We implement various strategies and interventions to enhance strength, coordination, balance, and overall physical abilities. Our staff includes a visiting PT Coach who specializes in training students with special needs through activities that promote gross motor skills, such as running, jumping, climbing, and playing sports. We offer occupational therapy activities that aid in developing fine motor skills needed for tasks such as writing, drawing, and using utensils. Our sensory integration program helps students improve their ability to process and respond to sensory information, which can improve motor coordination and self-regulation. TLC practices balance and coordination exercises like standing on one leg, walking on a balance beam, and using stability balls, which can improve core strength, stability, and coordination. At the center, children have opportunities to practice fine motor skills like cutting with scissors, threading beads, and manipulating small objects.

Our IEP at TLC focuses on improving memory, focus, and cognitive skills through predictable routines and regular breaks. We use a multi-sensory learning approach with hands-on activities, visual aids, and interactive games to improve retention. Tasks are broken down into smaller steps with frequent review and reinforcement. We use visual supports and positive reinforcement to reduce distractions and promote focus. We teach mindfulness and relaxation techniques, and practice regular physical exercise. We explore the use of technology and involve parents and caregivers. We collaborate with healthcare professionals and have patience and flexibility with each child’s progress.

Teaching life skills to special needs children is crucial for their independence and overall well-being. Here are some important life skills often taught:

Personal Hygiene: This includes bathing, toileting, and grooming.

Dressing: Learning how to wear t-shirts and pants the right way out and on the correct side, wearing socks and shoes (laces, fastners, velcro)

Money Management: Understanding the value of money, understanding the prerequisite skills required for counting, making basic transactions

Safety Skills: Recognizing dangerous situations, understanding when to be precautious and knowing when and how to ask for help.<br>
Communication Skills: Developing verbal and non-verbal communication skills to express needs and interact with others in a way that is comfortable and easiest for your child to use

Social Skills: Learning how to make friends, engage in conversations, take turns and understand social cues.

Time Management: Organizing tasks and activities, adhering to schedules, and prioritizing responsibilities. Visual schedules and task cards are used to introduce students to routines and schedules. 

Household Chores: Cleaning up, washing their own cutlery, keeping their spaces clean and tidying up after playing are core skills taught to prepare for independence

At TLC we tailor these skills to the student’s individual needs and abilities. We provide consistent support, repetition, and positive reinforcement which helps them master these skills and increase their independence.

Additionally, utilizing visual aids, social stories, and hands-on activities can enhance learning for children with special needs

Transitioning can be challenging for children with special needs, as changes in routine or environment can lead to anxiety or difficulty adjusting.

To counter this, at TLC we provide visual schedules to outline the sequence of activities and transitions throughout the day. It is reviewed with the student to help them understand what to expect and reduce anxiety.

Countdown timers or visual timers are used to provide a visual cue for upcoming transitions, allowing the child to mentally prepare for the change.

By understanding the underlying factors contributing to behavior problems and implementing targeted interventions, we support children with special needs in developing appropriate behaviors and reaching their full potential.

We recognize that every child is unique, and behavior management strategies are tailored to meet the individual needs and abilities of the child. Progress is continuously monitored interventions are adjusted as needed. 

Some of our strategies involve

• Alternative forms of communication such as picture cards, sign language, or assistive technology to help the child communicate effectively
• A sensory-friendly environment providing sensory tools such as alternative seating, fidget toys, or noise-canceling headphones to help regulate sensory input
• Use of visual schedules, countdown timers, and transition strategies to help the child prepare for and adjust to changes in routine.
• Identifying triggers for behavior and implementing proactive strategies to prevent escalation, such as offering sensory breaks or teaching coping skills.
• Teaching coping strategies such as deep breathing, mindfulness, or social stories to help the child manage anxiety and self-regulate emotions.

Our students may require different approaches and strategies to support their academic development and ensure they reach their full potential. Some effective practices we use for teaching are:

• Differentiated Instruction: Tailored programs to meet the individual learning needs of each student. We provide multiple means of representation, engagement, and expression to accommodate diverse learning styles and abilities.
• Multisensory Learning: Students are engaged by using visual, auditory and kinesthetic learning processes to enhance comprehension and retention. Learning through play and hands-on activities, manipulatives, and visual aids are used to make abstract concepts more concrete and accessible.
• Explicit Instruction: Complex concepts are broken down  into more manageable steps to provide clear and explicit instruction. Modeling, and guided practice is practiced to support students as they develop new skills and understanding.
• Frequent Review and Reinforcement: Mastered skills are regularly reviewed and reinforcement is provided to help students retain information and  prevent skill regression.
• Flexible Pacing: TLC allows for flexible pacing to accommodate individual learning rates and avoid overwhelming students with too much information at once. Tasks are broken into manageable chunks and provide opportunities for self-paced learning when appropriate.
• Positive Reinforcement: We provide praise, encouragement, and rewards to motivate and reinforce effort and progress for every small achievement a student makes. TLC celebrates small successes and provides specific feedback to build confidence and self-esteem.

We teach reading through tailored and individualized approach that addresses their unique strengths, challenges, and learning styles. The most common method used is The Jolly Phonics method to read and strategies based off ‘the science of reading’. Phonics are learned in phases followed by reading simple books based on those phases taught to encourage reading, develop confidence and boost interest in learning.
Writing is often not enjoyed by many students. To cater to this, we introduce writing by using various alternatives such as drawing in sand, using playdough mats, writing on whiteboards and letter stamps. This method of not sticking with structured writing styles allows students to enjoy learning. Once the students are confident in their letter formations and basic prerequisite skills, they are introduced to writing using traditional methods with frequent, child-led breaks.

A structured literacy approach is implemented that systematically teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension skills. Reading tasks are broken down into sequential steps.

Students are taught to visualize and verbalize what they are reading by asking them to create mental images and describe what they see in the text. Students are encouraged to use descriptive language and make connections between text and personal experiences.

Opportunities are provided for students to make predictions based on context clues and prior knowledge to enhance comprehension.

• Hands-on activities, manipulatives, and sensory experiences are used to teach numerical concepts. Tactile materials such as counters, blocks, and beads are used to represent numbers and operations, allowing students to physically manipulate objects to understand mathematical concepts.

• Visual supports such as number lines, charts, diagrams, and visual cues are used to aid understanding and reinforce mathematical concepts. Visuals can help students with special needs better comprehend numerical relationships and solve problems more effectively.

• Math problems are relayed to students’ interests, experiences, and daily routines to enhance relevance and engagement.

• As each student has their own learning style, differentiated instructions are used based on students’ skill levels, interests, and learning profiles.

• Use of Manipulatives and Tools: Provide students with access to manipulatives and tools that support numeracy skills. 

Transition plans are developed to support children as they move from early intervention programs to preschool or school settings. We collaborate with receiving schools and create programs to ensure a smooth transition and provide necessary supports and accommodations. A curriculum is often created by having a discussion with the parents regarding the school the student will transition into. We then create a program to ensure the student is ready to enter mainstream by learning all the prerequisite skills required. These skills may include following group instructions, standing in line, developing feeding skills such as having meals independently and cleaning up, being toilet trained, developing adequate fine motor skills such as pencil grip, as well as behavioral skills such as being able to sit in a group appropriately.

Incorporating art, craft, and music activities into the learning experiences of special needs kids can provide numerous benefits, including promoting creativity, self-expression, sensory integration, social interaction, and fine motor skills development.

1. Sensory-based art activities using materials such as finger paints, shaving cream, playdough, and textured paper to engage children’s senses and promote sensory exploration and integration.

2. Adaptive art tools such as easy-grip paintbrushes, chunky crayons, or stampers to accommodate children with fine motor difficulties and make art activities more accessible and enjoyable.

Craft Activities:

 Crafts are chosen  that are appropriate for the developmental level and abilities of each child.

1. Themes or topics of interest are incorporated into craft activities to make learning more engaging and relevant.

Music Activities:

1. We provide sensory-rich music experiences that engage children’s auditory, tactile, and proprioceptive senses. 

2. Music and movement activities are incorporated to encourage gross motor skills development, body awareness, coordination, and self-expression. Dance parties, music-based games, and guided movement activities are set to music to promote physical activity and social interaction.

3. Singing, vocalization, and verbal expression are encouraged through songs, chants, and vocal exercises. Simple songs are used with repetitive lyrics, catchy melodies, and visual supports to support language development and communication skills.

Early Intervention: Early intervention is crucial for children with special needs, as it can significantly improve their communication skills and overall development. Speech therapists often work with children from a very young age to address any communication delays or disorders.

Individualized treatment plans based on the child’s needs, strengths, and challenges are created that may include various techniques such as speech exercises, language activities, and assistive technology.

Multidisciplinary Collaboration: We often collaborate with other professionals that the student has previously been working with such as occupational therapists, other special education teachers and speech therapists to provide comprehensive care for children with special needs. This collaborative approach ensures that all aspects of the child’s development are addressed.

Use of Assistive Technology: For children who have difficulty communicating verbally, we may  incorporate assistive technology such as communication boards, PEC communication systems or AAC apps such as Avaz to help them communicate more effectively.

Using computers for children with special needs can be incredibly beneficial, providing opportunities for learning, communication, and skill development.

Students are introduced to the parts of a computer, taught how to type using the keyboard, and learn to use a mouse by using typing tutors  as well as by playing educational games, and listening to songs about phonics, math and learning to communicate.