In order to provide the best possible early intervention, each student is assessed and an Individual Education Plan (IEP) is developed to address barriers to learning and developmental delays. Through the IEP, we assign long term goals for the student, and specify the short term objectives that he needs to achieve in order to reach the long term goals.

The short term objectives are further broken down into smaller, manageable steps that set our students up for success, allowing them to feel competent and confident in their abilities.

Our methods are scientific and data driven, leaving nothing to chance. 

 

We use the ABLLS-R (Assessment of Basic Language and Learning

Skills Revised) as our assessment tool, skills tracking system and

curriculum guide.

The ABLLS-R focuses on 25 skills in the areas of language,

social interaction, self-help, academic, and motor skills that most

typically developing children need prior to entering grade R.

The assessment portion of this tool assists in the identification of skills needed by the student to effectively communicate and learn from everyday experiences. Results from this assessment are used to identify obstacles that prevent a child from acquiring new skills. This information is then used to develop a comprehensive language-based curriculum.

Learn more about the ABLLS-R here.

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According to each child's unique curriculum, we cover:

• Highly specialized one-to-one teaching

• Group work (one adult to two children) to practice newly acquired skills 

• Academic work, including Literacy, Numeracy and Life Skills

• Fine motor and gross motor skills

• Pre-writing skills

• Visual perception

• Sensory integration activities prescribed by the child's Occupational Therapist

• Sensory play, including rice and pasta, slime, shaving foam, salt and playdough

• Art

• Music

• Story time - learning to interact with books and understand simple stories

• Language and Communication

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