Todo proceso inicia con una primera cita en donde se realiza una historia clínica. Una vez identificadas las necesidades específicas de cada individuo, se elabora un plan a seguir, el cual puede implicar una valoración en una o varias áreas (lenguaje, habla, físico, ocupacional, grafomotriz, autismo, habilidades sociales), o el diseño de un tratamiento terapéutico a seguir.

En caso de haberse acordado un proceso de valoración y una vez que ha sido finalizado, se acuerda una cita para explicar los resultados obtenidos y entregar un informe escrito. En él se incluyen recomendaciones y se plantea un plan que cubra las áreas de trabajo apropiadas para el desarrollo del paciente.

Los padres eligen el modelo a seguir para el tratamiento del individuo, basados en la metodología de los profesionales que trabajarían con él, la dinámica familiar y los modelos a los que tiene acceso la familia.

The center offers counseling to families, schools and professionals, as well as awareness workshops to schools (staff and students) and families -including siblings, of course-, with the purpose of promoting values and attitudes that allow healthy coexistence and spontaneous and genuine inclusion of students with special learning needs.

The Hacer para Ser center team offers diagnosis services for patients living outside of Mexico City or receiving assistance from external centers or organizations. Said diagnosis is complemented with a treatment and recommendations plan addressed to specific specialists, per the specific needs of each patient.

Due to our committed with raising awareness, training and inclusion of people with disabilities, the center offers courses and workshops recurrently. If a specific course not listed in the following section is required, the course can be developed per the needs of your audience.


Evaluations and assessments are performed for:

  • Oral myofuncionality
  • Nutrition
  • Pronunciation

These assessments focus on the evaluation of the anatomy, physiology and functionality of the structures that intervene in the breathing, eating and phonation processes. The pronunciation evaluation had the purpose of determining the phoneme or sounds of speech that the patient cannot reproduce or are altered in individual words and/or in their connected speech.

Evaluations are performed to determine the level of language comprehension and expression. The development of the three areas of language (semantic, syntactic and pragmatic) is detected through playful activities. Also, the evaluation considers all the processes implied in the transmission of the patient's communication intentions -either verbal or non-verbal-, as well as the way these are interpreted by the listener.

Children under 7 years old are assessed to determine their level of academic/cognitive development:

  • Mathematical prerequisites (counting, series, number identification, shapes, colors, etc.)
  • Pre-reading (phonetic and phonological awareness, reading functionality, letter identification).
  •  Pre-writing (strokes, directionality, graphomotor skills).
  •  Attention (ease to start, follow through and conclude a task).

The assessment of these previous areas is performed with a focus on language, which requires an analysis of the acquisition of distinctive traits of all concepts expected for the age and school grade of the patient.

Standardized and non-standardized tests are used to apply clinical methods and tests to determine a diagnostic, prognosis and treatment for different conditions of the musculoskeletal system and central nervous system: posture defects, muscle strength, joint movement ranges, coordination, neurological damage, developmental delay, ADHD (attention deficit hyperactivity disorder), balance and motion disorders; with the purpose of establishing an appropriate and timely treatment intervention.

The center has professionals trained in the application of psychometric tests, which have the purpose of attributing values or scores to understand psychological and intellectual phenomena and conditions of an individual through the comparison of said scores with a standard to develop an appropriate action plan for each patient (child or adolescent). 

Also, the projective tests applied in an environment of trust with the examiner, serve to detect fears, anxiety, needs, conflict areas, concerns and strengths of the patient. This allows is to understand how each person relates to his/her environment, family and the understanding of one's self. In this manner, and in combination with other language and intelligence tests, we can provide a differential diagnosis, a possible prognosis and a guide to offer the best therapeutic plan to the patient. 

The center has professionals certified in the application of the MOXO test, a standardized test used to support the assessment of ADHD, provided it analyses four areas associated to this disorder: hyperactivity, attention, response time and impulsivity. This evaluation is complemented with observation by the specialist physician.

Multidisciplinary work is performed to apply different instruments validated and standardized for our population, with the purpose of obtaining an evaluation report especially prepared for each patient, based on cognitive, social, communication and adaptation skill aspects.

Based on the results obtained in the assessment and evaluation, a plan is developed with short and long term goals for the treatment of the patient in all applicable contexts, considering that the professionals in charge of the case will work with the family, school and monitor of the patient based on the SCERTS model.
Standardized and non-standardized tests are applied to perform a general evaluation of fine motor skills (graphomotor skills and clamping), gross motor skills, integral patters, general dynamic coordination, reflex integration, basic learning devices, socio-affective and emotional component. Playtime behavior, preferences, adaptation to an environment and social development is also analyzed, as well as the relation with an authority figure, independence (AVD), tolerance to activity and level of attention. Thus, the level of development in each area can be detected to determine a therapeutic diagnosis, establishing the priorities of the therapeutic intervention; and if necessary, apply the modifications in different contexts of the patient's life.
*This assessment is based on Jean Ayres' theory: specific knowledge is obtained from the capacity of the CNS (central nervous system) to organize and interpret how information is acquired through different sensory systems (visual, hearing, taste, smell, touch, proprioceptive and vestibular), to respond in an appropriate manner to the environment around us.


We believe that social skills are an essential part of development, provided these contribute to a better quality of life in both individual and collective environments. Thus, we work with our patients to promote and improve self-sufficiency in social experiences, through the understanding of others' perspective. This helps patients improve their self-awareness and communication skills, which allow them to listen to and understand others, by reconciling, negotiating, working in a team and learning to measure conflict processes. 
Our main goal is for children and adolescents to trust themselves during different social interactions, promoting said social skills through individual therapeutic management and different recreational activities, such as recreations, manual activities, situation analysis, reflection and role playing.

The center offers therapies aimed at improving interaction and communication skills. Through communication events and recreational activities, specialists help patients acquire the means to express their ideas -through verbal and non-verbal language-, expand their lexicon, improve their comprehension of words and new expressions, structure the order and correlation of their expression, take turns, follow social rules of communication, categorize and conceptualize their lexicon, express themselves for different motives -other than asking for objects they want, and understand and use non-verbal language (body language, intonation, etc.)


Also, the center attends patients with issues in the skills mentioned, due to specific causes, such as bilingualism, Down syndrome, autism spectrum disorder, intellectual disability, etc.

The center offers speech therapies aimed at patients with alterations in physiologic structures needed for speech processes. Myofunctional therapy is a set of procedures and techniques used to improve the responsiveness, tone, stability, dissociation and movement of the muscle structures required in the speech, chewing and breathing processes. This is achieved through exercise routines performed with food, speech guides, specialized objects of different sizes and textures, mirrors and wind toys.


In addition, specialists apply the following methodologies to help the patient achieve and/or correct the pronunciation of phonemes: Van Riper Method, Cooper Method, Minimum Contrast Method, Smile Method and PROMPT.

The center offers physical therapy aimed at patients with muscle-skeletal, orthopedic, neurodevelopment and neurostimulation problems.

The center offers occupational therapy aimed at patients with self-care, motor skill and/or sensory integration problems.

The treatment of ADHD patients is addressed through executive function work. Through different strategies applied in recreational, school and everyday activities, patients acquire a set of skills that will allow them to organize, plan, asses and self-regulate, as well as start, follow through and conclude tasks, through meta-cognitive strategies and the efficient use of internal language.

The center offers individual sessions teaching students in the last grades of elementary, secondary and high school to acquire strategies to facilitate the comprehension and organization of academic material, to achieve significant long-term memory retention, instead of using mechanical repetition and memorization strategies. Also, students learn to solve tests in a strategic manner to allow the structure of the questions to facilitate the recall of the topics studies, which provides better results.


Project and long-term task planning, calendar and school material organization, presentation and research development and time management for schoolwork are topics also addressed in this type of sessions.

We are committed with the diagnosis and treatment of the patient and his/her family. Therefore, we work with parent support groups to promote the development of the tools they need to contribute in their children's development process. These sessions also allow parents to meet and share similar experiences with other parents, with the help of a specialist.

Social skills groups consist of children and adolescents grouped per a specific profile for all members to receive a benefit in the group. These groups offer the opportunity to learn and practice important social skills, such as leaning others, sharing personal problems and achievements, motivating each other to achieve specific goals, working in a team, reconciling and finding effective ways to relate to others. All this work is managed and guided by a professional responsible for group containment, who also encourages the group to achieve individual and group goals established.

The center offers therapies focused on developing and strengthening the skills affected by learning problems. The strategies applied by the therapists on patients seek to improve reading comprehension and decoding, organization of ideas to write, speed and precision of mathematical problem, consolidation of mathematical problem solving procedures, and comprehension of academic materials, through language.


This has the purpose of making the patient reach a meta-cognitive level that allows him/her to independently and flexibly apply the strategies learned in the skills mentions, regardless in the increase of demands of the school grade.

The psychological support offered has the purpose of defining and conceptualizing each emotion through the development of a safe bond, as well as the development of meta-cognitive and self-regulation tools and strategies related to personality, state of mind and behavioral aspects of each patient. Also, patients learn to verbalize, identify and face their fears and everyday conflicts through play and different recreational activities.


As a multidisciplinary center, we believe that parents are a key piece in the treatment of each child and adolescent, therefore, we work to involve parents in the therapeutic system of their children, trying to establish living guidelines to help children coexist in the family unit in a healthy manner. In this effort, we seek support from external professionals if necessary.