Dyslexia, dysgraphia, dyscalculia, dyspraxia,
attention deficit disorder with / without hyperactivity, hyperactivity

Image abstraite d'un oiseau dans une cage qui est posé sur un autre oiseau qui nage dans la merOver the past few years we have experienced tremendous acceleration and growth in the diversity of various occupations and distractions, and at the same time we have observed a consensus concerning the need to respond to any external stimulus. Not being aware of it, we are developing new forms of behaviour that allow us to participate intellectually and emotionally in a variety of different things at the same time. The new technical and social reality pushes us to some kind of hyperactivity. In parallel with this, the concept of normality, which is more and more rigid and one-dimensional, leads to labelling – school, social and psychiatric – on the basis of criteria that are relevant to different extents and always outside of the general context.

Children and teenagers suffering from attention deficit disorder, dyslexia or other learning disabilities are always able to regain concentration when they are at the centre of the learning process, when the teacher gives tasks that are meaningful for the student, when the teacher avoids repetition and monotony, encourages creativity, physical and intellectual mobility and appreciates the personal qualities of students, their curiosity and ability. When a student feels that he/she is understood, recognised as a unique person and not labelled, when his/her specific needs are taken into account, then his/her behaviour and learning ability do not cause any problems. This involves an organization of the pedagogical process that is at the same time flexible and structured, sensitive and demanding, warm, calm and motivating. A process which is able to restore the student’s confidence in his/her abilities, help him/her cope with his/her own peculiarities and return him/her the love for learning.

Pedagogical counselling, support, tutoring and guidance for children and teenagers experiencing learning difficulties.

School achievement strategies are developed in accordance with the abilities and specific needs of each child and teenager to enable him/her to overcome learning and/or behavioural problems: ADHD, hyperactivity, dyslexia, dysgraphia, dyscalculia, dyspraxia.

Personalised pedagogical solutions to allow students to:

  • continue his/her school career in the best possible conditions
  • learn to study
  • have a positive attitude towards learning
  • learn to cope with his/her own peculiarities and regain confidence in his/her abilities
  • develop strategies for success

Programs from 1 to 10 lessons per week

Flexible individual schedule 7 days a week

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Avenue de Champel, 22
1206 Geneva, Switzerland

Flexible schedule
from 7am to 10pm
7 days a week