Support is selected according to assessment findings and functional priorities for the child and family.
Core service areas available through the centre.
Representative learning support imageChildren can show similar difficulties for different reasons. For example, a child who is not speaking clearly may need support with speech sounds, language, attention, sensory regulation or a combination of areas.
The appropriate service should therefore be decided after discussing the concern and completing a relevant professional assessment.
Bring prior reports, school feedback and examples of everyday difficulties. This helps the professional understand the child more accurately.
Support for speech-sound production, language understanding, sentence formation, vocabulary, functional communication and conversational participation.
Purposeful activities that support fine-motor skills, visual-motor coordination, self-care, play and participation in age-appropriate routines.
Structured, evidence-informed teaching that breaks skills into achievable steps and tracks learning through observation and data.
Individual teaching support based on current learning level, functional academics and classroom participation needs.
Developmental support for younger children focusing on foundational communication, play, movement, interaction and learning skills.
Purposeful sensory-motor experiences designed to support regulation, body awareness and participation in daily activities.
Practical strategies for understanding behaviour, teaching alternative skills and improving participation in routines.
Contact the centre to discuss the child's current difficulties and the most suitable first appointment.
