Neuromotor intervention programe to improve the reading and writing process.

The world is constantly evolving and this is reflected in our classrooms. In recent years, the percentage of students with diagnoses and learning disorders has increased considerably. With a ratio of 27 pupils, between 40 or 60% of the students present some learning difficulties, hyperactivity or inattentive behaviors, problems in literacy, lack of knowledge of the language, among others...

This reality has transformed the daily dynamics in the classroom. Methods and approaches that were effective in the past are proving to be ineffective today. Educators face the task of adapting their pedagogical methods to satisfy the individual needs of each student, requiring greater flexibility, understanding and resources.

A high percentage of students are at risk of social exclusion, due to the lack of attention to their educational needs. The percentage of students with special needs has multiplied, and schools and teachers are not prepared to deal with this change, guaranteeing quality education to all students. We need resources adapted to the new reality and that offer support to teachers to be able to attend to students and their needs regardless of their socioeconomic level.

Thus, it is increasingly essential for educators to be trained to identify and address the diverse learning needs of their students, as well as to implement inclusive pedagogical strategies that promote the success of all students in the school environment, especially those at risk of social exclusion.

After many years of being teachers, we have noticed that on many occasions it is not a matter of labeling students clinically, as there are difficulties that emerge from the student's neuromotor development or lack of sensory integration. Casually, learning difficulties have been increased by sedentary lifestyles, the appearance of technological tools, stress in the family structure, socioeconomic differences... among others, which have substituted, in many occasions, contact with the environment, movement stimulation, etc.

We know that the ontogenetic development of our central nervous system begins in the embryonic stage and lasts from the first years of life until adolescence. During this period of time, the interaction with the environment and the stimulation of movement will be key to determine the personality that will mark the development of our Central Nervous System (CNS), due to its great plasticity.

 If some of the developmental stages are deficient it can cause learning difficulties due to the poor structuring of the CNS. This is why we want to focus our intervention program on the reorganization of the most archaic part of the brain, the reptilian nervous system, in order to achieve a correct acquisition of reading and writing. In this way all students, whether they have learning difficulties or not, will have the opportunity to learn and improve in their literacy process, thus ensuring equal opportunities and avoiding school failure.

Our psychomotor intervention program focuses on addressing the neuromotor bases that have not reached adequate maturation during childhood development, which has repercussions on learning difficulties, especially in the literacy process.

Through this program, we focus on the recovery of developmental stages that have not matured properly, affecting the acquisition of fundamental academic skills.

The program is structured in a series of psychomotor interventions designed to work on the inhibition of primitive reflexes, the improvement of homolateral and contralateral movements, lateralization, and finally, the development of a solid neuromotor base that enables the child to acquire higher skills, such as reading and writing, in a more effective way.

Our main innovation is the adaptation of this program to be implemented in the school environment, avoiding the need to use a professional therapist. This ensures that all students, independently of their socioeconomic status, have access to interventions that promote their integral development and improve their chances of academic success.

To achieve this implementation, we have developed a specific application for schools, which offers psychomotor routines adapted to different ages and needs. This application allows teachers to easily incorporate these routines in the classroom, providing students with the necessary tools to reorganize their neuromotor bases and, as a result, improve their learning process.

In summary, our proposal seeks to enable access to effective interventions to improve literacy learning, ensuring that all children have the opportunity to reach their maximum academic potential, thus reducing the risk of failure or dropping out of school.

The program is addressed to boys and girls between 4 and 12 years old. The program is specifically aimed at students with special educational needs who, due to lack of economic resources, are not receiving the attention and adaptation to their specific needs that they require in order to be able to learn and guarantee them opportunities in the future.
We have designed a versatile program that at the same time that supports children with learning or diagnostic difficulties, it also helps students who do not have such difficulties, since motor stimulation is essential for a good learning process.

Our team is led by a teacher with extensive experience in highly complex educational settings, who has a solid background in neuropsychology and education, as well as a deep commitment to educational transformation and equity. The combination of practical experience and theoretical knowledge allows us to understand the specific needs of each child and design effective interventions to promote their holistic development.

Accompanying our leader, we have a doctor in child development with an outstanding track record in the care of children with learning difficulties. His experience is based on numerous case studies and a deep knowledge of the stages of child development, which allows us to design personalized interventions based on scientific evidence.

In addition, our team has the contribution of a behavioral optometrist, with expertise in neuromotor stimulation for children with learning disabilities. She has successfully developed her own intervention program, which has proven effective with numerous clients. Her experience in the field of behavioral optometry enriches our holistic approach to child development, allowing us to address difficulties from multiple perspectives.

We also collaborate closely with a group of teachers with experience in highly complex educational environments, who have actively participated in the testing and validation of all the tools and methodologies developed by our team. Their feedback and practical experience are fundamental to ensure the relevance and effectiveness of our interventions in the school context.

Together, our multidisciplinary team combines a solid academic background with extensive practical experience, which enables us to design and implement innovative and effective intervention programs focused on improving the development and learning of all children, regardless of their socio-economic status or specific difficulties.

We have successfully designed and developed the intervention program, as well as the necessary tools for its implementation. These tools include a screening test to identify the specific needs of each student, as well as an application to facilitate the implementation of psychomotor interventions in the school environment.

To ensure the effectiveness and relevance of these tools, we have had the active collaboration of a group of teachers from different schools. These teachers have participated in the testing and validation phase of the tools, providing us with valuable feedback that has allowed us to adjust and improve our resources according to the needs and realities of the school environment.
In addition, we have conducted joint work sessions with the teachers, during which we have discussed and planned the implementation of the intervention program in the schools. In these sessions, we have explored which subjects and times of the day would be most propitious for integrating psychomotor interventions, as well as strategies to ensure a successful and sustainable implementation over time.
Teachers who have participated in this collaborative process are enthusiastic about the project and recognize its potential to enhance their students' development and learning

Our project emerges from the collaboration between different agents committed to improving the living conditions of students at risk of social exclusion. We see Solve as an opportunity to amplify our impact, win visibility and create a wider network. Our goal is to bring our program to communities in need, but lack of funding is holding us back. We seek funding and training to make our dream of inclusive education for all a reality.

Our solution proposes to offer children with difficulties in their learning process, an educational support based on neurodevelopment that is versatile and functional for all students, at no cost, from the school, and without the need to have a socioeconomic level that allows you to pay a therapy, while offering the teacher a tool with great potential to prevent and work learning disorders. 

Thanks to the plasticity of the brain, we can work on the neuromotor bases and reorganize developmental processes that did not mature correctly at the time. That is why through the psychomotor program offered by the application, which is designed specifically for each center and its needs, we can make students reorganize the poorly structured bases and solidify their neuromotor bases as a key for a better learning process. Experience has shown us in many cases that the change made by the students is awesome.

We still need to work in this part, we would love to join a research team 

We are not working full time because we are not yet able to work on our project. We dedicate many hours per week of our personal time to this project.

For the past two years

We still need a bussiness model