early age, up to 12 years old. Lantern is for children who do not do some things as well as others (in communication, mental abilities, motor skills, socialization, self-care). These are mainly children with delayed development, attention problems, children with neurodevelopmental disorders. The lantern is for parents who perceive that their child is in something different, but do not know exactly what. As part of Lampion's programs, it offers parents methodical guidance on how to develop a child, how to communicate with him, always taking into account the individual needs of the child and the family. Lantern is also for those who work with families. It offers them professional seminars, workshops and lectures. Contact informations: Lantern - for children and parents, zs +420 737 704 171 info@lampiondetem.cz www.lampiondetem.cz Mgr. Hana Štěpánková - Rožnov pod Radhoštěm Private Special-Educational Counseling I offer a comprehensive and individualized approach, placing emphasis on prevention and early support for children. I trust parents who sense that there is “something different” about their child. Together with parents and children, I work to identify the causes and find ways to eliminate or alleviate difficulties. These often include attention deficits, motor skill challenges, reluctance to draw/write, read, or communicate, hypersensitivity to sensory stimuli, fears, ADHD/ADD, learning disabilities, autism spectrum disorder (ASD), developmental dysphasia, tics, and more. I use standard special-education correctional and diagnostic methods, stimulation programs, as well as therapeutic approaches (e.g., DOV, Elkonin, EFT, and Edukinesiology). I take an interest in the overall health and condition of the child’s body, if the parents are open to this approach. I have been working with persistent primary reflexes since 2014, and as of June 2024, I will operate as a certified center for the NVS Cortex Academy program. Contact informations: Hana Štěpánková Nerudova 2201 Rožnov pod Radhoštěm 756 61 +420 739 208 896 stepankova.spp@seznam.cz www.poradnash.cz Mgr. Hana Štěpánková - Rožnov pod Radhoštěm Private Special-Educational Counseling I offer a comprehensive and individualized approach, placing emphasis on prevention and early support for children. I trust parents who sense that there is “something different” about their child. Together with parents and children, I work to identify the causes and find ways to eliminate or alleviate difficulties. These often include attention deficits, motor skill challenges, reluctance to draw/write, read, or communicate, hypersensitivity to sensory stimuli, fears, ADHD/ADD, learning disabilities, autism spectrum disorder (ASD), developmental dysphasia, tics, and more. I use standard special-education correctional and diagnostic methods, stimulation programs, as well as therapeutic approaches (e.g., DOV, Elkonin, EFT, and Edukinesiology). I take an interest in the overall health and condition of the child’s body, if the parents are open to this approach. I have been working with persistent primary reflexes since 2014, and as of June 2024, I will operate as a certified center for the NVS Cortex Academy program. Contact informations: Hana Štěpánková Nerudova 2201 Rožnov pod Radhoštěm 756 61 +420 739 208 896 stepankova.spp@seznam.cz www.poradnash.cz Moravian-Silesian Region Petra Fritsch - Ostrava I am a private workplace in Ostrava and in my work I deal with early trauma, primary reflexes, children with delayed school attendance, children with learning disabilities, ADHD, ADD, developmental dysphasia, children with in the area of speech development, movement and emotional immaturity. I support a holistic approach and in my work I connect elements of neurodevelopmental stimulation, craniosacral therapy, Handle approach, early trauma, psychosomatics, kinesiological test, flower essences. I lead movement activities of Háďata in kindergartens, maternity centers and for children with developmental dysphasia, where I include movement elements in primary reflexes and developmental kinesiology. Contact informations: Petra Fritsch +420 775 234 669 pofikomrosteme@seznam.cz https://pohybemrosteme.webnode.cz/ The road to development – Baška (near Frýdek-Místek) Private special pedagogical consultancy In my private practice, I focus on the comprehensive development of children who struggle with various difficulties in the areas of speech, learning and behavior. Based on the diagnosis, I create an individual development plan for the child, which I supplement with other comprehensive methods such as Elkonin language skills training, Neuro-developmental stimulation, KuPOZ. Most often, my clients are children who already have a diagnosis, whether in the area of speech (dyslalia, delayed speech development, developmental dysphasia), learning (dyslexia, dysgraphia, etc.) or behavior (most often ADD/ADHD). Children whose parents are not sure whether their development is in order for a successful start at school are also welcome. For me, the greatest reward is a smiling child who looks forward to the lesson and is happy with his own progress. All this in an environment full of trust, understanding and a partnership approach. Contact infocat: Petra Trojanová Baška 604, Baška, 739 01 info@cestakrozvoji.cz www.cestakrozvoji.cz +420 721 552 603 TEDIRO, z.ú. - Ostrava We are a non-governmental, non-profit organization dedicated to children with special educational needs and their families. Our goal is to support children in developing key skills such as communication, play and interests, social skills, and self-care, so that they are as well-prepared as possible for an independent and fulfilling life. Our center offers: An individual approach to every child A family-oriented and supportive environment A multidisciplinary team of specialists Intensive support for parents Our vision is to create a place where parents can find all the specialists they need in one location, and where every child receives comprehensive care and support tailored to their individual needs. Contact infocat: TEDIRO, z.ú. Těšínská 279/227 Ostrava Radvanice, 716 00 E-mail: nvs@tediro.cz Phone: +420 734 821 096 www.tediro.cz Instagram TEDIRO, z.ú. - Ostrava We are a non-governmental, non-profit organization dedicated to children with special educational needs and their families. Our goal is to support children in developing key skills such as communication, play and interests, social skills, and self-care, so that they are as well-prepared as possible for an independent and fulfilling life. Our center offers: An individual approach to every child A family-oriented and supportive environment A multidisciplinary team of specialists Intensive support for parents Our vision is to create a place where parents can find all the specialists they need in one location, and where every child receives comprehensive care and support tailored to their individual needs. Contact infocat: TEDIRO, z.ú. Těšínská 279/227 Ostrava Radvanice, 716 00 E-mail: nvs@tediro.cz Phone: +420 734 821 096 www.tediro.cz Instagram TEDIRO, z.ú. - Ostrava We are a non-governmental, non-profit organization dedicated to children with special educational needs and their families. Our goal is to support children in developing key skills such as communication, play and interests, social skills, and self-care, so that they are as well-prepared as possible for an independent and fulfilling life. Our center offers: An individual approach to every child A family-oriented and supportive environment A multidisciplinary team of specialists Intensive support for parents Our vision is to create a place where parents can find all the specialists they need in one location, and where every child receives comprehensive care and support tailored to their individual needs. Contact infocat: TEDIRO, z.ú. Těšínská 279/227 Ostrava Radvanice, 716 00 E-mail: nvs@tediro.cz Phone: +420 734 821 096 www.tediro.cz Instagram Slovakia Kindergarten Horný Hričov The motto of our kindergarten is: "Let the happiness and wisdom of children be the happiness of parents and the gift of our school." Our main goal is to prepare a child for elementary school, while we approach each child individually. We are the first certified workplace in Slovakia that works with the methodology of the NVS Pohybem se účime® program. The program is aimed at inhibiting persistent primary reflexes, where regular practice of simple exercises is not only preventive, but also helps in the diagnosis and correction of learning and behavioral disorders in the overall understanding of the child as an individual personality. We practice daily with preschoolers during morning exercises or exercise time, while we inform parents about each child's progress and work closely with them when practicing at home. We offer parents individual consultations in order to prepare their child for primary school together. Contact informations: M.Sc. Gabriela Čanecká +421 904 562 508 mshornyhricov@gmail.com www.mshornyhricov.edupage.org Slovakia Kindergarten Horný Hričov The motto of our kindergarten is: "Let the happiness and wisdom of children be the happiness of parents and the gift of our school." Our main goal is to prepare a child for elementary school, while we approach each child individually. We are the first certified workplace in Slovakia that works with the methodology of the NVS Pohybem se účime® program. The program is aimed at inhibiting persistent primary reflexes, where regular practice of simple exercises is not only preventive, but also helps in the diagnosis and correction of learning and behavioral disorders in the overall understanding of the child as an individual personality. We practice daily with preschoolers during morning exercises or exercise time, while we inform parents about each child's progress and work closely with them when practicing at home. We offer parents individual consultations in order to prepare their child for primary school together. Contact informations: M.Sc. Gabriela Čanecká +421 904 562 508 mshornyhricov@gmail.com www.mshornyhricov.edupage.org

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