Unlocking Potential Early Education & Interventionat SRCC Centre For Child Development

Success stories:

In our ongoing EEIP program there are remarkable changes observed by parents and which is also helping them in easy transition into various schools, amongst the cases we would like to share success stories of 2 kids who were diagnosed with autism spectrum disorder (ASD).

A parent of a child diagnosed with ASD stated that she was denied admission in a normal school and so sought admission to the EEIP program. The child attended for a year and the parents found a remarkable improvement in the child. The child’s transition to an inclusive school was easier after completion of the EEIP program.

A child with high functioning autism was placed in normal nursery but the child had severe sensory and behaviour issues and had great difficulty in settling down. They approached SRCC for admission to The Early Education Intervention Program. The parents found remarkable progress in their child after completion of the EEIP program and the transition to an Inclusive International School was made much easier.

1. Remedial Therapy: Bridging the Learning Gap

Remedial therapy offers a second layer of support to school- going children who face learning challenges. Our Special Educators play a pivotal role in supporting learners facing academic difficulties. They provide targeted, tailormade programs for each learner, using sensory based and multimodal activity-based teaching aids to bridge gaps between their potential and their expected outcome. Our remedial therapy focuses on specific academic skills such as reading, writing, mathematics and comprehension. Using evidence-based methods, therapists work with children individually to reinforce foundational skills, gaining self-confidence, enhancing life skills such as logical thinking and reasoning and problem-solving skills. We aim to equip individuals with the skills and strategies to become independent and effective learners in life.

Key elements of Remedial therapy include:

Informal assessment to determine the learning gap

• Targeted Intervention
• Personalized Education Plan (IEP)
• Structured programs
• Continuous progress monitoring
• Parent-Therapist coordination

Success stories

A child diagnosed with left hemiplegic cerebral palsy with mild low vision has been receiving continuous remedial therapy at SRCC Centre since the age of three years and six months. She is now nine years old and attending third grade in a regular school. The child has shown remarkable progress due to the dedicated efforts of her parents and continuous, on-going guidance of her therapists, who have provided intensive remedial support at SRCC.

A six-year-old senior KG student with ASD struggled with concentration, exhibited restlessness, and had difficulty recognizing and writing alphabets, impacting her confidence. Following a special education assessment, remedial therapy focused on pre-concepts, vocabulary, visual perception, and letter formation through clay modelling. Visual flashcards improved her attention, and free painting facilitated emotional expression. Engaging in creative activities made learning less intimidating, leading to steady progress in alphabet recognition and writing skills. Importantly, she regained an interest in learning, and teachers noted increased classroom participation.

A 7-year-old child diagnosed with Intellectual Disability unable to cope in a regular school was detained and did not go to school for two years. The child was unable to cope, has difficulty following instructions, mingling with peers, paying attention, poor basic concepts and difficulty in writing letters. An informal assessment was done to address the concerns shared by the parents and an action plan was tailored on the pre-learning skills and cognitive skills to boost his performance holistically using multiple fun learning techniques and strategies based on the child’s interests and needs. Simultaneously the parents were given guidance on how to follow-up at home, follow schooling criteria and ways to enhance his overall skills. The child continued with therapy for one and a half year and later shifted to a special school where parents and teachers shared positive feedback regarding his development and coping in a school setup.