Early Intervention


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The efficacy of early intervention in arresting delays, returning development to typical pathways, or maximizing outcomes with long lasting gains has been well proven by research. Early Intervention is recommended when children are at risk or demonstrate developmental delays or disabilities.

The Early Intervention Program serves children from birth to five years of age through a comprehensive program that includes group activities as well as individualized therapy tailored to meet the individual needs of each child.

Children enrolled in this program receive initial and ongoing developmental assessments to identify areas of strengths and difficulties in an interdisciplinary manner. Accordingly, individual intervention plans incorporating therapeutic goals from all disciplines are formulated.

Children receive individual one-on-one therapy with speech and language therapists, occupational therapists and physical therapists, as well as attend the early intervention groups.

Parent training is an integral part of the Early Intervention Program. Parents are empowered on issues relevant to their children’s needs and are guided on implementing strategies and activities to stimulate their children’s development.

Team meetings, involving parents and all team members working with the child, are conducted on a regular basis.

 


Early Intervention groups:

The group provides an individualized educational program within a high adult-child ratio setting in order to facilitate peer interaction and enhance the child’s developmental potential.

The number of hours each child spends in the group depends on his age, needs and capabilities. Typically, children start with individual therapy sessions and when ready, enter the group for a gradually increasing number of hours per day. Their presence in the group is complemented with the one-on-one therapy sessions.

The daily routine of the group is planned to allow maximum stimulation for the children by exposing them to a wide variety of developmentally appropriate activities that address the following goals:

• Following classroom routines and making appropriate transitions while moving from one activity to another.

• Developing social skills such as: turn taking, responding to other’s initiations, initiating

interactions, eye contact, sharing tools and toys and participating in group activities for prolonged periods of time.

• Developing play skills such as: playing with toys as designed, playing with toys with an

identifiable theme, and developing appropriate skills for interactive play activities.

• Developing fine motor skills such as: cutting, pasting and using utensils.

• Developing gross motor skills such as: catching and throwing a ball, riding a tricycle and jumping.

• Developing receptive and expressive language abilities in order to improve the child’s ability to: respond to simple commands, understand vocabulary and concepts, express his needs and desires, and use language to socially communicate with others.

• Developing cognitive skills through providing play opportunities that develop concepts and curiosity to learn.

• Developing personal independence through learning to perform simple tasks in the classroom.

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