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KidsFirst Early Intervention

KidsFirst is an Early Intervention Programme for children 2- 12 years. Our comprehensive Early Intervention Team is made up of Special Educators, Occupational Therapists (OT), Speech and Language Therapists (SLT) and Physiotherapists (PT). Each student enrolled in our program receives an Individual Education Plan (IEP) that highlights key developmental areas of need. Our team of in-house OT, SLT and PT works alongside our Special Education Teaching Team to develop a comprehensive support plan for each student and family. We follow international best practices by including daily Occupational and Speech and Language therapy groups within the classrooms, as well as providing individual therapy for students.

This comprehensive Early Intervention programme incorporates positive behavioural supports for students identified as benefiting from additional behaviour supports. Our OT, SLT, and PT team provides groups within the classrooms as well as individual OT, SLT, and PT therapy.

The IEP contains educational and developmental objects, with supplementary OT, SLT, and PT objectives for students.

Children can attend KidsFirst Early Intervention either 3 or 5 days a week with full or half-day options available. Children within our program benefit from a small class size led by a Special Education Teacher. All children at KidsFirst receive Occupational Therapy, Speech and Language therapy and Physiotherapy from our in-house therapy team.

At KidsFirst, we have differentiated pathways of intervention determined by the developmental needs of the children. Our learning pathways include Early Years, Early Years Foundation, Readiness Program and the School-Aged Functional Learning Program. Please read more about these different pathways below.

Dynamic Movement Intervention

KidsFirst are excited to announce we will be the first centre in Singapore to be conducting intensive DMI sessions in our Early Intervention Program for our intensive therapy kids.

Every Wednesday morning, our OT team will conduct hands on intervention sessions and we would love to have parents join and learn with us.

What is DMI?

Dynamic Movement Intervention (DMI) is a comprehensive intervention that incorporates current research on neurorehabilitation, technologies, and methodologies. This therapeutic technique is used by physical (PT) and occupational therapists to treat children with gross motor impairments by improving and/or provoking a desired action with great emphasis on alignment, sensory integration, and function. The goal is to promote progress toward developmental milestones.

Why We Love DMI

DMI expands and complements our intensive program due to its focus on clinical reasoning, current research, the whole child, and its multi-disciplinary/multi-modality approach.  DMI allows our team to not only incorporate more techniques and tools into the framework of a session, but at the same time, allows us to customize each plan based on your child’s needs and parents’ goals.

All DMI sessions are conducted by DMI-trained physiotherapists and occupational therapists, qualified up to Level C Advanced.

For more information, click here to download a copy of our brochure.

We are certified!

Early Years Program

The Early Years Program is a developmental program which supports young children to achieve important developmental milestones which allow them to functionally interact with their environment and people within it. The Early Years Program fosters development in key areas such as – Social communication, Functional fine and gross motor skills, Early cognitive skills, and Adaptative skills.

Our Early Years program is made up of two class groups: The Early Years and Early Years Foundations class.

Early Years

Students in the Early Years class focus on developing early developmental milestones within 3 key areas:- communication and language, physical development, personal, social, and emotional development.

Communication and language – 

  • Engaging in back-and-forth interactions with teachers and peers as this is a key foundation for language and cognitive development.
  • Engaging and interacting with stories to provide children with extensive opportunities to learn new words and develop important listening and attending skills.

Physical Development –

  • Children engage in sensory exploration using gross and fine motor experiences.
  • Play movements with objects and adults to help develop strength, coordination and positional awareness.

Personal, Social, and Emotional Development –

  • We foster strong warm and supportive relationships between students and teachers and therapists to enable each child to learn how to understand their own feelings and the feelings of others.
  • Children are supported in managing their emotions which helps develop a positive sense of self.

Early Years Foundation

Students in the Early Years Foundations class continue to work on developing early developmental milestones within the areas listed above. They will also be working on preparing for the transition to other programs within our school (e.g. School Readiness).

This class will prepare students to make this transition by –

  • Working on following and engaging in adult lead activities.
  • Developing further independence in transitioning between activities within the classroom.
  • Promoting further independence with Activities of Daily Living.
  • Attending to and completing project-led activities over multiple days following broader classroom themes.
  • Encouraging independence in collecting materials for classroom activities.
  • Reducing scaffolds for transitional supports.

Students within both classes of our Early Years Program have access to the Attention Autism Program.

School Readiness Program

The School Readiness Program is a developmental program that works on developing the skills needed to prepare for primary school. The School Readiness program builds upon the skills students acquire within the Early Years and Early Years Foundation Programme. When students transition into the School Readiness Program they begin to develop skills through group based instructions, following classroom routines, schedules and completing activities within the class. Students are also exposed to early academics in both numeracy and literacy. A structured timetable is followed and classroom activities include literacy and numeracy lessons. The Readiness Program also fosters key areas such as social-communication, cognitive, fine and gross motor skills and social skills which are essential skills required to build on before going to school.

The Readiness Program also offers planned school trips to different outdoor / indoor places to allow children to explore their creativity and generalize skills learnt in class such as being able to follow directions or instructions in a different environmental setting. We also have fun-filled events that happen throughout the year to tap on the child’s learning and explorations such as nurse visits, police visits and more!

Within the School Readiness Program we have two class groups.

What assessments are used in the Readiness Programme?

Children are assessed using the Assessment Evaluation Planning System (AEPS), which is a comprehensive intervention and evaluation system for children from birth to six years old. This system allows us to assess and evaluate six key developmental areas: Fine Motor, Gross Motor, Cognitive, Adaptive, Social-communication, and Social. In addition, our children receive a range of standardized behavior, adaptive, and learning assessments. Depending on the program the therapy team conducts a full Occupational Therapy (OT) and Speech Therapy (ST) assessment, including a home visit to ensure in-depth screening. Following the assessment, educational targets are selected, and an Individualized Education Plan (IEP) is formulated that is tailored to each individual child. The AEPS and IEPs are reviewed and updated every four months, with current goals updated and new goals added based on the updated assessment.

 

School Readiness curriculums do we follow?

Within the Readiness Program, we incorporate multiple educational and developmental curriculums into our lesson plans. We follow curriculums that use multi-sensory approaches to help foster children’s reading and writing in the English language. Below are the curriculums we use in the School Readiness Program:

Jolly Phonics

Learning without Tears (LWT) and Handwriting Without Tears (HWT)

Oxford Reading Tree

Zones of Regulation

School Aged Life-Skills Program

The School Aged Life-Skills Program is a structured educational program that supports children with moderate to high support needs to acquire the foundational skill set necessary to be independent as possible in their daily lives and in their community.

We utilise life skills curriculums to apply a direct teaching approach in order to support the development of three key areas in our students –

Social Skills

This area encompasses all the necessary skills for our students to become active members of their communities and to be successful in interacting with the people within them. We work on skills such as:

  • Understanding self- developing personal interests and self-regulation strategies.
  • Functional communication- being able to express one's needs, thoughts and ideas.
  • Community Safety Skills- Road safety, fire safety and personal safety
  • Maintaining interpersonal relationships- building connections and friendships with others.
  • Partaking in recreation and leisure activities at home and in the community.
  • Utilising community services- taking public transport and engaging community helpers.

Functional Academic Skills

Our students are taught core academic skills that allow them to grow towards independence such as:

  • Time management -managing daily schedules and activity planning.
  • Money skills – basic handing of money and safe keeping.
  • Measurements – functional use of measurement and volume in cooking and household organising.
  • Functional literacy- recognizing symbols, reading everyday signs and reading directions.

Daily Living Skills

We teach our students the necessary motor, cognitive and communication skills to be able to perform daily living routines such as:

  • Personal hygiene and grooming toileting, bathing, brushing teeth and dressing.
  • Food preparation and cooking: following simple steps in a recipe, utilising various kitchen equipment and kitchen safety.
  • Maintaining personal property: caring for personal belongings, packing and organising.
  • Maintaining of living spaces: housekeeping chores such as laundry, basic cleaning and tidying.
  • Basic health education: identifying basic nutrition, maintaining exercise, and basic self-care.

Holiday Intensive Program

This program allows students enrolled at other schools to join us while on term breaks. This program is open throughout the year and parents can enrol their child for a minimum of 2 weeks in our Early Intervention School Program. Discover KidsFirst runs 9am-3pm Mon to Fri.

Discover KidsFirst
 

This Program runs as a supplementary program to our Early Intervention Program (EIP). It is open throughout the year to families with children that do not currently attend our EIP program. The Discover KidsFirst program is perfect for families looking to keep their child engaged during their term breaks while continuing to support their learning and development in a Special Education setting. Families can enrol their child for a minimum of 2 weeks into KidsFirst School. We have openings in our Early Years, School Readiness, and School- Aged Life Skills program. All students enrolled in the Discover KidsFirst program will access small class sizes led by Special Education Teachers. Individual Occupational Therapy (OT) and Speech and Language Therapy (SLT) sessions (1 hour per discipline each week). Group based OT and SLT sessions with their classmates. Families are also welcome to join any fun activities taking place within the center during their child’s time in the Discover KidsFirst program. Previous fun events have included- KidsFirst Movie Night, KidsFirst School Trips, KidsFirst Sports Day, and Parent Education Talks. You will also receive updates on your child’s time in class and individual therapies while they are enrolled in the Discover KidsFirst program.

We have spaces available within our Early Years, School Readiness, and School- Aged Life Skills programs . Spaces are limited within the Discover KidsFirst program so we recommend parents reach out and secure a space early!

Curriculums and Teaching Practices

At KidsFirst we have embedded evidence based curriculums into all of our classrooms to promote children’s engagement and development.

We use the Early Years Framework from the UK as well as research-based special education curriculums to ensure measurable systematic delivery of developmentally appropriate skill acquisition. Our Individual Education Plans (IEPs) are formulated using the AEPS system. This developmental assessment highlights children’s areas of need within 6 key developmental domains- cognitive, gross motor, fine motor, adaptive, social, and social- communication. Developmental base-lines are determined for each child allowing our team to draw out priority skills that are detailed within each child’s Individual Educational Plan (IEP) encompassing classroom-based and therapist-led goals. Our IEPs contain both developmental and academic goals. While at KidsFirst children will learn about their world, literacy, mathematics, and expressive arts and design.

Developmental curriculums and approaches such as the Early Start Denver and Learning Without Tears are utilized by our specialist teachers to cater to each child’s unique developmental profile. We are also the only center in Singapore to be fully trained in the Attention Autism approach. This is an evidence-based approach created by a Speech and Language Therapist to help children with additional needs develop attention and communication skills. This approach engages children through the use of visually based and highly motivating activities. It is a popular approach and is widely used in schools in the UK and other countries.

Our Special Education Teachers and Therapists also support children by providing holistic behaviour support following a positive behaviour support model. We work together to support functional daily living skills such as hygiene and self-care, mealtime routines, and toileting.

Click here to view and download the EQUALS Curriculum brochure.

Integration of Therapy and Classroom Supports

Our in-house Occupational Therapy and Speech and Language Therapy team therapists work alongside our Special Education Teaching Team to support all students at KidsFirst. Our OT and SLT team, as well as teachers completes developmental assessments to help further understand each child’s specific strengths and areas of need. This information helps develop an understanding of each child’s profile which helps develop supports tailored to each child and families unique needs. Our center-based Therapy team is involved in IEP goal setting, goal reviews, and IEP family meetings, depending on the program. Our Therapy team also conducts individual Occupational Therapy and Speech and Language Therapy sessions to help further skill attainment for students.

Our OT team facilitates gross motor groups in our OT gyms. During these groups students get to work on group participation, gross motor activities, peer interactions, and play.

Our SLT team facilitates Story retell and Social-Communication Play groups in class. Our story retell groups help develop students’ ability to answer simple questions and recall early details. SLT Social-Communication Play groups work on developing joint attention skills and symbolic play.

Our Specialized therapy team utilizes the following approaches Sensory Integration, DIR Floortime, Learn to Play, iLS (Integrated Learning Systems), SOS Approach to Picky Eating, DMI- Dynamic Movement Intervention, Attention Autism, and Social Thinking.

Additional Therapy supports available within KidsFirst Early Intervention Programme

Food school – For students that have been identified as picky eaters. Food school following the principles of SOS Approach to picky eating.
Specialized Seating and Positioning – Our OT team can provide additional support for students that will benefit from specialized seating and positioning within the classroom.
Augmentative and Alternative Communication (AAC) Parent Training – This parent training helps support parents understanding of best practices for AAC introduction and use.

Empowering Parents

We believe that parents and families know their children best. We work closely with parents to ensure that the goals for the child match the family’s priorities by providing numerous ways for our team and families to come together, connect and share information.

We provide families with learning documentation, parent-team meetings, and therapy meetings but also additional supports through:

  • Weekly updates on classroom individual IEP goals on the Illumine app.
  • Daily log on students school day via a communication book.
  • Home visits by our OT team as part of our assessment process to gather parent concerns and provide tailored supports for home.
  • Parent sit in Circle times and Parent led Storytimes in school.
  • Parent & Caregiver Training Presentations by our team and external professionals on topics related to children’s development and how to support them.
  • Sit in individual SLT and OT sessions with fortnightly written feedback via ClassDojo.
  • Reading resources and a Parent lending library of useful support books for families to access.
  • The Parent Lending Library carries a variety of books on subjects like parenting strategies, behaviour management, building self-esteem, effective communication, ADHD, bullying, and regulation. The collection of Parent Resources is housed in our waiting area and books are available to be borrowed exclusively by the parents or caregivers of our students.
  • Parent Network through Parent Coffee Mornings and facilitated Play Dates with children, parents, and an OT.
  • Parent meetings to review students progress and continued areas of need.

Beyond KidsFirst

At KidsFirst we are working towards our students transitioning into formalised schooling. Our programme not only gathers developmental information from the time of enrolment that can be shared with prospective schools, we also assist parents in navigating the school selection processes. We help bridge the transition between our programme and schools by liaising with enrolment staff, teachers, learning support staff and therapists to ensure a thorough handover by conducting site visits, teacher training as well as meetings with the schools.

Individual therapy services can be accessed after school hours. Please contact us for more information on our therapy services.

Enquire Now

Ongoing Programs

Contact us for more details and to reserve your spot. 

Friendship & Conversation Skills Group

Helping children build confidence, communication, and meaningful friendships

Does your child find social situations tricky?
Our Speech Therapy–Led Friendship & Conversation Skills Group supports children aged 6–10 in developing the social skills they need to connect, communicate, and thrive.

– Small group setting
– Fun, guided activities
– Focus on real-life social skills
– Led by a Speech & Language Therapist

If your child struggles with making friends, joining conversations, or understanding social cues — this group may be a great fit.

📩 Message us to learn more or enquire about upcoming intakes. Call +65 9166 5597 and/or email support@kidsfirst.co 

Lego Therapy Group

Where play builds confidence, communication, and connection

Through structured LEGO play, children learn to:
– Communicate and collaborate
– Build confidence and problem-solving skills
– Practise turn-taking and teamwork
– Develop emotional regulation
– Make meaningful connections with peers

It’s more than just building — it’s learning through play in a safe and supportive environment.

Program Details
Age Group: 6–12 years
Schedule: 1 session per week
Program Length: 6–8 weeks

Message us to secure your spot – Email support@kidsfirst.co or WhatsApp +65 9166 5597

Study Skills Group

Our 𝗦𝘁𝘂𝗱𝘆 𝗦𝗸𝗶𝗹𝗹𝘀 𝗚𝗿𝗼𝘂𝗽 supports upper primary and secondary students who need help with:

✔ Organisation and planning
✔ Focus and task completion
✔ Study strategies and exam confidence
✔ Managing school-related stress

This 6–8 week program is facilitated by an Educational Psychologist and designed to build independence, confidence, and effective learning habits.

📩 Enquire today to find out if this program is right for your child.

Call +65 9166 5597 and/or email support@kidsfirst.co

Social Detectives — Now Enrolling!

Does your child find social situations confusing or tricky to navigate?
Our 𝗦𝗼𝗰𝗶𝗮𝗹 𝗗𝗲𝘁𝗲𝗰𝘁𝗶𝘃𝗲𝘀 𝗚𝗿𝗼𝘂𝗽 helps children learn the social “smarts” they need to understand others, join conversations, and build friendships with confidence

Through fun, guided activities, children will learn to:
– Read social cues
– Understand what others are thinking or feeling
– Predict what might happen next
– Improve communication and interaction skills

𝗦𝘁𝗮𝗿𝘁𝘀: 𝗙𝗲𝗯𝗿𝘂𝗮𝗿𝘆 𝟮𝟬𝟮𝟲
𝗗𝗮𝘆: 𝗘𝘃𝗲𝗿𝘆 𝗪𝗲𝗱𝗻𝗲𝘀𝗱𝗮𝘆
𝗧𝗶𝗺𝗲: 𝟱:𝟬𝟬 𝗣𝗠
𝗔𝗴𝗲 𝗚𝗿𝗼𝘂𝗽: 𝟱–𝟴 𝘆𝗲𝗮𝗿𝘀
𝗙𝗮𝗰𝗶𝗹𝗶𝘁𝗮𝘁𝗼𝗿: 𝗦𝗽𝗲𝗲𝗰𝗵 𝗧𝗵𝗲𝗿𝗮𝗽𝗶𝘀𝘁 𝗔𝗿𝗶𝗲𝗮𝗹

📩 Email us at support@kidsfirst.co or message us on WhatsApp +65 9166 5597 to register and confirm your spot.

Spaces are limited to keep the group small and supportive!

Educational Psychology Services

Now available at KidsFirst: Educational Psychology Services

Our program supports children and teens with:
✔ Executive functioning and organisation
✔ Learning and study skills
✔ Attention and focus
✔ Emotional regulation and anxiety
✔ School readiness and transitions

Delivered by Sofia Koliaritidi, Educational Psychologist, our service focuses on building confidence, independence, and resilience using a neurodiversity-affirming approach.

📩 Contact us to learn more or enquire about availability.

Call +65 9166 5597 and/or email support@kidsfirst.co 

𝐈𝐧𝐭𝐞𝐧𝐬𝐢𝐯𝐞 𝐓𝐡𝐞𝐫𝐚𝐩𝐲 𝐏𝐫𝐨𝐠𝐫𝐚𝐦𝐬

At KidsFirst, our 𝐈𝐧𝐭𝐞𝐧𝐬𝐢𝐯𝐞 𝐓𝐡𝐞𝐫𝐚𝐩𝐲 𝐏𝐫𝐨𝐠𝐫𝐚𝐦𝐬 bring together a multi-disciplinary team to create a customized therapy plan that supports every area of your child’s development. Whether your child needs help with mobility, communication, sensory regulation, or social skills, our expert therapists work in unison to provide a cohesive and personalized approach for consistent growth and progress.

𝐖𝐡𝐚𝐭 𝐖𝐞 𝐎𝐟𝐟𝐞𝐫:

– Physical Therapy (PT)
– Occupational Therapy (OT)
– Speech Therapy (ST)
– Dynamic Movement Intervention (DMI)

Each therapy plan is designed to address your child’s unique needs, ensuring they receive the best care possible.

🗓️ 𝐒𝐩𝐨𝐭𝐬 𝐚𝐫𝐞 𝐋𝐢𝐦𝐢𝐭𝐞𝐝. 𝐂𝐨𝐧𝐭𝐚𝐜𝐭 𝐮𝐬 𝐭𝐨𝐝𝐚𝐲 𝐭𝐨 𝐬𝐞𝐜𝐮𝐫𝐞 𝐲𝐨𝐮𝐫 𝐬𝐩𝐨𝐭.

𝐏𝐡𝐲𝐬𝐢𝐨𝐭𝐡𝐞𝐫𝐚𝐩𝐲 𝐇𝐨𝐥𝐢𝐝𝐚𝐲 𝐏𝐫𝐨𝐠𝐫𝐚𝐦𝐬

DMI Intensives, Sports Club, & Movement/Flexibility Classes – the perfect combo to keep your child active, engaged, and growing this holiday season!

📅 Contact us today to register!

Past Events

Celebrating Deepavali!
Happy World Cerebral Palsy Day!

Giddy up for a great day at Gallop Stables! 

World Dyslexia Week

LET’S GET IN TOUCH

We are happy to arrange a phone call to answer your questions, We can also arrange a complimentary center visit to discuss KidsFirst Early Intervention with one of our Team members.

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Sofia Koliaritidi

Educational Psychologist

  • Graduated From

University of Bath and University College London

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Victoria Hodges

Senior Physiotherapist

  • Graduated From

BSc Physiotherapy, First Class Honours- King’s College London

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Daash Vijaendren

Lead Special Education Teacher and Educational Therapist

  • Graduated From

UCSI, Master’s degree in Child Psychology
HELP University, Bachelor’s degree

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

Arieal Arthur

Assistant Speech Therapist

  • Graduated From

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

 

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Niall Hughes

Occupational Therapist

  • Graduated From

Queen Margaret University Edinburgh

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

Degree of Bachelor of Science with Honours in Occupational Therapy
UK HCPC registered

Zidane Seow

Senior Occupational Therapist

  • Graduated From

Singapore Institute of Technology

  • Past Work Experience

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.

  • Philosophy to Working with 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.

  • Training and Certification

Bachelor of Science in Occupational Therapy (Honours)
DIR Floortime 101
Social Strategies for children with Autism
Child First Aid and BCLS

  • Languages Spoken

Thai, Mandarin

Hellows Diddee

Principal Speech and Language Therapist

  • Graduated From

University of Mysore, India- Master of Science- Speech Language Pathology
University of Mysore, India- Bachelor of Science-Speech and Hearing

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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 

Cathleen Beredo

Occupational Therapy Assistant

  • Graduated From

De La Salle Medical and Health Sciences Institute – Bachelor of Science in Occupational Therapy

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Languages Spoken

Filipino

Kate Menzies

Occupational Therapy Assistant

  • Graduated From

Loughborough University, United Kingdom – Bachelor of Science in Sport and Exercise Science. Worcester University, United Kingdom – Master of Science in Occupational Therapy

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

UK HCPC Registered Occupational Therapist

Rismi Runnisha

Occupational Therapist

  • Graduated From

Singapore Institute of Technology – Bachelor of Science in Occupational Therapy

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

Alison Baker

Senior Occupational Therapist

  • Graduated From

Queen Margaret University – BSc Occupational Therapy

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

Rayson Hong Rui Shu

Senior Occupational Therapist

  • Graduated From

La Trobe University, Master of Occupational Therapy Practice

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

Fully Registered Occupational Therapist with AHPC

  • Languages Spoken

Mandarin

Sally Ting

Principal Occupational Therapist

  • Graduated From

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).

  • Past Work Experience

She has 13 years of working experience in different settings in Singapore.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Amelia Roberts

Physiotherapist Assistant
Dynamic Movement Intervention and Motor Specialist

  • Graduated From

York St. John University – First-class Honours degree in Physiotherapy BSc (Hons) 

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

Dynamic Movement Therapy

Bobath for Adults

Cerebral Palsy Integrated Pathway (CPIP)

Whole Body Vibration Therapy (WBV)

TEDEI (Training in Early Detection for Early Intervention)

Peter O Brien

Occupational Therapist
Advanced Sensory Integration Practitioner
Head of Department

  • Graduated From

University of Ulster, Jordanstown (Northern Ireland) – Bachelor of Science (Occupational Therapy).

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

 

Sinead Nathan

Principal Physiotherapist

  • Graduated From

University of Limerick, Ireland – Bachelor of Science in Physiotherapy

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

 

  • Training and Certification

Vestibular rehabilitation in adults

Cuevas Medek Exercises certified

Therasuit method and spidercage therapy

DMI certified

Alzena Chiam

Senior Speech and Language Therapist

  • Graduated From

Masters of Speech Pathology

National University of Singapore – Bachelor of Arts (Social Work)

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

Hanen – It takes two to talk

Attended trainings on Key Word Sign Australia

Holly Yau

Principal Speech and Language Therapist

  • Graduated From

National University of Singapore

 

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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)

Melissa Loh

Senior Occupational Therapist

  • Graduated From

University of Melbourne, Australia – Bachelor of Early Childhood Studies

Singapore Institute of Technology – Bachelor of Science (Hons) Occupational Therapy

  • Past Work Experience

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.

 

  • Philosophy to Working with Children

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.

 

Kacey Lieu Ngoc Diep

Senior Occupational Therapist

  • Graduated From

La Trobe University (Melbourne, Australia) – Bachelor of Health Sciences and Master of Occupational Therapy Practice

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

 

  • Training and Certification

Essentials of Sensory Integration by Dr Teresa May – Benson

DIR®/FloortimeTM 101 DIR Model (Developmental, Individual Differences, Relationship Model)

Grace Tan

Senior Occupational Therapist

  • Graduated From

Curtin University with a Bachelor of Science in Occupational Therapy

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Niamh Donnelly

Clinical Director
Principal Occupational Therapist
Advanced Sensory Integration Practitioner

  • Graduated From

University of Ulster, Jordanstown (Northern Ireland) – Bachelor of Science (Occupational Therapy).

  • Past Work Experience

Niamh graduated from the University of Ulster with a Bachelor of Science in Occupational Therapy and has been living in Singapore for over 9 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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Celine Goh

Administrator

Ferah Feyzan Turen

Administrator

Samuel Chi

Speech and Language Therapy Team Lead (EIP)

  • Graduated From

University of Sydney -Master of Speech Language Pathology

Nanyang Technological University- Bachelor of Arts (Honors), Linguistics and Multilingual Studies

  • Past Work Experience

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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

Anita Fox

Curriculum Co-ordinator
Senior Special Education Teacher

  • Graduated From

Liverpool John Moores University – Postgraduate Certificate in Education (Primary – with SEN)

University of Ulster (Northern Ireland) – Bachelor of Science in Sports Coaching

  • Past Work Experience

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.

 
  • Philosophy to Working with Children
Anita believes every child can build a love for learning and become independent lifelong learners. She uses a student-centred approach and works closely with families to help children reach their goals and their full potential.

Niamh Donnelly

Clinical Director
Director of Operations
Principal Occupational Therapist
Advanced Sensory Integration Practitioner

  • Graduated From

University of Ulster, Jordanstown (Northern Ireland) – Bachelor of Science (Occupational Therapy).

  • Past Work Experience

Niamh graduated from the University of Ulster with a Bachelor of Science in Occupational Therapy and has been living in Singapore for over 9 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.

  • Philosophy to Working with Children

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.

  • Training and Certification

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

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