Therapy and Special Education

Many children who are identified as At-Risk or High Risk need a timely and comprehensive assessment and intervention. These children who are identified require timely intervention so that the outcomes for the child and the family can be maximized.

SPASTN runs programs and services to meet the needs for timely evidenced-based programs that are outcome-based functional curriculum. Therapists and Teachers are the key enablers in providing quality services.

Provision of quality services and programs through early intervention for children with Cerebral Palsy, Autism, Intellectual Disability and Multiple Disability. Many children who are identified as high risk or At-risk through screening carried out in Public Hospitals or Primary Health Centre by our Physiotherapists or through Doctor referrals receive a comprehensive assessment of the child and the family receives guidance on ways of working with their child.

Following the assessment, every child receives special education, communication training, social-emotional training and physical/Sensory/Speech/communication therapies, etc. Some children may laterally enter the program at any age from 2-8 years. These children receive the holistic intervention. The program is Child and Family Centred and parents/primary caregivers are involved in the training. Parents receive training in areas such as carrying, lifting, transferring the child, positioning, feeding, early communication, etc.  

Every child at risk or high risk should reach their fullest potential so that they can be as independent as possible. Feeding, gross motor, fine motor, cognition, social-emotional are milestones on which the child's current level is identified and interventions are targeted to make the child achieve milestones to the possible extent keeping in mind the type and severity of the disability.

Every child has an individualized educational plan which is used as a process and product tool by gathering information about the current level of functioning and incorporates parents as experts about the child. The progress is mapped every 5/6 months and a case conference is held twice a year. The case conference also allows for discussion around the child so that besides incorporating parental concerns it also helps Special Educators and Therapists to explore the best mode of intervention.

Few children who have made progress (especially children with Developmental Delay) can be Included in mainstream programs such as Balwadi and Primary Schools.