As parents, we all want our children to feel confident in their bodies — running, climbing, playing, and participating comfortably in everyday activities. But when movement seems more difficult than
University of Plymouth – BSc (Hons) Occupational Therapy
Sinegha is a compassionate Occupational Therapist who is passionate about supporting children and their families to achieve meaningful, everyday goals. Following the completion of her degree, she has gained experience across a variety of clinical and educational settings, allowing her to deliver holistic, family-centred care.
Sinegha has worked within multidisciplinary teams in clinical environments, including acute neurosciences, where she supported individuals to develop personalised goals and rehabilitation plans. Through this experience, she developed strong skills in understanding each child’s unique strengths and challenges, and tailoring interventions to support cognitive, physical, and sensory development. Her approach always values collaboration with families, recognising the vital role parents and caregivers play in a child’s progress.
In addition to her clinical background, Sinegha has experience working as an Educator in an after-school setting. This role allowed her to support children’s learning, emotional wellbeing, and social development in a fun and structured environment. She is skilled in working with children of diverse personalities and needs, and in creating spaces where children feel safe, supported, and confident to try new things.
Sinegha has a special interest in working with children with additional needs and is deeply committed to helping them build independence, confidence, and skills for everyday life.
Sinegha believes that children learn best when they feel safe, understood, and engaged. She recognises the incredible neuroplasticity of the developing brain and uses play-based, child-led therapy to support learning and skill development in a natural and enjoyable way.
By working alongside children and families, Sinegha creates therapy sessions that are meaningful, motivating, and tailored to each child’s individual needs. Her goal is to empower children to participate confidently in their daily routines—at home, at school, and in the community—while supporting parents every step of the way.
Bachelor of Science (Honours) Occupational Therapy
Cognitive Stimulation Therapy
Behaviours that challenge course conducted by Headway (The brain injury Association)
Sage and Thyme Communication Course
University of Bath and University College London
Most recently, I worked as a Learning Support Assistant at The British School of Amsterdam, supporting students with Autism, ADHD, Dyslexia, Dyscalculia, and other learning and emotional needs. I worked closely with learning support coordinators, subject teachers, external specialists, and families to implement individualised support plans. My academic support included scaffolding learning tasks, adapting language and instructions, supporting organisation and executive functioning, and helping students prepare for assessments and exams using appropriate access arrangements.
A key part of my role involved supporting behaviour, emotional regulation, and wellbeing. I worked with students who experienced attention difficulties, anxiety, sensory sensitivities, or challenges with emotional regulation, using consistent and proactive strategies to support focus, transitions, and positive behaviour.
Previously, I worked as a Teaching Assistant at Optimist International School supporting students through differentiated classroom support and targeted intervention groups. I worked closely with the school counsellor to support students with SEN, contributing to behaviour strategies, socioemotional learning, and inclusive classroom practices.
Alongside my school based roles, I have extensive experience as a private academic tutor, supporting primary and secondary students internationally and remotely. My tutoring focuses on subject learning, exam preparation, study skills, and building confidence, particularly for students with additional learning needs.
I am very committed to supporting the holistic growth of every child by fostering curiosity, independence, and a genuine love for learning. I believe education should be engaging, hands-on, and creative, allowing students to feel motivated and excited about coming to school. Central to my approach is the integration of social-emotional learning, ensuring students feel valued, supported, and empowered while developing resilience, empathy, and self-awareness. With a strong background in Special Educational Needs and experience in international school settings, I prioritise personalised and inclusive learning that celebrates diversity, multilingualism, and individual strengths. My ultimate goal is to nurture confident, compassionate learners who take on challenges and grow to reach their full potential.
Member of the British Psychological Society
MSc Psychology of Education, University College London- Distinction (BPS accredited)
BA (Hons) Education with Psychology, University of Bath- First Class Honours
BSc Physiotherapy, First Class Honours- King’s College London
Having trained and worked as a ballet dancer, Victoria was always interested in the science of movement leading to her decision to re-train as a physiotherapist. Whilst studying at King’s College London, she worked as an assistant therapist providing home-based therapy for children with neurological conditions as well as volunteering as a “buddy” for one to one special needs support in her local church. Victoria has been working with children in both a voluntary and professional capacity for over ten years.
Victoria moved to Singapore three years ago where she joins KidsFirst from a private physiotherapy clinic specialising in neuropaediatrics.
Victoria believes in finding creative ways to engage children in therapy. She understands that every inchstone and milestone is a cause for celebration and loves working with families to empower them on their journey. She is passionate about continuing to learn and hone her skills to better support each child to fulfil their potential.
DMI Introductory Level C
Singapore Sign Language Level 1
FDA accredited in TheraSuit and Universal Exercise Unit programmes
Whole Body Vibration Therapy
Kids and Teen Pilates (APPI)
Level 2 Diploma in Sports Massage
UCSI, Master’s degree in Child Psychology
HELP University, Bachelor’s degree
She is a dedicated Special Needs Educator with 4 years of experience, including 2 years of direct practice in Applied Behavior Analysis (ABA). She holds a master’s degree in child psychology, where she conducted research on peer-mediated, LEGO-based intervention to improve the social skills of children with Autism Spectrum Disorder (ASD) in a government primary school.
Daash has worked with students ranging from ages 2 to 22, supporting diverse developmental needs through individualized and evidence-based interventions. She has successfully completed ABAT course and currently pursuing her QBA certification to further enhance expertise in the field.
Her passion lies in empowering students by focusing on their strengths, fostering meaningful learning experiences, and applying student-centered strategies to promote growth, independence, and confidence.
University of Essex, United Kingdom – Master of Science in Speech and Language Therapy
Texas A&M University–Corpus Christi, United States – Bachelor of Science with a concentration in Kinesiology
Arieal is a Speech and Language Therapist with clinical experience across paediatric special educational needs (SEN), acute care, adult learning disabilities, and AAC-focused interventions. Her training included placements in early intervention, hospital, and school settings, where she supported children with autism, ADHD, developmental delays, and complex communication needs.
Prior to her SLT training, Arieal worked as an ESL teacher and behavioral therapist, supporting neurodiverse and multilingual children through play-based therapy and individualized communication strategies. Her background in behavioral intervention (ABA, DTT, PRT) and multilingual support informs her inclusive, culturally responsive approach.
She is passionate about empowering caregivers and educators through practical strategies, visual resources, and collaborative planning. Arieal brings a strengths-based mindset to therapy, tailoring interventions to each child’s unique profile and family goals.
Arieal believes that therapy should be playful, purposeful, and empowering. Her practice is grounded in evidence-based approaches, cultural humility, and a deep respect for each child’s individuality. She embraces their individuality while engaging their differences, creating space for authentic communication and growth.
She prioritizes collaboration with families and multidisciplinary teams to create holistic, child-led intervention plans. Committed to lifelong learning and reflective practice, Arieal actively engages in professional development to stay current with best practices in paediatric communication, AAC, and inclusive therapy.
Member of the Royal College of Speech and Language Therapists (RCSLT)
Preparing for Praxis Exam and ASHA certification
Makaton Training – Level 1
Completed pre-registration eating, drinking, and swallowing competencies (entry-level dysphagia knowledge)
AAC and communication partner training (PECS, modular AAC profiles)
Behavioral intervention strategies (ABA, DTT, PRT)
ESL and multilingual communication strategies
MDT collaboration and caregiver education
Queen Margaret University Edinburgh
Throughout my Occupational Therapy degree at Queen Margaret University, I have developed the skills, knowledge, and values essential for professional practice. My experience across a variety of settings has prepared me to work effectively with children, young people, adults, and vulnerable individuals, carrying out outcome-focused assessments and contributing meaningfully within multidisciplinary teams.
During my placement at the Royal Alexandra Hospital, I worked alongside physiotherapists, nurses, and social workers in an acute medical ward to assess functional ability, carry out risk assessments, and develop safe discharge plans for adults. This experience strengthened my clinical reasoning, documentation, and collaborative communication skills, while reinforcing the importance of delivering patient-centred care.
At St Columba’s Hospice, I supported clients with advanced conditions both in the hospice and the community. My work involved delivering personalised interventions, including energy conservation strategies and meaningful activity engagement, as well as co-facilitating Fatigue Management groups. Collaborating closely with families and staff to create holistic care plans enhanced my empathy, adaptability, and ability to work effectively in complex care settings.
My placement at the Sunflower Centre in Perth gave me valuable experience in paediatrics, where I delivered play-based and sensory interventions for children and young people with developmental and physical challenges. I assisted with formal assessments, including elements of the Movement ABC, and contributed to family education sessions, tailoring my communication style to meet the needs of each child and family.
In a community-based role, I worked with older adults living with dementia, focusing on cognitive stimulation, self-care strategies, and the development of meaningful routines to support function and independence. A highlight of this placement was participating in home-based memory rehabilitation alongside an Occupational Therapist, where I saw first-hand the impact of environmental adaptations and client-led goal setting in promoting autonomy at home.
Beyond my placements, I have volunteered with The Yard, a charity supporting children and young people through inclusive play. This experience directly informed my Honours dissertation, which evaluated the effectiveness of play-based therapy in supporting independence in young people. Both my practical work and academic research have deepened my understanding of how purposeful play can be used to foster development, confidence, and meaningful participation, skills I look forward to bringing to my work with children and families at KidsFirst.
I believe that play is not only an essential part of a child’s life but also a powerful therapeutic tool. It offers a natural and meaningful way for children to explore, learn, and build essential skills. I strive to create therapy sessions that are fun, engaging, and tailored to each child’s unique interests and strengths, so they feel empowered, supported, and motivated in their journey. At KidsFirst, I look forward to bringing this approach to life, working closely with children, their families, and colleagues to help every child participate fully in the activities that matter most to them.
Degree of Bachelor of Science with Honours in Occupational Therapy
UK HCPC registered
Singapore Institute of Technology
Being a part of the social sector, I served the children with special needs and their family in the community in an Early Intervention Centre. I had the opportunity to work in a Trans-Disciplinary team and learn beyond my scope in occupational therapy. The different professionals came together and use one framework to assess and set goals in the IEP together. I was able to learn from many professionals such as Speech Therapists, Physiotherapists, Early Intervention Teachers, Psychologists and Social Workers. These experiences equipped me with knowledge of various professions and come up with interventions and trategies more holistically for our children.
Rapport and relationships are paramount to any success in therapy. I believe in building a good relationship with the children I am working with and build on their skill sets together with them. I believe in having fun and engaging in play during therapy to allow children to learn and enjoy through therapy.
Bachelor of Science in Occupational Therapy (Honours)
DIR Floortime 101
Social Strategies for children with Autism
Child First Aid and BCLS
Thai, Mandarin
University of Mysore, India- Master of Science- Speech Language Pathology
University of Mysore, India- Bachelor of Science-Speech and Hearing
Hellows is a fully registered Speech Therapist with the Allied Health Professions Council (AHPC) and brings over 11 years of extensive experience working in Singapore. She is a dedicated and compassionate clinician who has provided services across a wide range of settings, including early intervention centers, special education schools, preschools, and adult-care facilities. Her clinical expertise spans across the lifespan, from infancy to adulthood.
Hellows has worked with diverse client populations with varying needs, including individuals with autism spectrum disorder, cerebral palsy, Down syndrome, ADHD, and other developmental conditions. Her areas of specialization include speech and language development, social communication, augmentative and alternative communication (AAC), and feeding and swallowing difficulties.
She is deeply committed to empowering caregivers by equipping them with strategies to support their children across home and community environments. Hellows is trained in the HANEN® Program and regularly conducts caregiver workshops and training sessions. She is skilled at individualizing her therapy approaches, tailoring interventions to align with each child’s unique strengths and the family’s goals.
Believing strongly in the principle that learning is a lifelong journey, Hellows actively engages in professional development and knowledge-sharing. She contributes to the growth of the profession by supervising AHPC-registered therapists and supporting student clinical placements. She has mentored students from both local institutions such as the National University of Singapore (NUS) and Singapore Institute of Technology (SIT), as well as international universities including Curtin University and Flinders University.
Hellows’ extensive experience across diverse clinical settings has shaped her strong belief in delivering client-led, evidence-based, and family-centered therapy. She is a respectful and inclusive practitioner who places the child and their unique strengths at the heart of her intervention approach. Her practice is grounded in a strengths-based framework that empowers children and their families while honoring their individuality.
She believes in a collaborative, multidisciplinary approach to ensure that each child reaches their fullest potential. Hellows thrives in team environments, integrating input from educators, therapists, and caregivers to create holistic and effective intervention plans.
Committed to continuous professional growth, she stays abreast of the latest evidence-based practices by regularly attending professional development courses, reading current research, engaging in peer discussions, and supervising new therapists and student clinicians.
Oral Placement Therapy (Level I & II)
Hanen ®: More Than Words
AAC trainings: PECS (Level 1), AAC trainings with Randi Brown, etc.
SOS Approach to Feeding
Lindamoon Bell- Seeing Stars
DIR-Floortime® 101
Blended Approaches in Paediatric Practice by Dr. Erna Blanche
Fundamentals of Autism
CAF-R
ICE training
EPA Training
Fidelity Coaching
Key Worker Training
De La Salle Medical and Health Sciences Institute – Bachelor of Science in Occupational Therapy
My clinical internship offered various experiences across health settings. Working at an inpatient mental health institution focusing on treating adolescents and adults deepened my knowledge about the relationship between functional abilities and mental health. While in pediatric clinics, I worked with children across a range of development and physical challenges, including sensory issues, motor delays, and difficulties with fine motor skills. I developed individualized intervention plans and implemented therapeutic activities tailored to each child’s unique needs, cultivating their skills in play, social participation, self care, and gross motor activities. All these enhanced my ability to adapt to different evidence-based interventions and strategies for pediatric populations and collaborate with the child’s families to ensure consistent progress.
Lastly, my experience in community rehabilitation helped me in understanding the importance of environmental factors, family dynamics and community resources in treatment planning and execution.
A fundamental belief that no child is left behind ignites my passion in providing the optimal level of treatment each child needs and deserves. I recognize the unique abilities that each child has and I am passionate to facilitate their engagement in different therapeutic activities that can be both educational and enjoyable, empowering them to reach their full potential.
Filipino
Loughborough University, United Kingdom – Bachelor of Science in Sport and Exercise Science. Worcester University, United Kingdom – Master of Science in Occupational Therapy
Since becoming an Occupational Therapist I have been working as a Senior Occupational Therapist in London for the NHS, where I manage a clinical caseload of patients with complex mental health needs. I provide specialised therapy services and implement evidence-based interventions to support recovery and improve patients’ quality of life.
Prior to working as an Occupational Therapist, I have had experience working with children and young people in both clinical and educational settings. Working in a private hospital setting, supporting adolescents with mental health needs, contributing to individualised care plans and therapeutic activities. Prior to this, I worked as a Teaching Assistant at an International School in Barcelona, providing English language support, and as a Programme Specialist at The Fresh Air Fund in New York City, where I led a Taekwondo programme for children aged 8–15.
Utilising my previous experience, I believe in a holistic, child-centred approach that prioritises emotional safety, developmental needs, and the therapeutic relationship., I aim to empower children by involving them in their care, working collaboratively with families, and integrating multidisciplinary support to foster long-term health, well-being and developmental progress.
UK HCPC Registered Occupational Therapist
Singapore Institute of Technology – Bachelor of Science in Occupational Therapy
Upon completing her Bachelors in Occupational Therapy, Rismi gained experience in various clinical settings, including outpatient rehabilitation, forensic mental health, and acute hospital.
Rismi discovered her passion for working with children through her clinical experiences in outpatient paediatrics rehabilitation, where she collaborated with preschool and primary school-aged children facing sensory, behavioral, and motor challenges. She has supported children in developing their fine motor skills, sensory processing, handwriting, and emotional regulation. By adopting a holistic, child-led approach, Rismi ensures that therapy is engaging, meaningful, and tailored to each child’s strengths and needs.
Rismi believes in working alongside each child to foster their creativity and keep therapy sessions engaging. She values allowing children to lead their own learning process, using their interests to guide the direction of therapy. By making sessions fun, child-centered, and supportive, Rismi encourages children to explore, grow, and develop essential skills in a natural and enjoyable way. She collaborates closely with caregivers to ensure therapy goals are aligned with the child’s needs and the family’s aspirations.
Outside work, Rismi enjoys traveling, cycling, and expressing her creativity through various crafts.
Queen Margaret University – BSc Occupational Therapy
Ali graduated from Queen Margaret University in Edinburgh with a BSc in Occupational Therapy. She has worked both for NHS (in Scotland) and DHB (in New Zealand), holding a number of Senior Positions. She was the Lead OT in a busy inpatient unit in Auckland, and held the Clinic Leader Position within a Dual Diagnosis Residential Rehabilitation. She was also responsible for the upskilling and supervision of Community Mental Health professionals, offering training programmes and supervision, whilst evaluating and auditing existing services.
Ali has previously worked across a number of clinical specialties including Community Care (provision of Aids and Adaptations), Acute Adult Mental Health, Homeless Practice, Community Mental Health (Crisis Team), and Community Alcohol and Drug Services.
Since moving to SG, she has worked in various roles at an International School, and most recently as a Clinic Manager for a Psychology and Counselling provider, before joining KidsFirst.
Ali believes that every child should have opportunities and support, to be able to develop the skills they need to be able to engage in activities that offer meaning and purpose to their lives, and that the child should be at the centre of the therapy process. Identifying what is important to the child and building on strengths, interests and abilities, in order to improve motivation and levels of confidence.
Ali has two children who keep her busy, but in her spare time, Ali plays, referees and coaches touch rugby, and is involved with a singing group.
La Trobe University, Master of Occupational Therapy Practice
Ray is an AHPC registered Occupational Therapist with clinical experience in Melbourne and Singapore.
After earning his master’s degree in occupational therapy from La Trobe University, Ray began his career in a private practice in Melbourne, where he provided tailored therapy services to individuals with autism spectrum disorder, intellectual disabilities, and other conditions. His clients ranged from children and teens to young adults facing a diverse range of physical, cognitive, and psychosocial challenges.
Ray then expanded his expertise by working in a hospital setting and providing rehabilitation to clients presenting with a wide range of different diagnosis and conditions where he supported his clients to improve their independence and quality of life through his physical and cognitive rehabilitation skills.
Ray is passionate about working with children and enabling them to live, play and learn to their full potential. He believes that every child is unique with different individual strengths and needs. As an Occupational Therapist, Ray is devoted to delivering evidence based interventions while ensuring therapy sessions remain fun, engaging and purposeful for children.
Outside of work, Ray enjoys playing video games, being in nature, working out and running.
Fully Registered Occupational Therapist with AHPC
Mandarin
Sally completed her occupational therapy degree at the Auckland University of Technology (New Zealand) and is a fully registered occupational therapist with NZOT, SAOT and AHPC Singapore. She has also completed her Master of Gerontology at SUSS (SG).
She has 13 years of working experience in different settings in Singapore.
She is a mother of 2 and love working with children, her kids are her inspiration to help other kids. Her clinical experiences with Peads is about 5 years, working with developmental issues such as ASD, Sensory Processing Disorders, ADD, GDD and cerebral palsy . Her experiences also span across a variety of settings ranging from clinic based, home and school program, she also worked with international school kids ranging between pre schooler until secondary school level helping them with life skills, emotional regulation and handwriting issues. She also enjoyed coaching other parents with parenting skills and family relationship.
Sally loves traveling with her family to explore and meeting new people, sally also enjoyed her Pilates class.
Masters of Gerontology (2019)
Singapore Association of Occupational Therapy
Bachelor’s Degree of Health Science (Occupational Therapy) (2010)
Allied Health Professions Council (AHPC) Fully Registered Occupational Therapist
Registered Occupational Therapist in New Zealand
DIR/Floortime 101 DIR Model
Ayres Sensory Integration level 1-3
York St. John University – First-class Honours degree in Physiotherapy BSc (Hons)
Amelia’s journey in working with children commenced at age 17 when she served as a lifeguard and coach at a summer club. She then transitioned to the role of a physiotherapy assistant at a prestigious private hospital in the UK. Pursuing her passion further, she enrolled in university to pursue a degree in physiotherapy. Post-graduation, she embarked on a career in the National Health Service (NHS), gaining extensive experience through rotational physiotherapy placements in both adult and pediatric settings, including acute and community care. Progressing from a static pediatric band 5 physiotherapist to band 6, she honed her expertise before transitioning to a private pediatric practice where she specialized in Dynamic Movement Therapy (DMI). Concurrently, she continues her impactful work in the NHS as a specialist pediatric physiotherapist.
Amelia’s approach to working with children is rooted in providing tailored, innovative, and impactful interventions for each individual. She is committed to empowering both parents and children, fostering belief in their abilities to overcome challenges and achieve their aspirations. Believing in the potential of every child, she is dedicated to facilitating their journey towards greatness, irrespective of past setbacks.
Dynamic Movement Therapy
Bobath for Adults
Cerebral Palsy Integrated Pathway (CPIP)
Whole Body Vibration Therapy (WBV)
TEDEI (Training in Early Detection for Early Intervention)
University of Ulster, Jordanstown (Northern Ireland) – Bachelor of Science (Occupational Therapy).
Peter graduated from the University of Ulster with a Bachelor of Science in Occupational Therapy and has been living in Singapore for 11 years. During this time, he has worked within a private clinics in Singapore, and in 2 International School settings.
Clinically, Peter has worked with children from toddlers to teenagers and a variety of developmental and physical needs. Peter has worked with a variety of clinical needs including sensory processing difficulties, feeding challenges and various motor and learning challenges.
Some recent notable professional achievements for Peter have been the opportunity to be a part of a development team for an Intensive Support Program in an international school setting, and the creation of in school Occupational Therapy services within another International school.
Peter believes in a holistic approach encompassing the Childs occupation at both home and school, taking not just a functional approach but also a psychosocial approach. He has centered his professional development to ensure he is skilled in working with not just the child but the team around them.
USC Chan Sensory Integration Continuing Education (CE)
Certificate in Dyspraxia- Defining, Assessing and Intervening for Change
Crisis Prevention Intervention (CPI) training
Reimbursement
Physical Agents and Modalities
Credentialing, Regulation, Licensure, and Supervision of OT
Dysphagia and related care (AOTA approved)
Therapeeds Julia Harper sensory Integration courses 1-2-3
Community Mobility (AOTA approved)
Floortime Greenspan Approach 201
HANDLE Introductory course
Supervision and case management (Florida gulf Coast University)
CPR training
Apple Teacher Certified
Common Sense Educator
Sheltered Instruction Observation Protocol (SIOP) Training
Dynamic Movement Intervention (DMI) Therapy
Our family has so much gratitude for KidsFirst and especially the teachers the therapists for our son. After our first meeting with the teachers and the therapists, we felt heard and we knew they could guide us through our son’s IEP.
Navigating the IEP process is challenging and in many instances frustrating. Often there were times when I felt unheard and dismissed by my child’s previous schools. It was the best feeling going into our IEP with a solid plan and the staff being there to support. Their collective knowledge of our son’s needs (and abilities) coupled with extensive experience in education/special education, along with their child-centred approach has allowed to identify those support that would benefit and assist our son in a way that makes our son feel successful. We learned so much along the way.
Enrolling KidsFirst gave us the robust IEP we wanted, and furthermore, needed for our son’s needs. Their level of care and understanding is unmatched. It has been nothing short of amazing for our son and the rest of us. He is so calm, well regulated and has developed more functional communication skills. Such a positive change for him – he has always loved school, but now it feels like he is getting so much more from it. We are now confident that our son will get what he needs from his education as long as he remains at KidsFirst.
We find that we can take a deep breath and have confidence that our child will get the support he requires. Our only regret is not enrolling our son earlier. We will and have recommended KidsFirst to other families who are not getting their child’s goals and needs met within their school and IEP. There is no clear path to get your child what they need, but KidsFirst have the resources to getting them there. Once again we have immense gratitude to the team that works with our son.
Nina
University of Limerick, Ireland – Bachelor of Science in Physiotherapy
After graduating Sinead moved to Singapore where she worked for 2 years in school based early intervention with 0-6 year old children with Neuro physical And developmental delays. Sinead then went on to complete over 3 years in an acute hospital. In 2018 Sinead returned to work in paediatrics in a private setting where she got to work and train in the application of therasuit and neurosuit, spidercage therapy and Cuevas Medek Exercises (CME).
In 2021 Sinead made the decision to return to Ireland with her family, where she continued to work in paediatrics private practice. Being Ireland’s first CME therapist, Sinead worked in introducing this ground breaking therapy to families and therapists. Sinead assisted in setting up individualised intensives for clients and implementing intensives during school holidays.
Sinead strives to empower children to reach their maximum potential and believes that every milestone is a big milestone. Sinead also knows that motivation is important for participation and does her best to understand each child and get to know their personal interests and goals to help them achieve greater function.
Vestibular rehabilitation in adults
Cuevas Medek Exercises certified
Therasuit method and spidercage therapy
DMI certified
Masters of Speech Pathology
National University of Singapore – Bachelor of Arts (Social Work)
Alzena worked in a paediatric setting in Australia and has experience in a variety of clinical areas. The areas include working with children that presents with speech and language difficulties and disorders, autism spectrum disorder, global developmental delay, social communication disorders, fluency disorders, and intellectual disabilities. Having completed a degree in social work, and a diploma in psychological studies, Alzena demonstrates a strong interest in working with the vulnerable population. She strives to advocate for her clients in pursuit of the best possible outcomes.
During her free time, Alzena also volunteered in a hospital supporting adults with chronic aphasia and special education school supporting children with special needs.
Alzena is passionate about providing holistic evidence-based client-centred care to clients and their families. She believes in employing innovation and creativity to ensure that therapy sessions are fun, enjoyable and at the same time support clients in realising their full potential. She strives to empower parents, teachers and other relevant stakeholders by equipping them with the skills and knowledge to support their child’s speech and language development.
Hanen – It takes two to talk
Attended trainings on Key Word Sign Australia
National University of Singapore
Holly has extensive experience working with children in different settings since graduating in 2009. She has worked with patients and their families in special education schools as well as in private therapy clinics.
She sees children aged 18 months to 18 years old with a variety of conditions and developmental disorders (autism spectrum disorder, cerebral palsy, etc.). She has experience seeing them in individual sessions, group therapy sessions, home therapy as well as in tele-therapy.
She is particularly passionate about working with children aged 7 and under. She is keen to help them and their families build a good foundation for their child’s speech and language development.
She is fluent in English and Mandarin. She is also able to speak conversational Cantonese.
Holly believes in helping every child to live up to their fullest potential. She strives to partner with caregivers and other professionals to provide therapy that would best benefit the child and the family.
It Takes Two to Talk – The Hanen Program for Parents of Children with Language Delays
Picture Exchange Communication System (PECS) Level 1
Talktools: A Three-Part Treatment Plan for Oral Placement Therapy
SOS Approach (Sequential Oral Sensory Approach to Feeding)
M.O.R.E.: Integrating the Mouth with Sensory and Postural Functions
Diagnosis and Treatment of CAS using Dynamic Temporal and Tactile Cueing (DTTC)
University of Melbourne, Australia – Bachelor of Early Childhood Studies
Singapore Institute of Technology – Bachelor of Science (Hons) Occupational Therapy
Prior to being an Occupational Therapist, Melissa held previous roles in early childhood and special education where she had the privilege to work with children and young adults with special needs in both school based and center based settings. These experiences gave her opportunities to assess and tailor interventions to meet the individual care needs and goals of her clients and families.
As an Occupational Therapist, Melissa is passionate about creating a supportive environment for growth and learning, nurturing the potential within each client by giving them the tools to thrive. She is a strong advocate in partnering caregivers during the therapy process, recognizing their essential roles in achieving positive outcomes together.
La Trobe University (Melbourne, Australia) – Bachelor of Health Sciences and Master of Occupational Therapy Practice
Prior to arriving in Singapore, Kacey worked as an allied health assistant in a private therapy clinic in Melbourne, where she found her passion in working with children with a wide range of needs. She was also a tutor for children with disabilities and find much joy in working with all children. Upon graduating with a Master’s degree in Occupational Therapy, Kacey has experience working in public healthcare settings, private and community clinics. In her career as a paediatric occupational therapist, she has worked closely with preschool and school-aged children to support the development of executive functions, emotional regulation, as well as other motor and learning challenges.
Kacey believes that every child is different and that effective intervention should be tailored to their unique strengths, abilities and interests. By creating a fun, encouraging, and supportive experience, she is able to connect with the child and build a strong and meaningful relationship with them. She is also passionate in finding the best strategy to support children enjoying the therapy sessions while becoming more self-confident and making improvements in their own skills.
Essentials of Sensory Integration by Dr Teresa May – Benson
DIR®/FloortimeTM 101 DIR Model (Developmental, Individual Differences, Relationship Model)
Curtin University with a Bachelor of Science in Occupational Therapy
She has over 4 years of experience as an Occupational Therapist in special education in Singapore. Grace has experience working with children with autism, cerebral palsy and profound multiple learning disabilities (PMLD). In a school-based setting, she has worked closely with Individualised Education Program (IEP) team to support students in areas such as sensory integration, self-care skills, leisure participation, assistive technology prescription, and vocational training. Grace has carried out postural care interventions such prescription of specialised seating and sleep systems through collaboratively working with other therapists and providing parent coaching on 24-hour postural care. She has also conducted trainings for teachers in school to equip them with strategies that can be carried out in their classrooms.
As an Occupational Therapist, Grace believes that attunement is key to connect with the child before supporting them to develop their skills to participate in their daily activities. She is passionate about integrating children with disabilities in the community through empowering their families and advocating for their needs. With a strong supportive ecosystem, the child can meaningfully engage and thrive in their natural environment.
USC Sensory Integration Continuing Education Certificate Program
DIR 101 Introduction to DIR® and DIRFloortime®
Postural Care Awareness (Level 2) by Open College Network (West Midlands)
Essentials to Sensory Integration Intervention by Dr Theresa May-Benson
University of Ulster, Jordanstown (Northern Ireland) – Bachelor of Science (Occupational Therapy).
Niamh graduated from the University of Ulster with a Bachelor of Science in Occupational Therapy and has been living in Singapore for over 12 years. During this time, she has worked within a number of private clinics in Singapore, her roles include Clinic Manager of a centre based extensive MDT team and Lead Principal Occupational Therapist at Thomson Paediatric Centre. Niamh has vast Paediatric clinical experience working both in Ireland and Singapore. During Niamh’s practice she has worked with children with multiple developmental and physical needs. Niamh has clinically managed a caseload ranging in age, from infants to teenagers and young adults. This caseload has presented with various clinical needs including sensory processing difficulties, feeding challenges and various motor and learning challenges. Niamh is focused on a holistic therapy approach with a therapeutic focus on supporting a child’s social, emotional, and cognitive development. Niamh has conducted a number of presentations and trainings in Singapore at the SENIA and early childhood conferences, alongside various international/local schools, and polytechnics. Niamh has also provided a number of parent trainings and workshops.
Niamh believes that children, parents, and paediatric providers must work together as a team to provide excellent paediatric healthcare. To ensure that children are provided with the best care possible, it is her passion to remain current with the latest paediatric developments and approaches to children’s health.
Ayres Sensory Integration
Neuro-Developmental Treatment (NDT)
Certified DIRFloortime Provider
SOS feeding
Beckman Oral Motor
MORE Feeding
Reflex integration
Rhythmical Movement Training
Learn to Play (Karen Stagnetti)
Interactive Metronome
Therapeutic Listening
Trauma Informed Intervention
Attention Autism
DMI Certified
Interoception Curriculum Training
Team Teach Trained
University of Sydney -Master of Speech Language Pathology
Nanyang Technological University- Bachelor of Arts (Honors), Linguistics and Multilingual Studies
Samuel is an AHPC registered Speech-Language Therapist who believes that therapeutic success requires the harmonious teamwork of the therapist, caregiver, and the community. Following his Bachelor’s degree in Linguistics and Multilingual studies, he was awarded a postgraduate scholarship from the Ministry of Health to read Speech and Language Pathology at University of Sydney.
He has worked in a variety of settings across a wide range of populations in Singapore and Australia. Prior to joining KidsFirst, he worked in acute and community hospitals, providing assessment and intervention for clients with swallowing and communication difficulties. He is adept at treating language, speech, social and cognitive communication disorders and has also provided services at preschools, paediatric clinics and early intervention centres. These experiences have helped Samuel develop a broader understanding of different cultural and linguistic backgrounds that are involved in providing holistic speech therapy services.
In his time with public healthcare, Samuel spearheaded a national campaign that addressed the need for the provision of modified diets in the community. This pioneer campaign was publicly launched with media coverage and allowed Samuel to work with different community stakeholders to better understand their needs.
Samuel believes in creating a fun, child-centered therapeutic environment and is constantly on the lookout for opportunities to work on goals that are meaningful to his clients. He provides therapy in English and Mandarin.
Outside of work, Samuel enjoys spending time with his children and strength training.
Fully Registered Speech-Language Therapist
Certified Clinical Supervisor with Allied Health Professional Council
Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) Technique
Signing Exact English Stage 1
Hanen: More Than Words
Play Project
McNeil Dysphagia Therapy (MDTP)
Lee Silverman Voice Therapy (LSVT LOUD)
Fundamentals of Cognitive Behavioural Therapy (CBT)
DIRFloortime® 101
Dynamic Temporal & Tactile Cueing (DTTC) for Speech Motor Learning
Enhancing Early Language and Literacy Skills with Read It Again!
Hanen: It Takes Two to Talk
3 Part Treatment Plan for Oral Placement Therapy by TalkTools
Liverpool John Moores University – Postgraduate Certificate in Education (Primary – with SEN)
University of Ulster (Northern Ireland) – Bachelor of Science in Sports Coaching
Anita graduated from Liverpool John Moores University with a Postgraduate Certificate in Education. Over her career, Anita has taught in various settings of Educational needs in England and Australia. For the last three years, Anita had been based in an Autistic Specialist School in Melbourne.
University of Ulster, Jordanstown (Northern Ireland) – Bachelor of Science (Occupational Therapy).
Niamh graduated from the University of Ulster with a Bachelor of Science in Occupational Therapy and has been living in Singapore for over 12 years. During this time, she has worked within a number of private clinics in Singapore, her roles include Clinic Manager of a centre based extensive MDT team and Lead Principal Occupational Therapist at Thomson Paediatric Centre. Niamh has vast Paediatric clinical experience working both in Ireland and Singapore. During Niamh’s practice she has worked with children with multiple developmental and physical needs. Niamh has clinically managed a caseload ranging in age, from infants to teenagers and young adults. This caseload has presented with various clinical needs including sensory processing difficulties, feeding challenges and various motor and learning challenges. Niamh is focused on a holistic therapy approach with a therapeutic focus on supporting a child’s social, emotional, and cognitive development. Niamh has conducted a number of presentations and trainings in Singapore at the SENIA and early childhood conferences, alongside various international/local schools, and polytechnics. Niamh has also provided a number of parent trainings and workshops.
Niamh believes that children, parents, and paediatric providers must work together as a team to provide excellent paediatric healthcare. To ensure that children are provided with the best care possible, it is her passion to remain current with the latest paediatric developments and approaches to children’s health.
Ayres Sensory Integration
Neuro-Developmental Treatment (NDT)
Certified DIRFloortime Provider
SOS feeding
Beckman Oral Motor
MORE Feeding
Reflex integration
Rhythmical Movement Training
Learn to Play (Karen Stagnetti)
Interactive Metronome
Therapeutic Listening
Trauma Informed Intervention
Attention Autism
DMI Certified
Interoception Curriculum Training
Team Teach Trained
