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Strategic level — preparing the plans
I, Iva Petkova, am responsible for the strategic work: the individual consultation for every child, assessment of development, and preparing an individual plan. I train and supervise the team.
The team
One team, a shared system for work and communication
Every therapist at the center is trained in the same structure and follows the same documentation standards. This ensures that the work with your child happens consistently — and that information reaches you transparently and continuously.
Request a consultation →One team, one logic
How we work as one team
What makes a center truly a team is not the number of specialists — but how far they work by the same logic. In our case this is not accidental. It is built deliberately and maintained every day.
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All therapists go through shared training in the center’s structure of work.
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We follow the same behavioral principles in communicating with the child and the parents.
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The preparation of sessions, the documentation of progress, and the feedback are unified for everyone.
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Even if a therapist changes, the child does not lose pace, because the approach remains consistent.
This is a serious commitment for me as the director — but it is definitely worth it. Because the child moves at the same pace, without falling back depending on who is across from them.
Three levels of responsibility
How the team is organized
The structure of our work requires a clear distribution of roles. This is not “everyone does everything” — it is a coordinated system in which every position has a specific function.
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Therapeutic level — conducting the sessions
The senior therapists — the speech therapists and behavior specialists — conduct sessions independently according to the set plan. They bear direct responsibility for delivering the therapy.
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Assistant level and in training
The therapy assistants deliver sessions according to the plans I write. They do not improvise; they execute a proven structure. New members work under direct supervision.
This distribution is a design decision, not a compromise. It ensures that every child at the center receives work based on 10 years of expert experience — regardless of who conducts the particular session.
The therapists
The people who work with your child
The team is organized into three therapy teams plus coordination. Each follows the same structure.
Occupational therapy team
The team is led by Iva Petkova, who is also the author of the plans for all occupational therapy cases at the center. Under her direction work two occupational therapy assistants.
Iva Petkova
Occupational therapist and early childhood development consultant, leader of the individual consultations at the center
Over 10 years of practice with children and families, focused on the 0–7 age range. Author of all therapy plans at the center.
Higher education
- A master’s degree in occupational therapy
In the process of certification
- Applied behavior analyst — international certification (final exam pending)
Certifications in related fields (ages 0–7)
- Volunteer breastfeeding consultant — National Association “Support for Breastfeeding” (since 2016)
- Certified child sleep consultant — Baby Sleep program
- Certified babywearing consultant — all four levels
Specialized training
- Sensory integration — two trainings
- The Masgutova method — two trainings
- Integrated primitive reflexes (Rhythmic Movements, levels 1 and 2)
- Assisted handling for safely managing children with behavioral difficulties
- Various child development assessment tools, such as DENVER II
Pedagogical qualifications
- Postgraduate qualification in Montessori pedagogy
- Training in Waldorf pedagogy
Public appearances and educational activity
- Lectures on child development topics
- Participation in podcasts on parenting and child development
- Parent schools and training events
Sevdzhan Musova
Occupational therapist
A pharmacist by primary qualification. Completed a postgraduate qualification in occupational therapy in inclusive education. Has 1 year of practical experience. Delivers precisely the occupational therapy plans I prepare, prepares the sessions, and keeps detailed documentation of the child’s progress.
Elena Mikova
Occupational therapist in training, under direct supervision
A psychologist and resource teacher by primary qualification, with 7 years of experience with children with special educational needs. Actively in the process of qualifying as an occupational therapist. Works under direct supervision and delivers the assigned plans while completing her professional qualification.
Applied Behavior Analysis (ABA) team
Two behavior therapists who work under direct supervision on children’s self-regulation, attention, skills, communication, and cooperation, as well as the acquisition of new skills.
Zlatina Grigorova
Behavior therapist under supervision
A psychologist by primary qualification. Undergoing international certification training as an applied behavior analyst. Has 2 years of practical experience. Works under direct supervision.
Hristina Papazova
Certified behavior technician, under supervision
A psychologist by primary qualification with 7 years of experience with children with special needs. Completed certification as a behavior technician; currently in the process of the next level of certification. One and a half years of experience as a behavior technician, working under direct supervision.
Speech therapy team
Two speech therapists, each with 7 years of speech therapy practice and a completed professional qualification. Both have additional training in Applied Behavior Analysis, which lets them work with children who have combined difficulties.
Antonia Toneva
Speech therapist
7 years of speech therapy practice. Completed qualification as a speech therapist. Additional qualification and 1 year of experience as an applied behavior therapist, prior to certification.
Dobrina Kasarova
Speech therapist
7 years of speech therapy practice. Completed qualification as a speech therapist. Additional qualification and 2 years of experience as an applied behavior therapist, prior to certification.
Coordination and communication
Eleonora Topalova
Virtual administrator of the center
Coordinates everything that is not direct work with the children: schedules and arranging meetings, subscriptions, communication between parents and therapists, and the center’s marketing. She is the link that keeps the center’s system working.
How we work?
Transparency with parents — our standard
Information about the work with the child does not stay in the therapist’s head. It is documented, organized, and reaches you in a predictable way.
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Written feedback after every session
Every therapist leaves written feedback immediately after the session — what we worked on, how the child managed, what to work on at home. It is uploaded to the child’s personal folder.
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The child’s personal folder
Every child has their own documentation folder — an individual plan, session feedback, reassessments. You can return to it at any time and share it with other specialists.
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Periodic meetings with parents
At regular intervals we hold structured meetings with parents. We review progress, discuss what is working and what is not, and reassess the goals. It is a rhythm built into the work.
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Real-time tracking software
For the behavioral and speech therapy sessions we use specialized software that records the child’s correct responses and mood in real time. You receive concrete data, not general impressions.
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Invitation to take part in the sessions
You are invited to attend the sessions. Not to watch a “performance,” but to see how we work, learn the logic, and be able to continue the work at home.
This solves a real problem: you are rushing for the exit, you have ten things waiting for you, and the therapist tells you something important about the child. Half of it is lost. With our system nothing is lost — because everything is in writing and you can return to it.
Quality and development
Under external oversight and in constant development
A commitment to quality cannot come only from within. We maintain it with external mechanisms that ensure our work is under constant scrutiny.
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External supervision
We work with external supervisors — independent specialists who periodically observe the team’s work, discuss complex cases with us, and check whether we follow professional standards.
This is not a practice many centers accept — it requires openness to critical evaluation. For us it is a necessity.
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Continuous development
The entire team, including myself, regularly goes through international training and qualifications. This is a requirement at the center, not a recommendation.
Beyond individual training, we also run systematic training for parents — both for our clients and for those who are not.
For the parent
What all of this means for you
As a parent at our center, you can expect:
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Written feedback after every session in the child’s personal folder.
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Concrete guidance for work at home that builds on the session.
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Periodic meetings to review progress.
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Access to the child’s full archive at any time.
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The same professional standard, regardless of which therapist works with the child.
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The assurance that the work is under external supervision.
Work ethics
Principles of work in the team
✓Everything we do for the child is documented.
✓Information to the parent is always in writing; we do not rely on verbal explanations.
✓We do not work in isolation — we discuss complex cases within the team and with supervisors.
✓We continuously train, because practice evolves.
✓We work in partnership with parents, not in isolation from them.
✓We do not judge parents. We support them with concrete tools and clarity.
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Ready to begin?
The first step is always the same — an individual consultation with me. It's where you'll receive a clear assessment, a concrete plan, and direction on what comes next.
Request a consultation →