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Support offers

The remedial education is characterized by its holistic approach and its variety of methods and is individually adapted to the needs of your child and the family. In principle, there is the possibility of an individual support or a small group support. A combination of both is also possible.

We will clarify which support is suitable for your child in a free and non-binding initial consultation.

Individual advancement

We get to know each other, because before every method there is the establishment of a relationship. The binding, coherent relationship is the core of curative education, because only in a secure, reliable relationship can development take place unhindered. Then, in addition, depending on the need, certain methods of support are applied.

The individual support sessions are held either with your child alone or together with you. This also depends on the individual needs. The support takes place in our practice rooms or also mobile in day care centers, schools or at your home.


Group advancement

In our group support activities, the children learn from each other. Interaction with peers and the development of basic social skills are elementary components of development. When children in large groups, as is the case in daycare centers and schools, still have problems finding their way around, finding play partners and/or often get into conflicts, our small groups can be a good, protected practice space. Our groups are divided by age into preschool and schoolchild groups.

Here we mainly use the method of non-violent communication according to Marshall B. Rosenberg, as well as the Marburg Concentration Training and the video-based Marte-Meo method.

Our conveying methods

Curative education relationship building

Building a stable, reliable and client-centered relationship can positively influence insecure attachment patterns in children and lay the foundation for progressive development. Relationship building is a central component in remedial education and comes before and, of course, always in every method.

Perception promotion and sensory integration

Perceptually impaired children have impaired processes of information intake, processing and output. They need support to be able to have adequate environmental experiences. These children are supported in linking sensory experiences and integrating them into meaningful action planning.

Psychomotor movement promotion

Psychomotricity is a holistic movement promotion with the goal of reducing or diminishing movement and perception impairments and at the same time promoting emotional and social stability. It is not about pure functional training, but the unity of perception, thinking, moving and experiencing is in the foreground.

Language support / language initiation

A holistic concept for language development also addresses children who speak only a few words. Language development is closely linked to the development of play. Functional play, symbolic play and role play are encouraged in order to open up the world of language to the child.

Curative educational game

The most natural medium of expression in children, play, is used here in such a way that unprocessed traumatic experiences, fears and stress can be expressed without pushing the child to speak. In rule play, certain social-emotional competencies can be practiced, such as waiting, deferring needs, dealing with loss, frustration tolerance, or simply learning colors and assigning certain characteristics.

Therapeutic exercise support

Developmentally relevant learning processes and skills are initiated and expanded through play and practice, and logical sequences of action are learned. The expansion of action competence and the development of confidence in one's own abilities and actions are important concerns.

Functional exercise and training programs

Functional training programs are designed to improve general learning behavior and harmonize the child's personality structure by strengthening self-esteem. The aim is to promote task comprehension, perseverance, work attitude and willingness to exert effort. A variety of methods are available for this purpose. We work primarily with the Marburg concentration training for preschool and school children, as well as the method of non-violent communication as social skills training in the groups.

Therapeutic crafts/design/painting

In creative work and painting, the focus is on doing things together. Children and adolescents find a way of communication through visual expression. The aim is to dissolve blockades of children with disorders on the level of action and relationship, so that the self-healing powers are mobilized. In addition, fine motor skills, spatial-visual perception competence and action planning are also promoted.

Rhythm, music, dance

Through playing with musical instruments and other acoustic forms of expression, children are given the opportunity to discover and express their feelings and needs. Musical, rhythmic education uses music and movement not only for expression, but especially to find a way to the inner self where words do not speak. Furthermore, the elements of rhythm and resonance are used in our small groups to strengthen the collective group feeling. Playing together on children's cajons, exercises such as "call-response" and sequences of specific rhythm patterns promote attention, stimulus differentiation and a sense of community.

Relaxation and concentration exercises

The relaxation methods offered are intended to increase the children's ability to perceive their own bodies and deepen their ability to concentrate. Discovering stillness together can be done outside in nature through meditative play, through fantasy journeys and through relaxation stories. The resilience capacity/resistance is strengthened.

The sand game

In therapeutic-pedagogical sand play, children and adolescents create inner worlds in the sand with play figures, with symbols such as fences and bridges, and with natural materials. The engagement with the sand and the symbolic objects can lead to the strengthening of the self and the development of one's own abilities, dispositions and possibilities. The children can externalize and make visible stressful experiences or simple developments in the sand and through the figures.

Animal assisted/dog assisted interventions

Animal-assisted interventions (TGI) summarize all professional, educational and therapeutic measures in which positive effects on the behavior and experience of people are achieved through the targeted use of an animal, both on a physical and mental level. In curative education practice, dogs are primarily used. Interaction with animals strengthens psycho-emotional awareness and social interaction. The pedagogical assistance dogs are used within the group and individual units.

Nonviolent communication

Nonviolent communication (NVC) is a method developed by the American psychologist Marshall B. Rosenberg and is used to resolve conflicts in a respectful and constructive manner. Recognizing and naming one's own needs, as well as empathizing with others, requires cognitive and social-emotional competencies that can be promoted with the help of the method. Children of elementary school age, but also preschoolers, learn how to manage conflicts in everyday life and at school with the help of hand puppets, perception exercises, songs and picture cards, as well as linguistic models.

Systemic family counseling

We all live within systems in which we take on certain roles and enter into relationships on which we also depend. The first system we are born into is the family. Family systems are set up in different ways, from nuclear family to patchwork and single parenting, everything is possible. Within the family there are also relationships that are different in nature. In systemic counseling, we look at the entire family network to find out together how we can shape our relationships and communication with each other in a solution-oriented and positive way.

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