Team

Niamh has previously worked as the Principal Occupational Therapist at Thomson Pediatric Centre. She has extensive experience working with children with multiple developmental and physical needs. Niamh has managed a caseload ranging in age from infants to teenagers and young adults with various needs including sensory integration difficulties, feeding challenges and various motor and learning challenges.

Niamh is trained in areas of managing challenging behaviors, Executive functioning skills and NDT/REFLEX training Handle Approach, DIR – Floortime, Karen Stagnitti Learn to Play, Sensory Integration.

Eimear graduated from the University College of Cork in Ireland with a Bachelor of Science in Speech and Language Therapy. While studying there, Eimear gained experience in an array of settings working with both adults and children.

Since then she has lived and worked in Singapore working with children presenting with various needs, such as ASD, Down Syndrome, GDD, Learning Disability, Speech and Language delay/Disorders. Eimear has provided therapy in a variety of settings such as in Schools, Pre-Schools, in Children’s own homes and in one-to-one sessions. Here she has helped and guided parents, teachers and caregivers on how to effectively communicate with their child and to help them reach their full potential. Eimear’s very systematic and thorough approach to intervention is the key to the success and gains of the children under her care.

Eimear is continually developing her skills and has completed courses in PECS, Floortime 101 and in Play Assessment. She is passionate about helping children acquire communication skills in a fun and happy environment.

Sheryl graduated from the University of Sydney, Australia with a Bachelor of Applied Science in Speech Pathology. She is also a member of the Speech and Hearing Association of Singapore (SHAS).

Whilst in Australia, Sheryl was able to gain experience in a variety of settings including hospitals, rehabilitation centres, kindergartens and one-to-one clinic settings. In Singapore she has provided parent-training workshops and worked closely with caregivers, teachers and support staff of clients that she saw on an individual basis. She strongly believes in a holistic approach to therapy that involves all aspects of the client’s life to help the client reach his/her potential.

Sheryl is experienced in providing therapy for children with Autism Spectrum Disorder, pure language delay, language delays related to other conditions, global developmental delay, articulation difficulties, fluency difficulties, feeding difficulties, pragmatic difficulties and dyspraxia.

Manjula is a Special Educator whose area of expertise is in Preschool Based Early Intervention. Her educational background includes a Masters of Education (Special Education) from the University of Sydney, Australia and a Bachelors of Psychology from Humboldt State University in California.

Her career has seen her working in the area of Early Intervention in various countries from Sri Lanka to Australia. In the last few years she has worked in Singapore within in the private sector as a manager and teacher in Early Intervention Programmes.

Her experience working with children of diverse needs within various communities and countries has instilled in her the importance of working in partnership with families. She uses play, inquiry and interest-based teaching to help children learn holistically.

Throughout her career, she has maintained ongoing professional training in best practice for the areas of special education as well as early years education. Manjula has also completed the DIR®/Floortime 101 Therapy training.

Manjula is accredited by the Australian Children’s Education and Care Quality Authority (ACECQA). She is a member of SENIA (Singapore chapter), Community Childcare Cooperative (Australia) and the Association for Early Childhood Educators (AECES-Singapore).

Suresh graduated with a bachelor’s degree in Applied Science (Psychology) from Deakin University, Australia.  Over the past 15 years, he has worked with children with a range of needs, such as Learning Difficulties, Autism Spectrum Disorder (ASD), Global Developmental Delay (GDD), Down’s Syndrome, among others developmental conditions. His career started with working with children in hospital setting. He realized his interest for teaching so he transitioned to the role of early intervention teacher in private centres.

Suresh strongly believes that every child is different and as such will have different needs and strengths. Therefore, maintaining focus on each child’s unique needs and helping to equip them with the necessary skills is key for their lifelong learning. He believes that the optimal way to achieve this is through personalized plans for children while working closely to support their parents and families. He also strongly believes in collaborative practice with a multidisciplinary team to support his student’s needs.

Siti graduated from the National University of Singapore with a Bachelor of Art in Social Work. Siti’s interest in Special Education started when she was volunteering during her university days in a local special school specifically in an early intervention programme in the school. Siti has extensive years of experience working in an Early Intervention Centre. She has more than 8 years of experience working in an early intervention setting. She has worked as a social worker in a Voluntary Welfare Organization (VWO) Early intervention Programme for Infants and Children (EIPIC) working closely with the families in the centre. Her roles include conducting Parents meeting with the multidisciplinary team and also Parent Support Group.

Siti gained her teaching experience when she joined Metta School teaching children with special needs aged 7 to 15 years old presenting with various needs such as Mild Intellectual Disability, Down Syndrome and Autism. She is familiar with the Workplace Numeracy and Literacy Skills. She also has experience working with youth-at-risk in a mainstream school setting. Her interest to work with young children and passion to help children with special needs have led her to join as a Special Educator in a private early intervention centre. Prior to joining the centre, Siti has worked in SBCC  Child Development as an Early Intervention Programme Teacher.

Siti is passionate to help young children with special needs to develop their potential and support the child by working closely with other professionals in the team and most importantly with the families and the caregivers. Siti follows a child-centred and family centred ethos in her practice. She engages student with compassion and care as well as provide adequate supports for families through education families about their children’s needs.

Nancy holds a Post Graduate Certificate in Teacher’s Program from the National Teachers College and a Bachelor’s Degree in Physical Therapy from Emilio Aguinaldo College, Philippines.

Nancy is an experienced and qualified educator who has worked with children aged 2 to 11 years old diagnosed with Global Developmental Delay, Autism Spectrum Disorders, Sensory Processing Disorders and Language Delay. She is familiar with behavioural management techniques, Discrete Trial Teaching (DTT), structured teaching, play based approach and DIRFloortime strategies.

In the last few years, she has worked as an Assistant Manager and EIP teacher within the private sectors in Singapore.

She is a Certified Basic DIRFloortime Provider and completed Learn To Play by Karen Stagnitti.

Her love for children motivates her to help the children under her care to develop the skills to reach their potential.

Na’imah graduated with a degree in Psychology from the State University of New York (University at Buffalo). She has experiences working with students with special needs  ranging from early years to teenagers. She has great passion to support children with special needs to develop meaningful life skills and increase their ability to learn age appropriate classroom based skills.

Na’imah believes in engaging with the students and gaining their attention by making lessons fun for them so that they can develop the necessary skills within the activities. She comes up with creative ways to conduct lessons to cater to the children’s interest. She understands that each child has their own unique needs and strengths. She believes in continuous professional improvement and development for the benefit of the children she supports and their families.