Early Intervention Programme

Early Intervention Programme (EIP) caters for young children from the developmental ages of 2 to 7 years.

The group session covers core learning areas of language enrichment, social interaction, fine motor and gross motor development, music, creativity and self-discovery. Each component encourages a child to interact with his or her peers within the group as well as with the adults who lead and guide the children through the learning experiences.

EIP incorporates a number of well-regarded programmes such as “Jolly Phonics”, “Letterland” and “Handwriting without Tears” so that a holistic approach to learning with the gentle guidance of a therapist is provided. The planning and preparation is thorough and incorporates all modalities of learning for the child so as to enhance and encourage a complete educational experience in preparation for formal learning in school.

As part of our individualised and multidisciplinary approach, each child will have their Individual Education Plan (IEP) developed by our Special Education Teachers, Occupational Therapists, and Speech and Language Therapists. This ensures that each child’s unique strengths and challenges can be utilized and addressed to help reach their goals.

The programme includes group therapy sessions by qualified teachers and one-on-one pull-out sessions (based on the child’s needs) conducted by Speech Therapists and Occupational Therapists. Children can enroll either in the Early Childhood Intervention or School Readiness Programme.

What do we address?

1. Behavioural and Social – developing the child’s concentration, widening their interaction with others (peers and other adults), learning how to greet/say farewell to others, developing their play skills so that they can be able to assert themselves in an acceptable manner while working/playing with their peers, parallel play and being able to work collaboratively as a group

2. Language and Communication Skills – this area focuses on giving language stimulation to children to increase their vocabulary and language skills and building on their communication skills so that they can express their needs and wants

3. Motor Skills (Fine and Gross) – developing the child’s coordinated pattern of movements acquired through practice involving the ability to execute movements effectively to achieve intended outcomes. Gross motor skill movement involves the coordinated use of large muscle groups, such as when kicking a ball. Fine motor skill movement involves the ability to manipulate small objects

4. Independent Functioning Skills – learning to be as independent as possible in; dressing/undressing, going to the toilet and eating and drinking

5. Cognitive Skills – developing their alphabet, number, colour knowledge, etc. We cover different topics each term focusing on knowledge of ourselves and the world around us


How we do it?

Intervention Approaches

1. Applied Behaviour Analysis (ABA)
An approach based on principles of learning and used to facilitate skills acquisition in aspects of early intervention. It is used to elicit and reinforce positive behaviour through the presentation of rewards after a desirable response.

2. DIR/Floortime (Developmental, Individual-differences & Relationship-based model)
A technique to both follow the child’s natural emotional interests and at the same time challenge the child towards greater mastery of social, emotional, and intellectual capacities through playful interactions

3. Structured TEACCHing (TEACCH® – Treatment and Education of Autistic and Related Communication Handicapped Children)
An approach based on the understanding of the unique learning characteristics of children with Autism Spectrum Disorders and the use of visual supports to promote meaning and independence

4. Positive Behaviour Support
The approach helps children whose problem behaviours are barriers to reaching their goals and is designed to reduce problem behaviours and increase adaptive, socially-appropriate ones through individualised treatment strategies

5. Individual Education Plan (IEP)
An individualised plan caters to the unique needs of each child, helping them acquire the necessary skills, independence and self-confidence for a purpose-driven and bright future. An IEP covers goals tailored for each child set by teachers and therapists.


baby1Early Childhood Intervention

A structured and individualised programme designed for each student, with developmental ages 2-5 years old, focusing on the skills they will need in their daily lives and the ones they will need when they start formal education.

Within a group setting, the students learn basic cognitive and social skills. The programme also addresses language and communication, gross and fine motor, and independent functioning skills by a team of therapists and teachers.

Parental involvement is highly valued and is key when setting learning targets for the students. We meet with our parents during the school term to update them on their child’s progress. We also keep regular contact with parents through reports and home/school books.


School Readiness Programme

The School Readiness Programme is an individualised intervention programme to assist children, with developmental ages 5-7 years old, with unique learning and behavioural challenges to help in the transition into mainstream schooling. The objectives are to enhance the development of important skills like peer friendship development, cooperation, sharing, ability to wait and take turns as well as cognitive development. We also work on improving academic skills such as literacy, numeracy and knowledge and understanding of the world.

We work closely with parents to ensure that learning targets and goals are met. We meet with our parents throughout the school term to discuss progress and any issues that have arisen.  We also keep regular contact with parents through home/school books and reports.