A structured process helps the team understand what the child can do now, what is difficult and which goals will be most useful in daily life.
Personalised planning around the child's current needs and goals.
Assessment may include parent discussion, observation, play-based tasks, formal or informal skill checks and review of previous reports. The exact process depends on the service and child's age.
Goals are then prioritised according to functional importance, readiness and family concerns. The plan may include direct sessions, parent guidance and home activities.
Representative guided session imageSpeech therapy may address speech-sound clarity, receptive and expressive language, vocabulary, sentence formation, oral communication and social use of language.
Occupational therapy focuses on the skills children need to participate in play, self-care, classroom tasks and daily routines.
ABA-based teaching uses clear goals, structured practice, reinforcement and observation to build useful skills and understand behaviour.
Special education provides individualised teaching based on the child's learning profile rather than only chronological class level.
Early intervention supports foundational development in young children and includes strong parent involvement.
Sensory-motor activities are selected to support regulation, body awareness, motor planning and participation.
Behaviour support looks at what happens before and after a behaviour, what the child may be communicating and which alternative skills can be taught.
Progress may be gradual and may appear first in structured sessions before generalising to home or school. Regular review helps identify what is working and where the plan needs adjustment.
Bring prior reports if available and share the situations that are most difficult in daily life.
