Workshops Session I
13h00 – 14h30
|#1||La famille, berceau émotionnel indispensable pour l’enfant” Emotion et Education||Claudia Jankech
Psychologie et Psychothérapie, Enfants et adolescents
|#2||Introducing “The DNA Nourishing Programme” –
The Effective way to Achieve Focus and Concentration
|Dr. Irina Schurov
Neuroscientist, Nutrition & Health Consultant, Autism Coach
|#3||My Child is Different What should I do? Where should I start? How to navigate the Swiss and Geneva social security and Assurance invalidité (disability benefits).||Patricia Bell
A mother and legal guardian of an autistic/Asperger son
Workshops Session II
14h30 – 16h00
|#1||Neuroscience of Communication: Correct Auditory Processing, Learning and Listening Integrators||Marsha Staubli & Elke Schlaeppi
Centre d’Ecoute et de Santé “Fleur” Sàrl.
|#2||Un enfant pas comme les autres – que faire? Où commencer? Comment naviguer les systèmes suisse et genevois de sécurité social et d’assurance invalidité||Patricia Bell
mère et tutrice d’un fils autiste/asperger
|#3||The Imagery-Language Connection: Teaching All Children to Read and
|Valentina Nikolic, BSc (Hons) MSc (Hons)
Lindamood-Bell Learning Centre
La famille, berceau émotionnel indispensable pour l’enfant” Emotion et Education
Abstract: à travers une relation d’attachement, petit à petit l’enfant va réussir à intégrer les émotions au cours de sa croissance. Dans ce processus, les parents ont un rôle central. Contrairement à ce que la pensée de Descartes (avec son “Je pense donc je suis”) nous laisse supposer du primat de la raison, Damasio (neuropsychologue, USA) a inversé cette maxime et déclare “je suis donc je pense”. Il souligne ainsi un l’importance des émotions et leur rôle de guide. Le workshop aura donc pour but, suite à une partie réservée à l’origine et au rôle des émotions, de donner des pistes pour aider les parents à gérer les émotions dans l’éducation de leur progéniture, notamment lorsqu’ils ont un enfant différent (HPI, TDAH, DYS, TSA).
Claudia Jankech, suissesse née en argentine de parents italiens. Formation de base en psychologie clinique à l’Université de genève. Formation post-grade dans différents services scolaires et au SUPEA de Lausanne (1980-1990). Expérience de 40 ans en psychologie de l’enfant et de l’adolescent et de 35 ans en psychothérapie. Depuis 1997 Claudia Jankech reçoit de très nombreux enfants et adolescents HPI dans son cabinet à Lausanne Elle s’est toujours intéressée aux enfants différents (allophones, handicapés mentaux, enfants dys, HPI, Tdah, Ted).
Introducing “The DNA Nourishing Programme” – The Effective way to Achieve Focus and Concentration
Outline: One in six children has a developmental delay, one in five has ADHD and thirteen percent of all public school students receive special education made necessary by their learning disabilities. Amazing scientific discoveries allow us to understand the real reason for these issues, they provide us with the tools to address these problems and help our children to overcome the challenges so limiting their lives. Dr Schurov’s DNA NOURISHING PROGRAMME is specially designed to provide each child with special educational needs with the necessary individual support. This programme is designed to nourish, support and reboot both body and brain function on a DNA level! It is a step by step process that allows boost body detoxification, reduce inflammation in the body and brain and then identifies the specific genetic weaknesses which affect the individual body balance. Thereafter, specific functional bypasses for these mutations will be designed in order to boost brain and body performance. This programme has been proven effective and has helped many children.
- Explaining the scientific background of the DNA NOURISHING PROGRAMME
- Guiding parents through a ‘step by step’ description of the programme
- Discussing examples of how the DNA NOURISHING PROGRAMME works
Dr Irina Schurov – After receiving her PhD in Neuroscience in Cambridge University, Irina worked extensively in leading academic labs, pharmaceutical and nutraceutical companies. Driven by passion to help people live healthier she expanded her field to encompass not only the science of the brain but also the science of nutrition and microbiome. She created LiveRight – an initiative to share her knowledge of nutritional science in preventing of neurological disorders and advocating of well-being strategy.
By building an educational platform about healthy eating habits, by restoring the relationships between people and food, by providing a personalized nutritional support, Irina wants to help many families achieve the optimal balance between health and life.
My Child is Different What should I do? Where should I start? How to navigate the Swiss and Geneva social security and health insurance systems
- A brief introduction on my background as mother of an adult autistic son.
- At what stage do we raise the problem with the paediatrician? What happens next from the medical point of view?
- If the parents live and work in this country and contribute to the Swiss social system (AVS/AI = Old age insurance / disability benefits) what are the administrative procedures?
- If one or both parents are staff of international organisations or diplomatic missions – what, if anything, are they entitled to – how should they proceed?
- Age of child – if under 18 recognised as a “child” – if over 18, what steps have the parents taken for the child to be recognised and protected as a dependent, i.e. a person who is not considered capable of discernment and/or of earning her/his own living?
- What if the family has just arrived in Geneva; what about a family whose child has been diagnosed before arrival in Geneva? How should they proceed?
- What is available for a dependent adult in the way of “sheltered workshops” etc. taking into account her/his ability. What are the conditions for admittance to such institutions
- What other facilities are available for children with special needs and their families – sport, leisure, holiday camps, etc. What are the conditions for participation in their activities? Cap Loisirs, Handisport, Insieme (Parents’ association)
- What can the Office médico-pédagogique (OMP) offer? Who is eligible
PATRICIA BELL was educated in India, the UK and Switzerland. After working as a P.A. and conference organiser for various non-governmental organisations in Geneva she took the CELTA (Certificate of English Language Teaching to Adults) course and has been teaching
English as a foreign language since 2001. She volunteers for the Fondation Cap Loisirs and is on the committee of HOPE (Himalayan Organiation for People and Education), an association offering scholarships to students from the Himalayas (India) to enable them to study in Indian universities.
She is the mother legal guardian of an autistic/asperger son who has overcome the most debilitating aspects of autism and at 54 continues to make progress of which he is aware and very proud!..
Neuroscience of Communication: Correct Auditory Processing, Learning and Listening Integrators
- Increase awareness that the Tomatis method is based on the intricate connections between the ear, brain , nervous system and psyche.
- Convey that research and neuroscience have validated the existence of neural assemblies that Tomatis called listening integrators.
- Explain why the pedagogical system Tomatis developed is called Audio-Psycho-Phonology
- To illustrate how Tomatis listening reeducation corrects auditory processing and helps learning
Elke Schlaeppi was born in Bremen, Germany, where she studied and received diplomas in Social Pedagogy and Natural Medicine. She then worked in a federal institution for youngsters with life difficulties before moving to Switzerland where she studied Eriksonian Hypnosis, Rogerian Person-centered Therapy and gained a Masters in Clinical Caycedian Sophrology. She was personally trained by Dr Tomatis in Audio-Psycho-Phonology / Tomatis Method and founded the Tomatis Listening Centre, Rolle, where she has been Director & Consultant for 18 years. She recognizes the Tomatis Method as an excellent way to help children and adults with learning difficulties find their sense of life by connecting to their inner wisdom. Her interest is to help others through listening which opens the consciousness, allowing people to become fully-functioning human beings.
Marsha Staubli first studied Languages and International Relations (BA). After gaining her MBA, she worked in international marketing and taught at the university level. Her second career began after her children went to school; she graduated with a Bachelors in Psychology and a Masters in Counselling Psychology before studying Systemic Therapy. She works as an independent psychologist and consultant in the Tomatis Listening Centre, Rolle (since completion of her Tomatis training in 2007). The Tomatis Method helps people reconnect to their inner selves by honing their listening skills. Marsha’s personal goal is to help all children and adults rediscover their love for learning and reach their full potential.
Un enfant pas comme les autres – que faire? Où commencer? Comment naviguer les systèmes suisses et genevoise de sécurité sociale et d’assurance maladie
Elle est mère et tutrice d’un fils autiste/asperger qui a surmonté les aspects les plus débilitants de l’autisme et, âgé aujourd’hui de 54 ans, continue à faire des progrès dont il est conscient et très fier!
The Imagery-Language Connection: Teaching All Children to Read and
New research suggests that the dual-coding of imagery and language is a critical factor in language comprehension and word reading. Imagery is a basic sensory-cognitive function connecting us to the language we hear and the print we read. There are two distinct types of imagery—symbol imagery and concept imagery—intrinsic to word-reading and reading comprehension. Neurological and behavioral research validates the imagery-language connection resulting in lasting effects on word attack, word recognition, comprehension, and specific areas of brain function in students with dyslexia or autism spectrum disorder. Supported by Dual Coding Theory, key research findings, and over 30 years of instructional experience, this session shows that imagery is a primary sensory-cognitive power source that can be developed and brought to consciousness for reading independence in children, including those previously diagnosed with dyslexia and autism spectrum disorder.
- To guide parents and educators through new research that reveals the symptoms, causes, and solutions for weak reading and comprehension so their students can learn to their full potential.
- To identify the two types of imagery (symbol and concept) and the symptoms of weak imagery underlying the component parts of reading.
- To examine behavioral and neurological research supporting the role of imagery for students weak in word reading and comprehension, including those with dyslexia or autism spectrum disorder.
Lindamood-Bell believes that all children and adults can learn to their potential. For over 30 years, their research-validated instruction has consistently changed the lives of individuals with learning challenges such as dyslexia, ADHD, and autism. In addition to their nearly 100 Learning Centers and Seasonal Learning Clinics nationally and internationally, their efforts include research collaborations with MIT, UAB, Wake Forest, and Georgetown University. Lindamood-Bell has been recognized by the U.S. Department of Education, Time, US News and World Report, Neuron, NeuroImage, CNN, and PBS. Lindamood-Bell and all of its Learning Centers are accredited by AdvancED. Visit www.lindamoodbell.com to learn more.
Presenter: Valentina Nikolic, BSc (Hons) MSc (Hons)
Centre Director, Lindamood-Bell Learning Centre, London, UK
Valentina Nikolic is the Centre Director at the Lindamood-Bell Learning Centre in London, England, where she works with hundreds of families to improve their children’s reading and language comprehension skills. She began her career as a Clinician at the Lindamood-Bell Learning Centre in 2008, where she provided sensory-cognitive instruction for children and adults with a variety of learning needs, including students with Dyslexia and Autism Spectrum Disorders from all around the world. Ms. Nikolic holds a Masters of Science degree with Honours in Applied Social Science and a Bachelor of Science degree with Honours in Psychology from the Royal Holloway University of London.