PED.I.

PEDIATRIC INSTITUTE (PED.I.)
Evaluation & Treatment Center for Children with Developmental & Learning Disorders
Early Intervention Center (E.I.C.)
• Sensory Integration • Craniosacral Therapy • Occupational Therapy • Speech Therapy • Physical Therapy
• Psychological Support • Special Education • Socialization Groups • Parent Consultation • Educational Seminars
35 Chelmou St. • 14565 • Ag. Stefanos, Attica, Greece •
( +30 210 814 2218 • Fax: +30 210 814 5949
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Early Intervention Program

Pediatric Institute Ltd., offers an innovative program in early intervention.  It is an 11-month, daily (9am-1pm) specialized learning, communication and behavioral program for children aged 2-8 years with developmental difficulties. This program is innovative for the following reasons:

1. It is a small and individualized program. We believe that quality prevails quantity. Consequently, the number of children in the program is limited to 6 children per section.

2. Our students are divided in groups/classes according to their age, functional abilities, and personal needs. Each class includes 6 children (maximum) with one head special education teacher and one aid. Supportive services such as sensory integrative treatment, occupational therapy, speech/language therapy, and/or oral-motor and feeding therapy are provided.

3. Admission to the program requires a detailed evaluation of the capabilities, strengths and weaknesses of the child that pertain to his/her function in a group.

4. Our multidimensional therapeutic approach. In contrast with the view that only one therapeutic approach is adequate and necessary for the remediation of the unique difficulties of developmental disorders such as Pervasive Developmental Disorders, Autism and others we follow a rich program of various therapeutic interventions such as ABA, PECS, TEACCH, RDI, Sensory Integration, MAKATON, CranioSacral Therapy, FloorTime, etc., among others. This is in accordance with the latest developments  in the USA and United Kingdom whereas the combination of the aforementioned approaches is considered to achieve best results.

5. The participation and training of the parent in the program since he/she is considered as a member of the child's intervention team.

6. Written reports and treatment goals, monthly program with suggestions for home use, and communication with other members of the child's team (i.e. therapists, educators, physicians, etc.)

7. The educational and clinical experience of our special educators/psychologists, speech/language pathologists and occupational therapists.

Our goal is:

  • to address the child's difficulties in verbal and non verbal communication, behavior, learning and perception, play, social interaction, movement and sensory sensitivity, and self care

  • the child's preparation for school, the achievement of the highest level of  independence in self-care, the improvement of his social skills and her play with other children, and mainly the enhancement of his functional and not robotic communication with his family  and the community.

  • the education of the parent because an educated parent is a strong parent

  • the training of the parent in daily and practical matters such as behavior management, use of means of communication, toy selection, toilet training, feeding, sleep disturbances, etc.

  • the psychological support of the parent

This program is suitable for:

  • Children with developmental disorders such as Pervasive Developmental Disorder and Autism, Asperger's Syndrome, psychomotor delays, speech and language difficulties,  Attention Deficit Disorder, behavioral problems, etc.)

The program includes:

  • Individualized assessment of the development and functional level of each child with a battery of tests in order to determine the Individual Treatment and Education Program (IEP)

  • The IEP contains written goals for the child, his/her family and/or school

  • The combination of modern approaches such as PECS (Picture Exchange Communication System), Intensive Interaction, TEACCH (visual timetables, social stories, strip conversations, etc.), Sensory Integration, MAKATON, PORTAGE, Floor Time, and craniosacral therapy among others.

  • Monthly review of the IEP  and meeting with each parent

  • Training for parents

  • Specially designed program for the summer

  • Intervention in English

The description of a typical day in our morning program:

  • Arrival and arrangement of belongings

  • Circle Time

  • 1st Educational Session

  • Wash-up, toileting, snack-time

  • 2nd Educational Session

  • Sensory-Motor break

  • 3rd Educational Session

  • Circle Time

  • Departure

Additional Activities:

  • Visits in the community (open market, pastry shops, newspaper stand, hair dresser, super-market, etc.)

  • Excursions

  • Arts and Crafts

  • Parties and holidays (costumes, crafts for national holidays, etc.)

  • Special summer program in our adapted outdoor space (small swimming pools, fountains, sand boxes, etc.)

  • Activities with music

  • Toilet Training

  • Feeding Therapy et al.

This program has as a model similar programs implemented in the UK and USA. Pediatric Institute -with respect to the child and his family- invites you to learn more about it by calling or meeting with us.  It has been running successfully since 2007, thus giving us the advantage of quality, knowledge and experience.

 

 
35 Chelmou St. • 14565 • Ag. Stefanos Attica, Greece • +30 210 814 2218 • Fax: +30 210 814 5949
© 2005-2017 Pediatric Institute Ltd.

Updated 26/7/2016