Is your child bright, but the standard system doesn’t see it?

In two hours, we build a complete picture of what is happening in your specific situation.Why can a capable person handle complex tasks well, yet get stuck on simple ones? Why do reading, writing, attention, organisation, or learning require a disproportionate amount of effort? Why have the approaches you have already tried failed to produce lasting results?During the interview, I speak directly with the person being assessed, observe how they think, perceive information, and approach tasks, and use carefully selected functional tasks. If the person is a child, the parents also take part in the conversation.In my professional analysis, I consider more than 41 parameters of functioning — from memory, attention, and thinking patterns to reading, writing, self-regulation, and organisation. But what matters most is not each parameter in isolation, but how they interact in this particular person.After the interview, I explain what is happening, what may be behind the difficulties, which strengths can be built upon, and what the most appropriate next steps are.As a result, you receive not another piece of generic advice, but a professional analysis of your specific situation and a clear path forward.

No. The diagnostic interview is based on a professional assessment of perceptual characteristics, not on the presence of a formal diagnosis.

From age five.For children who are just preparing to read or have only begun learning letters, there are special early skills development programmes. The child masters symbols, sequencing, attention, and basic concepts in a way that makes sense to them — through imagery, experience, and practical work.There is no need to wait until persistent learning gaps, fear of reading, or the belief “I can’t do it” have taken hold. The earlier a child receives tools that match their way of thinking, the fewer difficulties have time to accumulate.An official diagnosis is not required to participate in the programme.

Ukrainian or Russian. The child’s language of instruction can be any language.

No. The purpose of the assessment is an honest evaluation of the potential effectiveness of working specifically in your case.

The first characteristic signs can appear even before school or right at the beginning of learning to read.At age five, occasional reversed letters or mistakes do not in themselves indicate dyslexia. What matters is not a single mistake, but the whole profile: how the child learns symbols, remembers sequences, distinguishes similar letters, maintains attention, understands instructions, and applies what they have learned in practice.Once systematic reading instruction begins, the picture becomes clearer. But there is no reason to wait several years until the child begins to fall noticeably behind. A diagnostic interview can help determine now whether this is a typical stage of development or a persistent neurodevelopmental profile that requires a different approach to learning.

Yes. I work with children who have relocated, bilingual children, and students in international schools. In these situations, difficulties may be related simultaneously to language adaptation, a change in the educational system, and differences in how the child processes information.My task is to identify where the actual barrier lies and determine the most appropriate path forward.