As a team of care and educational facilities, we are fully committed to providing comprehensive support to families who have entrusted us with the education and development of their children. We are now also available for children outside our facilities.
We offer both individual and group sessions. We recommend specific solutions tailored to the individual needs of the families who contact us. Our therapy office is located at Jurajska Street 4 in Warsaw, near Nursery No. 293, Jurajska Branch.
Offer and Pricing:
- Speech Therapy – 45/30 min – 140/120 PLN
- Neurological Speech Therapy – 45 min – 160 PLN
- Logopedic Kinesiotaping – oklejenie plus wizyta 120 PLN
- Educational Therapy – 45 min- 140 PLN
- Hand Therapy – 45 min-140 PLN
- Social Skills Training – 45 min (4 spotkania w miesiącu) – 460 PLN
- Anger Control Training – 45 min – 160 PLN
- Graphomotor Skills Training – 45 min- 140 PLN
- Occupational Therapy – 45min-140 PLN
- Consultation (Speech/Neurological/Educational Therapy) – 45 min- 200 PLN
Individual sessions can be combined into packages with group activities. The price will be calculated individually.
REGISTRATION
To schedule an appointment, please contact us at 796 566 241 or fill out the form below – we will call you back.
Our specialists are available during selected hours on weekdays and Saturdays.
We warmly invite you!
Form
Speech Therapy
The profession of a speech therapist is often associated with correcting pronunciation issues, and most commonly as “the lady who teaches how to say [R].” However, it is much broader. Speech therapy is a vast discipline, and a speech therapist can assess and support even newborns. There is no upper age limit.
Proper speech development is fundamental to a child’s intellectual and social growth and their future academic success. It’s crucial to address speech disorders early. A modern speech therapist not only teaches correct pronunciation but also proper communication skills.
When to visit a speech therapist:
- The child has difficulty sucking, swallowing, chewing, or biting.
- The child does not coo around 3 months (does not make throat sounds like “a-gggg”).
- The child does not babble at 6-7 months (does not repeat syllables like “bababa” or “mamama”).
- The child does not say single words like “mama” or “baba” around one year of age.
- A two-year-old has a limited vocabulary (a few or several words) or does not form simple sentences like “mama eat” or “baby cry.”
- At any age, the child speaks unclearly or their speech is incomprehensible.
- The child does not follow instructions, avoids eye contact, speaks incomprehensible sounds, or does not respond to their name.
- The child thrusts their tongue between their teeth when speaking.
- Speech development has stopped or regressed.
- The child stutters or has disfluent speech.
- A 4-year-old does not pronounce the sounds s, z, c, dz (e.g., says “śłońce” instead of “słońce”).
- A 5-year-old does not pronounce the sounds sz, rz, cz, dż (e.g., says “safa” instead of “szafa”).
- A 6-year-old does not pronounce the sound r.
- A 7-year-old does not pronounce certain sounds or pronounces them incorrectly.
- The child struggles with learning to read or write.
- The child has stopped speaking in certain places or does not talk to specific people (e.g., always at preschool or in a store).
- There are difficulties with food textures (eats only hard or soft food) or food selectivity.
Special Note:
- Pacifier usage: A pacifier should be phased out by 18 months at the latest. Prolonged use has significant consequences, such as bite deformities, jaw issues, and reduced oral motor efficiency. A child with a pacifier in their mouth cannot speak effectively.
Additional Signs:
- The child frequently has an open mouth or drools excessively. A speech therapy consultation does not necessarily require frequent visits. The therapist might provide exercises and valuable advice you can practice at home, depending on the child’s issue. Follow-up visits can be scheduled periodically if needed.
Remember, never postpone a consultation if you have doubts about your child’s speech or communication development.
Neurological Speech Therapy
When to Consult a Neurological Speech Therapist:
- Your child was born prematurely and fed through a tube.
- Your child is in the “high-risk” group due to various perinatal complications.
- Your child has been diagnosed with neurological disorders or a genetic syndrome.
- Your child struggles with feeding (e.g., proper sucking, difficulty eating solid foods, preference for only pureed foods).
- Your child has excessive drooling or keeps their mouth constantly open.
- You have experienced a stroke or brain injury (e.g., aphasia or dysarthria).
- You have disfluent speech, such as repeating syllables or words, or stuttering.
Neurological Speech Therapy for Children:
- Children with nervous system damage or dysfunction.
- Those with prenatal and perinatal complications.
- Children with genetic syndromes.
- Those with delayed speech development or communication disorders.
- Premature infants or those from high-risk perinatal groups.
- Children on the autism spectrum (including Asperger’s syndrome).
- Those with cerebral palsy.
- Children with cleft lip and/or palate.
- Those with delayed psychomotor development.
- Children with dysarthria or aphasia.
- Those who stutter or have voice disorders.
- Children with dysphagia (feeding, chewing, and swallowing disorders).
- Those preferring only pureed foods or struggling with breastfeeding or bottle-feeding.
Neurological Speech Therapy for Adults:
Neurological speech therapists also work with adults who have speech and language disorders resulting from neurological damage, such as dysarthria, or neurodegenerative diseases after accidents or strokes.
Goals of Neurological Speech Therapy:
- Expanding active and passive vocabulary.
- Improving motor function of speech organs.
- Enhancing language, breathing, and phonation functions.
- Developing alternative communication behaviors.
Logopedic Kinesiotaping
How It Works:
Kinesiotaping is based on kinesiology and the body’s ability to self-heal. It affects muscles, fascia, joints, the lymphatic system, and the nervous system.
In speech therapy and neurological speech therapy, K-Taping is used as a supportive method, significantly enhancing the effectiveness of speech therapy.
Applications in Speech Therapy:
Benefits:
- Supports therapy in speech therapy clinics.
- Stimulates dysfunctional areas for self-repair.
- Improves the function of the orofacial and respiratory systems.
Effects of Kinesiotaping:
- Pain relief.
- Improved microcirculation.
- Activation of the lymphatic system.
- Support for joint or ligament function.
- Normalization of muscle and fascial tension.
- Enhanced muscle function.
Kinesiotaping, when applied skillfully, can significantly improve the outcomes of speech therapy by facilitating the orofacial apparatus and other systems.
Indications for Kinesiotaping in Speech Therapy
Kinesiotaping can be beneficial in the following situations:
- Abnormal muscle tone in the oral-facial area.
- Dysphonia (voice disorders).
- Dysphagia (swallowing disorders).
- Dysarthria (motor speech disorders).
- Jaw mechanics disorders or improper jaw stabilization.
- Reduced motor efficiency of speech organs.
- Respiratory dysfunctions.
- Excessive drooling.
- Facial nerve paralysis and trigeminal neuralgia.
- Temporomandibular joint dysfunctions.
- Habitual mouth breathing.
- Cleft lips.
- Bruxism (teeth grinding).
Our clinic offers speech therapy and neurological speech therapy supported by kinesiotaping for enhanced results.
Pedagogical Therapy
Target Group:
Pedagogical therapy is designed for children:
- With average or below-average intelligence.
- With motor development delays and lateralization issues.
- With visual and auditory processing problems.
- With emotional and motivational developmental issues.
- With speech disorders.
- With mathematical ability disorders.
- Struggling with reading and writing skills.
- With impaired dynamics of neural processes.
Benefits:
Pedagogical therapy helps prevent educational failures, boosting children’s self-esteem and mitigating emotional, behavioral, and social issues. The therapy promotes stable cognitive, emotional, and social development.
Goals:
- Stimulating and improving psychomotor functions.
- Addressing knowledge and skill gaps.
- Eliminating school failures and their emotional and social consequences.
Hand Therapy
Hand therapy sessions aim to improve upper limb functionality through tactile stimulation and exercises to refine fine motor skills and coordination. Activities involve exploring various shapes, textures, and materials, developing precise hand and finger movements, and strengthening focus and visual-motor coordination.
Suitable for Children Aged 3+ With:
- Muscle tone abnormalities.
- Postural issues.
- Sensory integration disorders.
- Graphomotor difficulties.
- Precision movement challenges.
- Upper limb movement coordination issues.
- Delays in self-care skills.
- Tactile sensory disorders (e.g., discomfort with certain textures).
Goals:
- Provide tactile experiences with various shapes and materials.
- Develop precise hand and finger movements (fine motor skills).
- Teach attention focus and visual tracking skills.
- Strengthen concentration.
- Enhance visual-motor coordination.
- Facilitate crossing the midline of the body.
Therapy Scope:
- Entire upper limb: clavicle, scapula, and humerus (broad movements).
- Radius and ulna (manual exercises).
- Hand bones (manipulative exercises).
- Postural correction, including scapulae and pelvis alignment.
Social Skills Training
Social Skills Training (SST) is group therapy designed to restore a child’s normal interactions with their social environment. The structured sessions incorporate games, activities, and exercises specifically tailored to develop social competencies effectively.
This therapy strengthens communication skills, emotional regulation, and peer interaction abilities, providing a supportive framework for children to thrive socially.
The main objectives of the training are:
- Expanding knowledge about social skills,
- Increasing the range of executive skills (achieved by breaking down each skill into basic steps and gaining the ability to apply this knowledge in specific social behaviors in practice),
- Changing experiences and emotions associated with being in social situations – reducing experienced tension and achieving better self-esteem.
Social Skills Training supports a child's personal development, including:
- Building a positive self-image,
- Shaping a sense of self-worth,
- Encouraging self-expression in various forms of activity,
- Stimulating curiosity through verbal activity,
- Developing the ability to recognize and express one’s own emotions and those of peers,
- Acquiring skills for balanced reactions in challenging situations,
- Learning ways to release emotional tension.
Training groups are formed through consultation sessions with a therapist to ensure the selection of practiced skills is based on a prior analysis of the participants’ needs and abilities.
Anger Management Training
Anger is one of the primal emotions of human beings. Like any emotion, it is intense, usually short-lived, and serves as a warning signal in our bodies. Emotions send us signals, indicating that something significant is happening. They greatly influence our behavior and actions.
In the culture we live in, there is a deeply rooted belief that anger is bad. From childhood, we are taught that anger must be eliminated, suppressed, and that it should not be expressed. Children who often show anger are labeled as “naughty” or “troublemakers.” But is anger truly as bad as it is made out to be?
Absolutely not! Anger is, first and foremost, natural and necessary for healthy development. It is through the initial experiences of this emotion that a child develops a sense of agency and decision-making. The well-known “terrible twos” is nothing more than the first conscious experience of anger and attempts at self-determination.
Anger warns our body that something happening is not good for us. It signals that we have been deprived of a benefit or treated unfairly.
So why does anger have such a negative connotation? The key lies in the ways we express it. The manner in which anger is expressed can sometimes be inappropriate, socially unacceptable, and cause harm to those closest to us.
UNACCEPTABLE WAYS OF EXPRESSING ANGER:
- Yelling at another person,
- Hitting,
- Kicking,
- Deliberately destroying objects,
- Swearing in the presence of others.
ACCEPTABLE WAYS OF EXPRESSING ANGER:
- Blowing up a balloon,
- Yelling in an open space,
- Informing others about your anger,
- Talking about your emotions,
- Repeating prepared phrases or rhymes in your mind,
- Counting.
In Anger Management Training, we learn to understand our body, emotions, and reactions. We strive to comprehend why feeling anger drives us to yell, cry, or hit someone else.
The focus is on our own emotions, but we also learn to recognize the emotions of others. Finally, we explore various techniques for managing anger and ways to express it constructively. Each participant selects their own method and learns how to implement it in daily life.
Graphomotor Skills Training
WHEN IS GRAPHOMOTOR TRAINING RECOMMENDED?
- Difficulty forming letters,
- Incorrect pencil grip,
- Challenges with overall hand coordination while writing,
- Problems replicating patterns or shapes,
- Difficulty staying within contours while drawing or lines while writing,
- Illegible handwriting,
- Incorrect posture while writing, such as leaning too far over the desk or relying on body support,
- Hand movements that are either too fast or too slow when completing tasks.
Since writing is a key skill for a child’s educational development, special attention should be given to fostering proper habits related to developing this ability, particularly in children aged 4, 5, 6, and 7.
Graphomotor Training is recommended for children beginning their journey with writing. Before a first-grader can accurately form their first letters and hold a writing tool correctly, it is essential to enhance their manual skills.
Supporting the development of graphomotor skills in children has positive effects both in educational and overall developmental contexts:
- Development of graphic skills: Regular exercises help children improve the quality of their writing and drawings, which in turn boosts their confidence in completing graphic tasks.
- Cooperation and communication: Children learn to follow instructions from teachers or parents, a key factor in educational and behavioral success.
- Development of spatial perception: Through various exercises, children enhance their spatial orientation and the ability to recognize and interpret images.
- Improvement of writing technique: Systematic training refines drawing and writing techniques, contributing to the aesthetics and legibility of their work.
- Development of speech and language: Children learn to name objects and describe what they see in drawings, which is important for vocabulary growth and verbal skills.
- Correction of bad habits: Early detection and correction of improper tool grip or hand muscle tension help prevent future issues.
- Holistic development: These activities stimulate various aspects of a child’s growth, from motor skills and perception to emotional development.
- Motivation: Engaging tasks and exercises inspire children to learn and discover new passions and interests.
- Development of manual skills: Regular exercises improve movement precision, strengthen hand muscles, and enhance coordination.
Graphomotor training is suitable for a wide range of children who may need support in developing skills related to writing, drawing, and other precise hand tasks. It is essential for this training to be tailored to individual needs and conducted systematically.
Occupational Therapy
The primary goal of occupational therapy for children is to enhance new skills involving physical and cognitive activities, promote their independence, and encourage group play with peers.
The need for specific occupational therapy interventions arises from physical and psychological dysfunctions, such as:
For children with impaired fine motor skills, the work is focused on improving grip and hand function through participation in activities and performing appropriate movements, with an emphasis on coordination and precision of movements. For children with impaired gross motor skills, activities are aimed at improving balance and maintaining proper posture during tasks. In cases of social disorders, participation in activities aims to improve trust and mutual respect, with attention to group cooperation and collaboration with the therapist. In situations where basic life skills are lacking, activities must focus on self-care, as well as preparing and consuming meals. For individuals with cognitive impairments, all forms of learning and games that enhance thinking, the ability to focus and maintain attention, utilize imagination, and promote creative creativity are beneficial.
All activities take into account the child’s developmental age.
The organization of activities focuses on natural predispositions and the tendency for play, enriching them with appropriately selected elements of learning and work, utilizing:
- Art therapy – therapy through art,
- Ergotherapy – development through work activities,
- Aesthetotherapy – contact with nature,
- Sociotherapy – developing interpersonal skills,
- Dog therapy – interaction with a dog,
- Play pedagogy, elements of Sensory Integration (SI), Veronica Sherborne’s methods, music therapy, and relaxation massages.
Pedagogical Consultation
A pedagogical consultation is a form of therapeutic support in which a specialist in pedagogy provides advice and guidance on various aspects of a child’s education and upbringing. It can be directed toward parents, guardians, or the child themselves. Its primary purpose is to conduct a thorough interview, based on which the therapist identifies the child’s needs and the possibilities for support and therapy regarding the reported difficulties.
A pedagogical consultation can take the form of one-time meetings for counseling, diagnosis, or advisory purposes, or it can be a series of sessions designed to provide the most effective support for the student and the entire family.
Main Goals of Pedagogical Consultation:
- Assisting in understanding and finding solutions to specific educational or behavioral problems.
- Providing advice on teaching methodology, techniques for motivating students, and managing classroom challenges.
- Helping parents understand their child’s educational and emotional needs, offering parenting advice, and supporting them in crisis situations.
- Assisting students in understanding their difficulties, enabling them to develop strategies to cope with problems, and supporting their personal growth.