Learning Support
Since 2012, our department offers the opportunity to support children who have disorders in their all-round development, within the framework of a multidimensional structure, such as the "AGIOS LOUKAS" Clinic, with direct access to any kind of additional medical service or specialization.
The services are provided in a properly configured wing of the Clinic, away from the hospital wards, in places where children and parents are happy to be. The space has its own entrance and of course the free parking of the Clinic.
The Department of Learning Support of "AGIOS LOUKAS" Clinic provides assessment, intervention and counseling services to every family that is looking for ways to create the most favorable conditions for the development of the learning potential of its child.
Our services are addressed to children of preschool and school age, as well as to adolescents. Indicatively, the services of the department could benefit children who present:
The department provides a core of support services, namely special education and speech therapy and collaborates on a case-by-case basis with scientists of a wide range of specialties, such as:
The existence of such a department within a Clinic has multiple benefits.
On the one hand, we are given the opportunity to frame with the appropriate medical services every diagnosis. Many children who are labeled "lazy", "unreadable" or "late" by teachers, are because they do not see well.
Even seizures, the so-called "subtractions", can be considered carelessness and remain undiagnosed.
Another typical example of the necessity of interdisciplinary cooperation is autism. Many times, parents attribute the social withdrawal and the lack of response of the toddler to audiological problems, wasting valuable time. In such a case, the ENT can help solve the puzzle.
Special Education concerns the educational services provided to students with special educational needs, such as Dyslexia, Attention Deficit Hyperactivity Disorder, etc. However, many children fail to meet school requirements, without being able to easily join a diagnostic category. Thus, children who experience school failure are candidates to be provided with special education.
It is not uncommon for parents to delay a visit to the specialist, because they hope that a difficulty is simply transient and will be overcome by itself. But if it is not overcome? The earlier one turns to the specialist, the better results he will have. In fact, if one considers the percentage of occurrence of learning difficulties, which can reach 20%, no parent should be complacent.
The experience with children, in a well-equipped environment, constantly generates ideas that we try to explore, exchange, discuss with foreign colleagues. It is a cycle of perception and action.
In this context, for example, we were invited to serve as Guest Editors in the special issue Perspectives in Neuroscience of Special Education by Frontiers in Human Neuroscience. Frontiers magazine's neurosciences branch climbed to first place, according to the Journal Citation Reports (JCR) provided by Thomson Reuters.
This is the experience I pass on to the students, showing them how neurosciences are bridged with education, theory with practice. Our goal is to serve science, not in sterile laboratories and classrooms, but within society, which needs it now more than ever.
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