Imparole is a Center for Children and families operating on the diagnosis and treatment of learning and language disorders, psychomotor delays and intellectual disabilities, autism spectrum disorders, attention (with or without hyperactivity – ADHD) and psychological and emotional distress. Its field of action is to the user, his family who looks after him, the school that educates him.
We are esteemed for our mission that translates into a rehabilitation methodology focused on the person as a whole; we are recognized in public and private schools of the region for teaching and addressing to good inclusion practices. The proof can be seen in the fact that in the last fifteen years over 30 institutes (including kindergarten, primary and secondary school) followed our good practices of inclusion for disability. We collaborate with professionals in the sector, such as pediatricians and dentists or participate in scientific research with the universities.
The staff is formed by approximately 40 professionals including 3 neuropsychiatrists, 6 psychotherapists, 4 educational therapists, 6 psychologists, 6 speech therapists, 7 neuro therapists for developmental psychomotor skills, 2 educator of the graphic gesture and 6 tutors.
- 20 evaluative programs in place
- 22 rehabilitation typologies in place
- 3 Locations
- 16.000 hours of therapy per year
- over 500 users / families managed per year.
We started working back in 2004 with a “multidisciplinary team”, but it soon became clear that our goal was “the quantity and quality” of mediation, to be used as a key on obtaining modifiability in children. We felt the need to intensify and diversify the type of therapy, create more dialogue with parents and with the school in order to create an active and modifying environment, as Prof. Reuven Feuerstein has always described, and Dr. Bronfenbrenner proposed in his ecological vision. This approach allowed us to trigger changes that would allow children and their families to progress.
Among our goals it became important to make sure that children and parents increase their self-confidence, being to welcome with enthusiasm all the progress of the children, even the “micro” ones. One of our most important goals became to create a positive belief system with respect to learning potential and change, becoming all (therapists-parents-teachers) better mediators.
Our method, SECEM, is emotional and ecological structural cognitive modifiability.
SECEM and our work are based on 8 principles:
1) Work to increase the idea of modifiability learned from the Feuerstein Method.
2) Developing an ecological job: working in collaboration with the child, the parents, the school, the whole family and the people who revolve around the child.
3) Trans-disciplinarity: working in a team, with inter-professional objectives. We all work on every aspect, but every professionalism maintains its own peculiarity.
4) Mediation: we like that our therapy sessions are learning opportunities immersed in mediation.
5) Broaden goals: make it easier to learn and translate them into daily life.
6) Create sufficient learning opportunities: by intensifying work and duration.
7) Eclectic work: we use materials of all kinds, not only the tools of the methods, but also tools used in games, suggested by parents or teachers, almost all easily found in everyday reality.
8) Working in an exploratory way: let’s try to create a “dress” for every situation and not the “one size” for everyone!
In order to meet the goal and achieve the best result, we apply the following methods:
Oral Motor Therapy
Phonic – syllabic approach
Bright Start method
Concept teaching model (CTM) method
Step by Step method: mathematics for everyone
Clinical work becomes more effective if supported by a “modifying” life context, for this reason we carry out training activities for teachers, educators, professionals and parents.
We carry out courses on our working methods (SECEM), on specific difficulties such as autism, on the mediation of Professor Feuerstein.
We carry out consultancy activities at psycho-pedagogical branches in schools with the aim of supporting teachers in teaching and educational practice in favor of greater inclusion. Our actions are: talking with teachers and parents, advice on the drafting of the individualized educational plan, observations in the classroom and direct interventions on children who need it. Also, in this case the approach is one of team work to better respond to the needs that schools place on us.
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