A special education teacher in Kyiv supports your child's development and socialization. Individual sessions with a special educator (defectologist) in a safe and inclusive space at CSM Clinic.
A special education teacher in Kyiv supports your child's development and socialization. Individual sessions with a special educator (defectologist) in a safe and inclusive space at CSM Clinic.
Every child has boundless potential, but sometimes a special approach is needed to unlock it. A special education teacher (defectologist) is a specialist who helps children overcome barriers in development, learning, and socialization. This is not just a teacher but a guide who builds a "bridge" between the child and the world around them. At CSM Clinic in Kyiv we have created an inclusive space where children with developmental differences receive professional support. We do not "fit" a child to norms; we develop the child's strengths and help the child adapt to life in society.
Parents should book a consultation if a child's development differs from that of peers or if learning difficulties arise. The main areas of our work:
The work begins with an assessment. The teacher evaluates the child's level of knowledge, skills, and perception characteristics. Based on this, an individual special education program is developed.
Our sessions focus on:
We use play-based methods and elements of Montessori therapy and sensory integration so that learning brings joy rather than stress.
Regular sessions with a CSM Clinic specialist may help to:
An advantage of our clinic in Kyiv is the multidisciplinary approach. The special education teacher works in close cooperation with a pediatric neurologist, a psychologist, a speech therapist, and a rehabilitation specialist. This makes it possible to see the problem as a whole and address it comprehensively.
A speech therapist focuses mainly on sound production and speech development. A special education teacher works more broadly: develops thinking, memory, attention, and logic, and teaches play and everyday skills. These specialists often work together.
The earlier, the better. Early intervention is generally recommended from the age of 2-3, when a child's brain is most plastic. However, we also work with school-age children to address learning difficulties.
The standard duration is 30-45 minutes, depending on the child's age and fatigue. For young children, sessions take the form of play with frequent changes of activity.
Yes, this is an important condition for progress. The teacher gives parents recommendations and homework. Lasting progress is best supported by the joint work of the specialist and the family.
Yes, the absence of speech is not an obstacle. We use alternative communication methods (cards, gestures) to establish contact and encourage the emergence of speech.