Approaches-iconOUR SERVICES


Our initial step is to provide services to Identify Specific Learning Disorder of a child both in School and home atmosphere and refer to clinical psychologists (private & Govt hospital) for psycho educational evaluation. The standardized evaluation helps us further to proceed with early intervention in multidisciplinary approach.

  • Child intervention is individual or max group of 3.
  • Children are taught the skills during selected hours twice a week.
  • The child is given intensive remediation and main streamed at the appropriate time and level.
  • The remediators take part in refresher courses at regular intervals to keep update of the latest techniques.
  • The teacher, remediator and parent work as one to help the child from the 1st step of identification to mainstreaming - the end result.

Kundalini Yoga is the Yoga of natural healing at the physical, emotional and spiritual levels via heightened awareness that consciously connects with a higher nature of Self or divinity. That in turn strengthens the body-mind connection at the physical level, the emotional at the psyche level and the spiritual beyond the infinite level of fearlessness reinforced by the pure consciousness. Kundalini yoga combines breathing pranayama, yoga postures, asanas, body locks bhandas, chanting mantras, hand & finger gestures, mudras and meditation, and also brings about the tapping of all the energy sources. Compared to other forms of yoga, Kundalini yoga gives results up to 16 times faster.

  • Physical benefits observed:
  • The autonomic nervous system is in equilibrium, pulse rate reduces, blood pressure decreases, cardiovascular efficiency increases, lungs proficiency increases, gastrointestinal function improve, endocrine function normalizes, excretory functions improve, musculoskeletal flexibility and joint suppleness in motion increase and so on so forth.

  • Psychological benefits noticed:
  • Heightened sense of awareness in somatic and kinesthetic increase, mood swings improves, self-wellbeing, self- acknowledgement and self-realization increase, Adjustment increases, anxiety, stress and depression decrease, Anger diminishes, concentration increases, memory sharpens and social skills, learning ability improves and through symbolic coding depth of perception improve.

  • Kundalini Yoga is taught only to the children above 12 YEARS of age.
  • Reiki Healing attenuation given for students above 12 YEARS of age.
  • Hollistic Healing Distance is given during sessions.
  • Play therapy is based on simple principle that all children like to play & they express themselves through play.
  • Play reduces psychological stress. It is an opportunity which is given to the child to "play out" his [or her] feelings and problems. (Virginia Axline, 1947)
  • Play therapy provides an environment where children can explore their feelings of self-worth and self-acceptance, while in the presence of an unconditionally supportive adult- leading to greater self-confidence.
  • In play therapy, children are encouraged to see the connection between their play and the working out of their personal issues and conflicts (Carmichael, 1991; White &Allers, 1994).
  • It is different from “activities” for children. In play activity, the children are asked to do certain activity like making a necklace from beads while in play therapy Boundaries for play are set by the players& participation is voluntary on the part of the child.

Brain Gym is an educational, movement-based programme, which uses simple movements to integrate the whole brain, senses and body, preparing the person with the physical skills they need to learn effectively. It can be used to improve a wide range of attention, memory, concentration, and behaviour skills. It is also a very effective tool to enhance physical co-ordination and balance, communication skills and language development along with academic skills-for example, reading, writing, spelling and math.


Psychology and Counselling services provide:

  • Psychotherapy, behaviour modification programs, study skills/motivation
  • Counselling to families of children who may have social-emotional disturbances, familial issues and/or poor academic performance
  • Help the family understand and manage behavioural and academic issues.
  • Assessing and addressing learning needs and adjustment issues in school-going children.
  • Evaluating a child to determine their learning disability and learning potential which will in turn help the family make decisions regarding schooling and help the school implement strategies that will help the child cope in a mainstream setting.
  • Consultation provided to schools who adopt LD children in mainstream setting regarding remediation process, behaviour management as well as training them towards respective board exams with concessions provided by the Goverrnment.

Workshops are adequately done as an awareness program to school teachers and parents :

  • To get knowledge about children with Specific Learning Disabilities.
  • How to identify them in Mainstream session and intervene remediation process.
  • Teaching strategies to intervene at school and home.
  • Behavioral management.

We also arrange workshops for schools with professionals in particular field such as :

  • Mind power, Reiki Healing Workshop by Dr. Satyendra Shukla, Director Sumeru Mind Power.
  • Adolescent Children Parenting Workshop by Dr. Swathi Bhave from AACCI & Dr. Shailaja Mane - Pediatrician.
  • Behavioral Management for Parents by Dr. Sanyogita Nadkarni, Child Psychiatrist.
  • Parents play a primary role in the upbringing; protection and development of their children, and hence empowering them to be actively involved in the process is one of our prime focuses.
  • With experience, we have learned that the best way to help parents understand their child's specific needs is making them participate in activities together with the professional with them.
  • Parents are encouraged to not follow very rigid play routines at home but do so as a part of everyday life in a natural way and in the natural situation to help the child remember when, where and how to do the activity. We must provide opportunities for children to recognize activities and give meaning to them.
  • Parents are encouraged to make simple house rules such as if the family has an area for eating; the child should also eat there. It is also important to do the activity in the way the family or peers do it. It facilitates learning and increases the participation of the child in family or community life.