Questions and Answers

There's a lot of information on dyslexia. We can read what it is, statistics, opinions of specialists, educators and speech therapists. Guidelines are given to address the follow-up problems. The conclusions of all articles underline that every person with dyslexia is different. Everyone has learned to deal with this in their own way. All children with dyslexia experience difficulty in writing and reading. This group also included problems with understanding the read. Research shows that 20% of people have some degree of dyslexia. The degree of difficulty is different for everyone. Some children overcome them easily and quickly, without a trace. Others learn to cope with learning by taking more effort. After the student period of a person's life, everyone has the opportunity to choose an activity and a profession, where it is quite possible dyslexia to be an advantage, not harm.

Children with dyslexia in school age are counted towards children with special educational needs. Although they are physically healthy, have no lag in their intellectual development, cope quite well in the creative activities, the period from the first to the fourth grade is associated with many difficulties. At first glance, these are completely different problems, but basically the reasons are the same. The answer is: a different way of thinking, which leads to another way of perceiving the information.

Researching the dyslexia, and basing on the opinion of the experienced merchandisers on the subject, our team finds a lot in common in the guidelines that are given to overcome and deal with the problem. Firstly, the advice is for individual attention from teachers, due to inability to work independently. The reasons for this are that children with dyslexia make much more effort when writing and reading, respectively and very quickly tire. Their concentration is rapidly depleted, given their little age. They need long and more frequent breaks. This also leads to the need for a personal permanent assistant in writing homework or so-called self-training.

For most children with dyslexia is completely inappropriate, the created model of the classical nursery, where the entourage of many children is repeating the model of the classroom, but elsewhere. Most of the time, this setting will tire the children further and hinder their ability to concentrate. We are united by the idea to work towards creating conditions, products and comprehensive programs that help children with dyslexia and their families.

We are united by the idea of adapting the teaching aids and materials to the specific needs of students who exhibit symptoms of dyslexia. We develop programs in which the technical means will facilitate their self-preparation. The goals we have set are aimed at making the students as motivated as possible to make efforts to cope with the exercises without the need for additional guidance and help from teachers or parents.