Kathy is an experienced educational professional with 12 years of experience working with both, children with special needs and neurotypical children. She is passionate about nurturing children and helping them achieve their full potential.
She has extensive experience designing age appropriate, creative and interactive activities for children, while addressing their individual needs.
Being part of a child’s growth is truly gratifying for Kathy.
Suresh graduated with a degree in Psychology in 2000. While working in a local private hospital with adults and children, he realised his love for working with children and they been the focus of his work ever since.
Suresh specializes in Behavior management for children with various needs. He focuses on helping children engage in meaningful social interactions, with their peers and other adults. Suresh believes that the mastery of daily life skills can significantly improve the child’s confidence, as well have a lasting positive impact on the family’s well being. Problem eating and mealtime behavior management is another focus area for him.
Hanum has extensive experience in early childhood education. She has worked with children with special needs, as well as children in mainstream settings. She focuses on the educational growth of children between age of 18 months to 12 years.
She believes that children should be encouraged to learn self help skills and given ample opportunities and guidance for social interactions with other children.
Principal Occupational Therapist
Niamh has previously worked as the Principal Occupational Therapist at Thomson Pediatric Centre. She has extensive experience working with children with multiple developmental and physical needs. Niamh has managed a caseload ranging in age from infants to teenagers and young adults with various needs including sensory integration difficulties, feeding challenges and various motor and learning challenges.
Niamh is trained in areas of managing challenging behaviors, Executive functioning skills and NDT/REFLEX training Handle Approach, DIR – Floortime, Karen Stagnitti Learn to Play, Sensory Integration.
Senior Speech Therapist
Eimear graduated from the University College of Cork in Ireland with a Bachelor of Science in Speech and Language Therapy. While studying there, Eimear gained experience in an array of settings working with both adults and children.
Since then she has lived and worked in Singapore working with children presenting with various needs, such as ASD, Down Syndrome, GDD, Learning Disability, Speech and Language delay/Disorders. Eimear has provided therapy in a variety of settings such as in Schools, Pre-Schools, in Children’s own homes and in one-to-one sessions. Here she has helped and guided parents, teachers and caregivers on how to effectively communicate with their child and to help them reach their full potential. Eimear’s very systematic and thorough approach to intervention is the key to the success and gains of the children under her care.
Eimear is continually developing her skills and has completed courses in PECS, Floortime 101 and in Play Assessment. She is passionate about helping children acquire communication skills in a fun and happy environment.
Senior Speech Therapist
Sheryl graduated from the University of Sydney, Australia with a Bachelor of Applied Science in Speech Pathology. She is also a member of the Speech and Hearing Association of Singapore (SHAS).
Whilst in Australia, Sheryl was able to gain experience in a variety of settings including hospitals, rehabilitation centres, kindergartens and one-to-one clinic settings. In Singapore she has provided parent-training workshops and worked closely with caregivers, teachers and support staff of clients that she saw on an individual basis. She strongly believes in a holistic approach to therapy that involves all aspects of the client’s life to help the client reach his/her potential.
Sheryl is experienced in providing therapy for children with Autism Spectrum Disorder, pure language delay, language delays related to other conditions, global developmental delay, articulation difficulties, fluency difficulties, feeding difficulties, pragmatic difficulties and dyspraxia.