May 4, 2026: Closing of the spring series on the new product website
Public closing of the blog season aligned with the new website.
Read article → 3 May 2026Educational centers: what to check before closing the course if you pilot GLIA
Quick checklist for address before vacation.
Read article → 2 May 2026Families: how to know if “neuroadaptation” is happening without turning your home into a laboratory
Perceptible impact without turning a house into a KPI factory.
Read article → 1 May 2026Why check-in promises a click and that matters politically
Copy aligned with what the app really asks for each morning.
Read article → 30 April 2026April–May 2026: what the new website says if you only have three minutes
A traceable summary before you pitch GLIA in a meeting.
Read article → 29 April 2026Guidance and tutoring: less being an accidental archivist, more accompanying
For teams that did magic without a system — and it's already tiring.
Read article → 28 April 2026Three entrance doors; a core of memory that does not branch into different stories
Separate plans but memory compatible with criteria.
Read article → 26 April 2026Panic mode and continuous help without artificial AI quota
Product policy on crisis and model use.
Read article → 25 April 2026Referral Pipeline: When AI Finds Real Limits
Human climbing: legal and emotional design at the same time.
Read article → 24 April 2026Permanently dark and without diagnostics on screen: annoying decisions on purpose
Dark as value and text without free medical labels.
Read article → 23 April 2026Agenda, LMS or real neuroadaptation: an uncomfortable comparison
Longitudinal memory, profiles and privacy: why they are not the same.
Read article → 22 April 2026PEC, internal psychopedagogy and GLIA: continuity without stepping on competencies
Shared memory without replacing the school equipment.
Read article → 21 April 2026Classroom Dashboard: Real Utility Without Big Brother Feeling
What is a defensible dashboard in front of families and lawyers.
Read article → 20 April 2026Guidance, scaffolding, support: AI when not all afternoons are the same
Why “one way of AI fits all” is bad pedagogy.
Read article → 19 April 2026Pilot in the center: a living educational project, not a loose gadget
Institutional and pilot memory: what we promise and what we don't.
Read article → 18 April 2026For psychologists and psychopedagogues: longitudinal context before the first session
Longitudinal memory for those who work outside the classroom but with the classroom.
Read article → 17 April 2026Crisis and classroom: what teachers will not see (and why it is a success)
Teachers: group-level trends — not individual surveillance.
Read article → 16 April 2026Magical Decision and microsteps: from blocking to the first real move
Remove friction from choosing and starting, in the same product line.
Read article → 15 April 2026Calm, Focus, Power or All Good Mode: the check-in that is not salon therapy
Calm, Focus, Power: what each mode means in practice.
Read article → 14 April 2026Kore and the fine print: why speech counts so much
Voice, rhythm and why it's not a simple fashion chat.
Read article → 13 April 2026Four ways to see the same student (and they are all honest)
Neurodivergent profiles: same student, different way of getting there.
Read article → 12 April 2026Longitudinal memory: why you shouldn't start from scratch every September
Families and centers: why a reset for each course has an invisible cost.
Read article → 11 April 2026Dyslexia: adapting information for children with dyslexia
Dyslexia is not reading poorly: it is format. Microsteps, voice and OpenDyslexic to reduce cognitive load.
Read article → 10 April 2026How to Measure Real Learning: Metrics for Teachers
Measures start-up, continuity and real evidence to distinguish use of pedagogical transformation.
Read article → 9 April 2026How AI detects how your child learns: cognitive map
Without diagnosis: GLIA observes patterns and adapts in six cognitive dimensions every day.
Read article → 8 April 2026Child-safe AI: limits and protocols at GLIA
Kore does not do homework and activates risk protocols. AI that accompanies with clear limits.
Read article → 7 April 2026AI for curricular adaptations: GLIA and the teacher
You upload a PDF and GLIA proposes adaptations per profile; The teacher reviews before sending.
Read article → 6 April 2026Analysis Paralysis in ADHD: GLIA's Magic Decision
When choosing blocks, the Magical Decision proposes the first step to get started.
Read article → 5 April 2026Why I founded GLIA: the system I needed at age 14
The personal story behind GLIA: from teenage block to a real tool.
Read article → 4 April 2026Child blocked with homework: nervous overload and ADHD
If there is a block, emotional regulation first. Panic Mode stops and accompanies.
Read article → 3 April 2026No energy for homework: spoon theory and ADHD
The spoon theory explains why being exhausted changes everything about homework.
Read article → 2 April 2026World Autism DayFunctional ASD: what it is and why it exhausts these children so much
Functional TEA does not mean without needs: visible performance, invisible wear and tear.
Read article → 1 April 2026Adapting the neurodivergent student is not lowering the level
Adapting is not simplifying: same curricular objective, different access path.
Read article → 28 March 2026ASD and homework: how your student with autism experiences it
Look at the assignment through the eyes of the student with ASD before sending it to the classroom.
Read article → 26 March 2026ChatGPT and homework: the problem that no one explains well
The problem is not ChatGPT: it is exiting the learning process. Socratic approach.
Read article → 24 March 2026Executive functioning · 4/4Invisible ASD: students with autism that the system does not see
ASD profiles that are camouflaged and often overlooked by the system.
Read article → 22 March 2026From Arduino to neuroadaptive platform: the story of GLIA
From Arduino to platform: How an emotional prototype scaled to GLIA.
Read article → 21 March 2026Executive functioning · 3/4Why some students can't start studying alone
When they can't start, the problem is executive: start-up design, no more pressure.
Read article → 20 March 2026Students who understand but never hand anything in — executive functioning
They understand, but don't deliver: Signs of executive collapse and practical adjustments.
Read article → 19 March 2026Executive functioning · 2/4Helping without diagnosis: 4 actions for teachers today
Four teaching actions applicable today, even without formal diagnosis.
Read article → 17 March 2026Executive functioning · 1/4ADHD in girls: why it is not diagnosed and how to detect it
ADHD in girls: signs that are masked and are late to be detected.
Read article → 14 March 2026The origin of GLIA: a button for those who could not speak
The first GLIA button was born for a real crisis in which there were no words.
Read article → 12 March 2026GLIA’s story — from Arduino to a neuro-adaptive platform
Complete story: from the first Arduino to a neuroadaptive system in production.
Read article →